Day 1 on the Ground #sol20

Day 1 on the Ground #sol20

September 15, 2020

I didn’t really enter the building until last Thursday. It felt like Pompeii, covered with the dust of a volcano that spilled all over life at school as we knew it. In my home office, I could live in a completely parallel universe.

I spent two days trying to put the literacy center to rights while actually trying to put my own self right in the process. I was determined if I could put all of those books haphazardly left last spring when the world changed in their proper place, if I could release the time capsule in my today bin from March, then and only then could I get my mind going in the solutions for now.

In a little over two days, I got the books in approximately the right space. They are in their correct bins, but perhaps not with their book alike friends quite yet. This might be a metaphor for so much of today’s learning community world. The shelves are dusted. The paper files I couldn’t quite find the capacity to go through are under my desk. My personal PPE stockpiled by Mr. K over the summer is in the hassock next to that desk. My personal books are in the right bins. The Monday flowers are on my desk. It looks right.

But it doesn’t feel quite right.

My battered copy of Leading Well was propped on the white board rail. I’m sure I was reading something in it that day when everything changed. Abandoned? No. Still full of the wisdom that will lead me and hopefully inspire others. Lucy says our main goal is to learn from data of all sorts. I’ve been collecting that data over the months, weeks, and now days we’ve been changing and moving forward. Talking to teachers, hearing their plans, their hopes, their concerns. Touching the books, considering how to share them with students, which ones to use for lessons, which ones to make into video read alouds, which ones to share freely and with whom.

As Lucy says in Leading Well, now is the time for vision casting. Building agency. Creating a mantra. Thinking big picture. Using stories. Working through priorities. Creating a vision for next steps. Plan. Build learning communities. Oh, yes, that book is still going to be the heart of the work.

This morning, thank goodness, I was assigned duty out front. Finally, students face to face! Many times in my long career, I’ve had the pleasure of greeting students first thing in the morning. We were blessed with a bright sunny day and as the cars pulled up, it almost seemed like what I remembered.

Then I opened the first door. The anxiety of parents and kids came rolling out of the car like a fog. Good Morning! I said, I hope brightly. We are so happy you’re here. Let me help you find where to go.

It was hard to recognize some of them when all I could only see their eyes. It made me quickly say, I’m Mrs. Kennedy. I’ve missed you. Most came willingly continuing to trust what we’ve built.

One of the fourth graders told me, I’m nervous.

Yes, I said, it’s been a long time. We are still here, glad to see you.

Will you walk with me? he asked.

Yes I said.

A Preview of March Madness Book Edition #sol20

A Preview of March Madness Book Edition #sol20

March 2, 2020 #sol20

Our new principal brought along with him an enthusiasm for a March Picture Book bracket. He showed me a video of his former school’s reading specialist introducing books in front of a exciting, balloon filled assembly. I was reluctant… mostly to trying to duplicate what he clearly thought was a special moment.

So I said…

I’ll figure out the books, but the assembly is all you.

“Figuring out the books” became the challenge so far. I reviewed some suggested list uninspired about flooding our classrooms with these titles. Having spent this year reading, reviewing, and reading other’s reviews of so many own voice, fresh books, I dreamed of giving our classrooms a mentor text set that would benefit our literacy work long past March.

So I sought out my local expert …

Our librarian

First we talked it out. We looked at the lists available, read many of those books. We agreed to try and make a balanced, fresh list that reflected our students and would be meaningful for most to read and discuss.

So for a week or so we read books…

Many, many books

I wish I had kept track of the number of books I read, reread, and considered. On the appointed afternoon, Barb and I wheeled our suggestions into the conference room with the goal of sixteen books balanced in genre, difficulty, windows, mirrors, and doors.

This was a bigger job than I thought.

We read… and discussed and read some more.

We narrowed it down to around twenty books. Laying them out on the table, we took another look, reading hem to each other, talking more about possible classroom response.

Ready to show our principal.

Am I a little nervous?

The book selection was our contribution. Our principal took up the fundraising. Sixteen hardcover picture books per class was not a small monetary outlay. Sure that these books would be used and loved, we urged him on. Spurred by a vision of a body of mentor text talk that could follow students through our five grades, I was hopeful.

Our principal remained enthusiastic and convincing.

For a while, the prospect was far less that certain.

I made a shopping list for a nearby bookstore… and hoped for the best. Then finally approval!

