Annotated Bibliography

Research Question:  How can I use technology in the classroom to enhance student writing?

Kadjer, S. (2004). Plugging in: what technology brings to the

            English/language arts classroom. Voices From the Middle, 11(3), Retrieved from

            http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0113-     
           
            mar04/VM0113Plugging.pdf

In this article Sara Kajder, a graduate instructor in the Center for Technology and Teacher Education at the University of Virginia in Charlottesville, stresses the importance of using classroom technology with a purpose.  She argues that if technology does not take student readers and writers beyond what they can do without it, it should not be used in those particular situations.  Kajder states that technology should be a tool to help enhance learning not the tool to be learned from.  She says that language arts teachers will inherently become researchers, discovering when it is appropriate to integrate technology and when it is not.  Kajder also emphasizes that teachers do not need to become tech “experts” in the classroom, but rather “tech-savvy”.  The difference being that educators simply need to know how to turn the devices on and think critically to problem solve while trouble shooting.  This article directly relates to my thesis in that it explores how to successfully use technology to enhance student writing through well planned use.

Watson, P.A., & Lacina, J. (2004). Lessons learned from integrating

            technology in a writer's workshop. Voices From the Middle, 11(3), Retrieved from

            http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0113-

            mar04/VM0113Lessons.pdf

In this article Patricia A. Watson, assistant professor in the College of Education at Texas Tech University in Lubbock, and Jan Guidry Lacina, assistant professor and PBIC coordinator at Stephen F. Austin State University in Nacogdoches, Texas, divulge what they learned after implementing technology into a writer’s workshop.  The authors specifically learned five important lessons from the experience: 1) Modeling – here they learned that technology can be used to help students better show their ideas in various formats, 2) Risk Taking – here the authors found that students were more inclined to take risks in their writing when they could easily go back and edit with the use of computers, 3) Conferencing – through the use of chat rooms and blogs the authors were able to conference with their students about their writing frequently giving immediate feedback, 4) Writers Need Resources – by encouraging their students to use the internet to help generate ideas and find resources the authors discovered that students were able to write with more depth, and 5) Publishing – the authors showed their students how to publish works online and found that the students showed great pride and ownership through publication.  Although this article was written for intermediate teachers, I still found many of the strategies useful for an elementary classroom and look forward to experimenting with them next year.

Bjorklund, A. (2000). One more tool for the toolbox. English Journal, 90(2).

            Retrieved from

            http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0902-nov00/EJ0902One.pdf

In this article Ann L. Bjorkland, an English teacher at West Jordan High School, shares her experience of being one of three teachers to be the first to implement technology into the classroom at her school.  She gives a brief background of her trials and errors with using classroom computers and internet and then goes on to share what other teachers interested in integrating might encounter.  Bjorkland’s first word of advice is that teachers who want to use technology in their classrooms need not be experts, but must be excited, flexible and curious.  She emphasizes the importance of being willing to try and fail several times before getting what you want out of the students.  She then goes on to share the ways that she successfully used technology integrated with writing in her class.  She breaks these lessons up into small, medium and large projects.  For small projects she simply uses the computers as a research tool or a reference to help her students find ideas.  Medium projects entail online web quests written by the students to showcase their writing in a different way.  Large projects, which are more time consuming, are multimedia presentations showcasing student work in a different format.  This article is very useful for my thesis because it gives valuable tips to a teacher interested in integrating technology with writing.

Rochette, L.C. (2007). What classroom technology has taught me about
            curriculum, teaching and infinite possibilities. English Journal, 97(2), Retrieved from    
            http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0972-
            nov07/EJ0972Classroom.pdf

In this article Lauren Christine Rochette, a nineteen year American Literature teacher at Malborough School in Los Angeles, describes how her attitude towards technology in the classroom has changed through the use of a SMART board.  Rochette stated that she felt all you needed for an English class was book, a pen and students, but that was before she volunteered to have a SMART board installed in her classroom.  She quickly found that it was more than just an overpriced projector and began using it to teach her students how to read critically and take annotated notes.  She observed great improvements in their writing as well because she was able to more effectively demonstrate good writing strategies on the SMART board.  After realizing the usefulness of the board, Rochette decided to implement other types of technology into her teaching such as lap tops and internet blogs.  She found that using these technologies helped broaden her students’ success and she harkened it back to teaching with multiple intelligences in mind.  This article relates to my thesis in that Rochette’s use of technology in the classroom helped to enhance her students’ learning, engagement and writing. 

Patterson, N. (2006). computers and writing: the research says yes!. Voices

           
            From the Middle, 13(4), Retrieved from

            http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0134-

            may06/VM0134Computers.pdf

In this article Nancy Patterson, assistant professor at Grand Valley State University in Grand Rapids, Michigan, where she chairs the Reading/Language Arts Program, shares her success with using computers for writing in the classroom.  She argues that research shows that students who write on computers are more likely to write longer more creative pieces than those that handwrite.  She also states that using computers will inherently engage students more readily than pencil and paper just because of the sheer draw that they have towards technology.  Patterson suggests that teachers harness that interest and channel it into the academic world as soon as possible so that children will be more likely to enjoy the writing process.  She too, like other authors, states that students are more willing to take risks in their writing when they can type because of the ease of editing and revising.  Patterson also encourages teachers to get there students involved in blogging and podcasts so that they become every day writers.  She challenges teachers to give their writing assignments modern day meaning through the use of the internet.  This article is related to my thesis in that Patterson show how to affectively enhance student writing through the use of computers and the internet. 

Professional Reading Reflection - Chp 5

Chp 5 – Conferring with Writers

           This is a chapter that I was really looking forward to.  I had a lot of trouble conferencing during writing workshop this year and I got a lot of great ideas from the authors in this chapter.  I liked the suggestions that the authors had for conferencing: Listen, be present as a reader, understand the writer, follow the student’s energy, build on strengths and teach one thing.  It is nice to have some guidelines to follow because we did not have a writer’s workshop model when I went to school, so I have never really seen conferences before.

            I am certainly going to have conferences in my classroom next year, I am just concerned how to run them.  I know what to do with the child that I am conferencing with, what to say and how to help them, but how do I keep track of these meetings and what should I take notes on?  I suppose I could use the index card suggestion from the authors and jot down a few details that I notice from talking to the student.  It would be great if we could revisit what we talked about last time to see if there had been any improvements or changes.  I look forward to learning more about this. 

           

Professional Reading Reflection - Chp 4

Chp 4 – Launching the Workshop

           This chapter was about how to start the workshop model in the classroom and how to keep it going.  I really liked how it set up the whole process for the reader to follow while also giving accommodations for various grade levels.  It seems that the authors of this book have a very similar workshop structure to Lucy Calkins, the curriculum that I use in my classroom.  They say to start with a mini lesson where you share your own work with the students to give them ideas and also to show them that you too are a writer.  The authors also suggest letting the students choose their own style of writing paper so that they feel more comfortable. 

After the min lesson comes writing time.  The authors suggest that you sit and write with your students for a while so that they see that this is an everybody-writes-time.  I really like the idea of writing with my students, at least for the first few minutes of writing time.  I’m concerned about how to direct them while I am writing, but I suppose that if I set clear expectations and procedures it won’t be too much of an issue.  I will definitely try this next year, and hopefully my team teacher and our aid will participate as well!

Professional Reading Reflection - Chp 1

Chapter 1 – The Writing Workshop

            This chapter is a snap shot at what a writing workshop should feel like.  I really enjoyed how the authors compared the workshop to an industrial arts class.  “Kids wearing goggle are spread out around the room, each working on their individual projects.  The instructor gathers the students for a few minutes to point out technique, or reminding them about a safety issue.  But pretty soon the kids are back on their own projects” (p.2).  This is a great metaphor for how to run student writing time.  Teachers often get tunnel vision during writing instruction and try to make all students write about the same topic in the same way at the same time.  It is important to remember that all students, just like all writers, are different and succeed using various strategies.  Teachers should foster that individuality and encourage diversity during writing.

            In my classroom, I often get that feeling of anxiety when one student is off and writing lengthy stories while others are stuck on their first word.  However, I have been trying to force myself to get over that feeling and allow more fluidity during writing time.  I flit around from table to table, desk to desk, discussing anything from trips to the beach to knights or ballerinas.  Writing is one of the only times of the day that students have free choice of topic and time, and even my struggling students still look forward to having that freedom everyday.  I hope that this year I will be able to continue separating myself from my “old school” writing methods and become more of an assistant to my classroom authors. 

Limericks are Super Awesome

Jessie’s Limerick
There one once was a young girl named Jessie
Who’s hair was so wild and messy
Her mommy said comb it
But she just ignored it
So off went her long curly tressies

Lucy’s Limerick

I have a fat kitty named Lucy
Who often harasses my shoesy
She gets all wound up
When that is enough
It’s off to the porch for a snoozy

Macaroni and Cheese Limerick

Macaroni and cheese is delicious

But I simply hate washing the dishes
Well I guess if I got
A disposable pot
It would satisfy all of my wishes

Drawing Lesson by Colleen

"Draw your hand with one line without looking" 

No peeking!!