Flash forward a week, one of our book selection, Hair Love by Matthew Cherry won an Oscar for his screen adaptation. I widely circulated the video through the school with my personal copy of the book and the promise that the book would be in their hands soon.

The books began to trickle in. I posted photos of the covers outside my room. I read one here and there to groups of students. On the day that the books arrived, our students were celebrating Valentines, the afternoon prior to February vacation. Our principal set up the books in our conference room with neat stacks and one front facing display books. Parents in the building drifted in. They had questions.

What will happen to the books afterwards?

My heart fills with the possibilities of these books becoming cherished mentors read over and over.

We gathered up a student from each grade… and then gathered a couple more when the first friends did not want to be photographed. So there in our last moment before vacation, we snapped this photo of promise.

For the month of March , I will be participating in the Slice of Life Challenge (#sol20) sponsored by Two Writing Teachers. I will be slicing each day for 31 days inspired by my work as a literacy specialist and coach, my life, and my fellow bloggers.  This is day 2.

March Warm Up #sol19

March Warm Up #sol19

February 28, 2019

I sat down this morning to prewrite my blog for tomorrow, however traditionally our first blog of March is a kick off to introduce our blog to others or talk about our plan for our March writing.  I have a different plan for my Friday blogs during this month, so I thought I might write today about my plan.  It’s in the front of my mind and I can’t get my Friday blog out until I clear it out of the way.  (LOL)

This is my third year of the 31 day writing streak.  It seem extreme to say it is life-changing, but really it is.  Not only have a developed a real writing habit, but it’s change the way I see writing instruction and writing in general.  Perhaps predictably,  I never really saw myself as a writer.  Encouraged by a thoughtful mentor to write about my practice in a greater PLN,  I began blogging three years ago by jumping right into the month long challenge.  While the writing has been so helpful to my practice, allowing me to consider my OLW more carefully, examine practice, and definitely become more observant of my greater world,  the greatest gift I received was the companionship with my fellow slicers.  In a core group of 6-12 slicers who I feel I have a writing relationship with through our blogs,  I have discussed practice, next steps, tough times, and celebrated triumphs.  These core bloggers,  along with many other blogs I follow now,  have taught me about resources I wouldn’t have found, practices I might not have tried, perspectives I might not have consider, and endless lessons gently taught by caring writers with similar sensibilities.

I honestly am not sure about my methods from the last two years.  I know my first year I prewrote blogs and kept them in a folder in my google drive.  In both years, following a suggestion by many,  I keep a blog fodder journal, which is always filled with ideas I hope to write long about sometime in the near future.  This is a great way to try out a technique I am often suggestion to students of keeping a place for writing ideas to forego the I don’t know what to write about.  That lesson alone has been so beneficial to me, both in giving me ideas to come back to and also to teach me to notice and consider many, many things that I might have noticed at the time and never given deep thought.  I show it to you now because it is an absolute mess filled with coffee stained notes I shoved into my handbag, notes quickly jotted in the car from something I read, stickies written during a chat or a show when a random thought occurred to me and… a few carefully constructed ideas.  Perhaps this is where I emphatically tell you that a) you can do a better job than me and b) if you don’t,  it doesn’t matter because this is a forgiving audience with a just go for it attitude.   My own darling chief welcome wagon encourager is still writing me a response each week even when my blogs are again a hot mess.  He is an amazing writer with tight well constructed thoughts whereas you can see I am a wordy rambler sometimes. most times

This year’s plan is to have a theme(like) for each day of the week, so that I know what type of writing I am going to do that day:  book reviews, follows, regular slices and a few other ideas.  If you new and reading this,  I suggest you read A LOT of blogs this week going back into archives of ones that resonate with you to see their style and subject matter.

To my long time writing friends,  I can’t wait to read what you write each day.  To myself,  you can do this!   See you in there.

I am writing every day for the next 31!  Here’s to day 1.  Thanks to all of the Slicers and especially Stacey, Jcareyreads, ebgriffin, dmsherriff, Brian Rosinsky, Clare Landrigan, and many others for nuturing my writing and being my PLN away from home.

It’s All About Approximation #sol18

It’s All About Approximation #sol18

Our district is in the midst of an overhaul… in a good and also messy way.  We have an interim superintendent, an interim assistant superintendent for curriculum & innovation, a new reading curriculum, a new writing curriculum, a new reading assessment and at my school, we have a interim principal…  That’s a lot of new(ish) stuff.

The absolute truth is that new can be really, really messy.  It can be full of starts and stops, trial and error, and especially misunderstandings and enlightenment.  Messy can be beautiful and a marvelous learning experience if you fully embrace it with a clear vision of the why.  It can also be exhausting… sometimes not in a good way.

Like many in my PLN, I spent the day on Saturday at Teachers’ College.  I look forward to it for half a year,  drive through part of the night and the dawn to get there,  absorb like a sponge all day and then process all I have heard for months afterward.  For years, when I went to the Reunions,  I was catching up…  I didn’t quite understand the visions, the nomenclature, and the rhythm of the talk.  But somewhere along, I began to keep up.  The talk makes sense.   I see the connections between things.  I’m actually in stride.

So… how do these things go together.  You just have to suck at something for a while.  It’s uncomfortable.  It’s tiring. It is definitely not the easy path.  In the fray, it’s hard to see the route.  Our district was high functioning.  Students were making adequate progress for the most part.  The need for a new curriculum wasn’t mandated or even needs-based.  It was about innovation.  Thinking about a future we don’t quite see for a generation that’s on their way there.  Changing the narrative and the practice from teacher directed to student led.

Unfortunately,  the vision setting,  the dream-casting,  the history of change is frequently communicated in short hand and at the wrong frequency.  Someone compared our work once to rebuilding the car while driving down the road.  The image of that is truly terrifying, but yet we coach teachers into that in a room full of elementary students every single day of the week.  Unpredictably, uncontrollably, sometimes unmanageably every solitary day of the year.

It took me five solid years to have a vertical vision of the Calkins’ reading and writing curriculum.  Every day I learned additional components, interpretations, and resources.  I’ve breathed, discussed, and attempted these ideas most days over the course of those years and still… I’m back in the books, reading more, going to more reunions.  Learning, questioning, adapting more all the time.

Where does that leave us right now?  In a glorious place!  If we are growers, learners, and innovators every day, it leaves us open to encouraging growing, learning, and innovating in our students.  If we struggle, we are closer to their struggle.  If we have to work things out, try and try again, we exhibit growth mindset in the realest, most authentic way.

I never was that good as an educator, administrator, interventionist, or coach to make things really look easy or perfect, but I know many who can.  I always admire that perfect looking space, those creative bulletin boards, that neat writing in student portfolios, but now I admire a narrative that sound more like approximation.  We’re so close… My students are nearly there.  We tried this today and it bombed, but tomorrow we’re going to…  I noticed… I wonder… Man, today was HARD… 

So here’s to the disequilibrium that comes from change and attempts and deep, deep learning.  I have to go to bed earlier, but I’m very excited to get up in the morning.

 

thank you to all of the writers who encourage me to say I don’t really suck at this anymore including all of the voices behind Two Writing Teachers.  Read some amazing thoughts here.

My Mission Statement #sol18

My Mission… Statement #sol18

October 9, 2018

 

Last week, my virtual friend, the amazing middle school teaching Iowan, Darin Johnston published this thought-provoking slice about his mission statement.  His real life- real time PLC was working on Covey-related thinking and charged their members to write a mission statement.  Darin, like many of us perhaps,  thought he didn’t really have a mission statement.  Like most of my virtual PLN, he decided to write about it and ask for feedback from his virtual PLN. His short list was poignant and contemplative and inspiring.

So at the first bend of a new school year, so many years down the road,  I think of my short list,  my mission.  Inspired by Stephen Covey.  Inspired by Darin.  Inspired by my own band of co-conspirators.  Inspired by all that has brought me here.

My Mission 

• Perhaps instead of beginning with the end in mind we should begin with the now in mind. 
• Do your best today
• Notice the people and the environment around you
• Appreciate now
• Give yourself and others the benefit of the doubt
• Take ownership of your actions, thoughts, and words
• Believe in potential.
• Accept other’s truth

As Darin said,  it’s hokey and a bit fluffy.  But we all need a compass as Covey would say and perhaps we should follow that compass more often.  So this is going up on that messy white board above my desk.  The one with the loaned books list,  the inspiration from Colby Sharp, the instagram that I save about teaching tomorrow, the papers I don’t want to lose.  Because I don’t want to lose this.  I don’t want to lose the white board that says, You’re doing the best you can do… right now.  I want to live in the right, right now.  Affect change in the right now.  Appreciate, admire, encourage… right now.

Thanks Darin.  Your words weren’t hokey or fluffy.  They were inspirational… as always.

 

Here’s to @iowaconflictedteacher, Pernille Ripp, who inspired three teachers I know to think globally this week, and my encouragers who read faithfully and encourage freely including all of the folks at TwoWritingTeachers, who inspired this community and nurture it freely.

The Promise of This Year #sol18o

The Promise of This Year #sol18

September 17, 2018

Last week,  my very wise, mentor/cyber-colleague, posted this onto her twitter feed.

I responded with my gut, my instincts,  my heart…

“The Promise of This Year”

On August 30,  Colby Sharp retweet his own tweet from June 27, 2018

I printed it out and hung it above my desk.

I am often chasing fixes.  Trying to solve all the problems within my purview.  That’s not what I coach folks to do.  I coach folks to think of one thing that they do sort of well and do it better and better.  I should take my own advice…

So I am declaring publicly that THIS YEAR,  I am going to think in that moment, with that teacher or that student, about what we are working on right then.  As Colby says, one read aloud at a time, one conference at a time.  One book talk at a time.  One mini-lesson at a time.  One small group at a time.  Every minute.

If it doesn’t work this minute, perhaps it will work in the next.  After all I am just planting seeds.  Planting seeds.  Casting them out and seeing what grows.

Last week,  I wrote down a meditation mantra from 10% Happier.  It was so simple, but it spoke volumes to me.  Right now,  it’s like this.  Right now it’s like this.  

Last week,  I met with the literacy team in my building. The internet didn’t work, the chromebooks wouldn’t all boot up.  One of them turned to me and told me a story about how she hadn’t planned a few weeks of her young sons’ summer days.  It seemed like everything was a little bit wonky.  She began to say, mostly to herself, I’m doing the best I can do.  I wrote than down on a white board and added… I’m doing the best I can do, right now.  

So perhaps tomorrow, a minilesson will flop or SOAR,  technology will glitch or work perfectly,  I’ll read a book that makes us laugh or smile or think.  And I’ll be thankful.  Thankful for Jessica Carey and Colby Sharp.  For the kids and their jokes.  For my colleagues that lift me up and the ones who keep me on my toes.

I’ll remember that it’s just this minilesson,  this strategy group,  this conference,  this read aloud.  I’ll notice a twinkle in someone’s eye,  a half smile, and an almost-there.  Because all I want is for everyone I work with,  kiddos and grown-ups to know,  I care about their success.  I’m still going to be here tomorrow and we can do it all again or something entirely different.

That’s where our strength lives.

 I’m grateful to my social media giants who hold me up even when they don’t know it.  Read their amazing slices here at Two Writing Teachers.

Summer Challenge Update #sol18

Summer Challenge Update #sol18

Reading the Units of Study Through

July 24, 2018

For this summer,  I set myself one main challenge,  to become more knowledgeable about writing instruction.  Was that really the challenge?  Let me not get ahead of the story.  On the last day of school I packed up the book stack I had amassed over this year to read more about writing instruction.  The stack included Joy Write, so beautifully explained at the Heinemann retreat last summer by Ralph Fletcher himself and brought beautifully to life by my Connecticut cyperfriends,  Dawn, jcareyreads, and Standingtall.  Other books in my stack included The Unstoppable Writing Teacher, Enticing Hard to Reach Writers,  and Renew .  I went back for The Writing Strategies Book.   I quickly read through Colleen Cruz’ The Unstoppable Writing Teacher. I was well on my way to a blissful summer reading about writing, but two things happened.

First, another member of my literacy team said reading all of the beginning units of study for the year seems like a good idea.  We had just each taken two units and read them for our summer kick off.  Since everything even literacy comes down to match, I estimated that if I read one unit of study a week,  I could read the remaining four grades of each reading and writing first units in the eight weeks remaining of summer.  We had hear that a unit could be read in approximately two hours cover to cover, but I knew that annotating, birdwalking, mentor text searching, and researching,  most of the units could be read in one day.

Begin at the beginning I say,  so I began with kindergarten reading.  Having spent most of my time in the last four years teaching lessons in third and fourth grade dipping down this year to help out in first,  I was struck immediately with how kindergarten lays the foundation for everything.  EVERYTHING.  So much of what a fourth grade teacher is trying to accomplish with his/her students is directly connected to the foundations that are formed in kindergarten.  I was reminded of the joy of beginnings, of emergent storybooks, and about endless possibilities.  I am hoping that a kindergarten teacher will look kindly upon me this next year and I’ll enjoy some joyful learning in kindergarten first hand.

This is time so well spent.  I listened to Lisa Corbett, podcast last week, but was struck by something she said about the math curriculum she has been using.  I paraphrase.  She said that she had been teaching the lessons but until recently had never read the fore matter.  It changed everything for her.  That’s how I feel about reading the units of study through,  it changed everything for me in many ways.  First,  I see the trajectory of the unit clearly from beginning to end,  the story of the unit as Lucy Calkins says.  Also, as I read up through the grades,  I see how the stories connect year to year.  This opens endless possibilities for cross-grade work,  coaching, and dipping back down when strategies haven’t stuck.  Much like book progressions and learning progressions are helpful to draw students forward,  so will the unit progressions pull students up.  One last thought is that reading straight through eliminates the difficulty of interpreting the Calkins talk.  The units are all designed similarly and as you continue to read you develop an ear for the units.  I highly recommend it for schools using the units of study.

Simple Plan to Digest a Unit of Study Book 

Read the flyleaf overview and the Table of Contents.                                                                     Think about the story of the unit.  What goals will you have for students? What are the standards crosswalks. (In Calkins crosswalks are located at the end of the unit)

If Calkins unit, open online general information for unit and watch video (1st unit only) and look over mentor text list

Read orientation to the unit. (if reading with a group, this is a good place for a jigsaw)

Read first session in each bend.  These set the tone for the bend particularly the connections.

Read through unit.  Possible suggestions:  flag conferring and small group and index.  They can be used separate from session.  Use stickies to summarize multiple step lessons, flag anchor charts, or sessions requiring more set up.

Create a mentor text list inside cover of possible mentors either recommended or from your collection.

 

 

 

The Voices in My Head #sol18

  The Voices in My Head  #sol18

May 1, 2018

I have a lot of great mentors.  Some of them have never met me.   I walk among giants, but occasionally those giants are on a podcast, a tweet, or in a book.  Those giants have changed everything about the way I approach education, coach, interactive with students, conferring, and see myself as an educator.   Here are some of my favorite voices.

 

The Heinemann Podcast accompanies me to work each morning and sometime home as well.   I listen to mine on a podcast app.  This podcast is a great way to try out professional texts and kick the tires before you buy.
Colby Sharp  is how I want to blog when I grow up.  Colby’s quick patter and teacher heart can direct you to your next read aloud.   Just looking around his room in the videos makes me smile.  An amazing advocate for kids and books,  follow him on twitter and youtube.

 

 

 

In addition,  The Nerdy Bookcast,  The Children’s Book Podcast, The Yarn.
Two Writing Teachers have changed the way I teach, I coach, and write.  Ok,  maybe just my volume has improved. 🙂

So many blogs that I follow.  Tweets that I read.  Books that I read.  They all add up to wonderful mentors that encourage me, challenge me, and teach me.

Tom Newkirk says we only have to get 5% better each year.  By the end of our career, well, amazing things can happen.  Today,  I’m just going to try this one thing I read…

 

 

 

Noticing #sol18

Noticing #sol18

March 31, 2018

Lily and I have the luxury of a walk this morning heading out to our woodsy trail.  We haven’t been this way in quite some time impeded by snow for so long. Today spring is breaking through.  Under foot wet soggy leaves make me hesitant, not Lily. She’s confident, leading the way. Twigs break under foot. My eyes  drawn to the the trees overhead, noticing their raw wounds from recent storms. Tiny islands of snow crop up here and there, spring will not be denied now. Lily’s keen nose and sharp eyes notice far more than mine stopping her to smell a branch or rock, look out into the woods that surrounds us. My eyes are drawn to the brilliant green and subtle difference of the moss on every rock. The moss senses the change. 

 I notice myself composing as I walk,  the silence opening up the words that flow across my consciousness. Small phrases worked over like smooth pebbles in a stream.  Not quite right yet. Composing, switching phrases, juggling imagery. Would I have done this before?  Would I have noticed like a wordsmith, like a chronicler, like a writer?

I am sharper, keener, more observant.  Noticing more around and thinking more deeply about how I express myself, not just in my print, but in my words everywhere.  Space for contemplation matters more and so I give it more generously. Thoughts have more space to grow, perhaps flourishing or lying in my notebook for other opportunities. Revising  more, thinking about sentences days later and returning to change word order, clarity, tense seems common place now. Changed as a writer. 

As I thinking more about writing, I consider more about teaching writing as well.  Talking first, rehearsing. We did this before but it feels differently now, more like a sharing, a collaboration, joyful.  Bringing what I’ve  noticed to the daily practice of writing. 

Last year,  I composed in documents, careful, hesitant, concerned.  Now my thoughts come and I begin to compose not caring if I discard them later.  More will come. Just then, clarity. What I’ve learned, just like spring,  more will come. 

And just like that it’s over,  day 31 of 31. I am forever grateful to my writing mentors, encouragers, and fellow journeyers in this the Slice of Life Story Challenge.  Special thanks to Two Writing Teachers and the amazingly talented writers that curate that site not just during March but throughout the year.  See for yourself at Two Writing Teachers.

What I Learn From Other Slicers #sol18

What I Learned From Other Slicers #sol18

March Year 2 Edition March 30, 2018

The intimacy of sharing a writing community and reading someone’s writing each day across time and place is profound.  Images and ideas stick with you long after you have left.

I have learned so much from so many bloggers this March. Last year I was so focused on just getting the writing done I didn’t allow myself enough space to just enjoy other writing and other perspectives.  This year I let go other reading to really read blogs consistently, reading between 20-25 blogs every day and sometime more than that.  Reading deeply in one genre gives you a stronger understanding of craft.  Here are 10 highlights from a month full of so many, tucked into my blog journal, my electronic folder, and my reading list. They will remain there for some time. 

From Alice Nine I learned about many different types of poetry, my favorite of which was golden shovels, My Daddy’s Golden Shovel.  In addition,  Alice has a wonderful way of weaving teaching techniques into her blog and respond to comments in a way that continues to teach.   To everyone else that wrote, explained, and taught me poetry techniques I am truly grateful.  Special recognition to Fran McVeigh, Lynne Dorfman and others.

From Lanny Ball and Stacey Shubitz, and others,   I learned true slicing,  those truthful everyday moments that hold so much meaning and sentiment.  Stacey let us into her little family and allowed me to peek at moments in young parenting that are long past for me. Last year, Stacey taught me how to make those watercolor illustration for my blog.

From humbleswede and Fran Haley, and others,  I learned that my dog could have a say which leaves the possibilities open for so many other things.  Lily still hasn’t gotten her say, but she has received honorable mention.

From Darin Johnston &  JCareyreads,  I learned that we can be PLN friends,  share ideas, and strengths, and hopes with each other.  Their honesty and thoughtful responses are the hallmark of what makes this challenge so meaningful.

From mbhmaine,  persistence and pedagogy,  and others,  I remembered about the variety of the slice techniques. So many of these techniques are squirreled away for a Tuesday.

From comments  like those from ureadiread and others, I was affirmed, supported, and taught.   5 star commenting from Brian Rozinsky for this whole solid year.  ( I have still yet to learn brevity from him)

From ebgriffin, saavyteacher and others,  I learned that we can talk over virtually what we are thinking, rehash what we wished, and have a virtual redo.

From mrspalmerponders and others,  I thought about the true depth of mentor texts.  Her How-To about blueberry picking will stick with me.

From my friend,  Clare Landrigan,  I continue to learn that you can accomplish what you set your mind to, that encouragement means everything, and you can know a person, but learn a lot more from their writing.

From my little welcome wagon tribe,  I learned that affirming someone else feels pretty great.

Bonus:  There were so many blogs that I truly enjoyed like this one from Anita,  Frog, Toad, and Vygotsky  I hope I told each of you when you wrote them.

This year blogging after school and posting in the AM worked for me as did reading  blogs throughout the day.  This technique was encourage by my welcome wagon crew being spread across the country posting at all different times. 

I learned a few things about myself too,  but I’ll save those for day 31.  

Day 30 of a 31 day challenge.  Writing with my writerly friends as part of the Slice of Life Challenge.  Read even more of their amazing blogs at Two Writing Teachers.  Thanks to Melanie, Stacey, and Lanny for coordinating so much for so many and encouraging me personally.