"Now draw you hand with one continuous line while looking"

Zip Line in Hawi

 Here is my Animoto video of my zip line trip with Gabe.  Check it out!
Zip Line in Hawi

Lesson Plan

Name:  Robin Baker
Length of Time:  90 minutes
Grade:  1st

HCPS Standards: 

English Language Arts

Reading:  Literature

Integration of Knowledge and Ideas
- RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

Writing
Text Types and Purposes
- W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Content Concepts:  Students will use the illustrations from Flotsom by David Weisner to create a narrative for the story.

GLO’S:  Self-Directed Learner, Community Contributor

Objectives:  Students will be able to:

            . use illustrations and details to describe characters, setting and events

            . write a narrative including some detail regarding what happened using temporal words to   
             signal event order

 Assessment(s) and or Evaluation: 

. student observation – Did the student use the illustrations from the book as the

              inspiration to for the narrative? 
            . student work – Do the events in the narrative make sense compared to the
              illustrations in the book?  Is the narrative sequential?  Did the student use
              temporal words to show sequence?

Resources:  Flotsom by David Weisner

Beginning Procedures (Lesson Introduction/Anticipatory Set/Connection to Prior Knowledge):  Students will “listen” to the story Flotsom by David Weisner paying special attention to the sequence of events in the story.  We will have discussions in elbow groups about the storyline in the book and share our ideas with the class.  We will then collectively write the narrative portion for the first picture of the book using temporal words to show sequence. 

Middle Procedures (Learning Activities):  Students will be given their own photocopy of a page from the book to create the narration for that page in their own words.  The teacher will roam the classroom giving position feedback and keeping herself available to answer questions.  During the lesson the teacher will pull a few pieces of writing as examples for the other students to help them with the writing process. 

Closing Procedures:  After student writing time, the teacher will ask the class to share their pieces in order (page number order) to reveal the class’ interpretation of Flotsom.  Students will be asked to share what they thought about writing from an illustration that was not their own.  Was it easier?  Harder?  Why?  Would they have come up with the same story if they had not seen the book beforehand?  Would the sequence of the narrative be the same?

Modifications for Diverse Learners:  Students will be permitted to collaborate with their elbow groups before and during the writing process.  Teacher conferencing will also help to clarify any confusion.

Teacher’s Reflection on Lesson: 

Professional Reading Group Reflections - Chp. 9

Chapter 9 – Assessment and Evaluation

 “Numbers are like sharp knives; they divide kids into clear-cut categories and numbers that are difficult to forget” (p.102).

Using Assessment to Inform Your Teaching

• To assess students growth in a specific area or skill
• you need a clear understanding of the goals you hold for students
• document your observations of students
• reflect on those observation to make informed decisions about future instruction

Getting the Grade

“You can invite a parent in and show her this complex view, but you can’t avoid the fact that in other instances you will be required to boil this information down into a single grade” (p.104).

The authors suggest not to assign grades to individual papers, but rather to the body of a student’s work because:

• students need to take risks as writers and should not be punished for doing so
• students need to learn to be self-evaluators

            So, don’t ever grade student writing?  No!  Here are some options that help to make

students feel safe as well as encourage self-assessment:

• ask students to submit a certain amount of finished pieces (not all)
• have them submit their piece with a self-evaluation and attach your grade along side
• always discuss expectations beforehand (rubrics)

Statewide Writing Tests and Workshop

“Your students will perform fine on these tests so long as you provide them with regular opportunities for writing in the workshop” (p.109).

The authors suggest to help students prepare for standardized testing that they:

• think about the prompt
• identify the kind of writing
• use prewriting strategies
• conference with themselves after writing
• after they are satisfied with content, turn their attention to editing

            Since I am a primary teacher I do not typically have to assign letter grades to student
writing.  However, we do use rubrics to decide at what level they are writing.  I really liked that the authors emphasized looking at a student’s entire body of work to determine a grade as apposed to singling out on particular piece.  This way students have the opportunity to try out new writing styles without the fear of failure hanging over their heads.  This is something that I had been doing in my classroom already, but would like to refine with some of the suggestions from the author.  Sharing expectations through exemplary work and/or rubrics would be very helpful to show students my expectations.

little buddy on the beach - places based writing

tiny copper ant
where do you go all alone
secret adventure

each step a whisper

conquering pebble mountains
tickling the sand

what will you find here
cavernous shells threatening
to divert your path

brave antennas like

fingertips uncovering
stories from the past

Teacher Research Question

How can I utilize the Promethean board to enhance my students' writing?

Bob and Ted's Excellent Adventures!

The Art of Classroom Inquiry - Chp 5

. you will want to see who else has wondered similar things
. most teacher research involves grounded theory, which is built from patterns that emerge from the data.
. keep yourself open to other areas

*How can I keep data without letting it take away from my teaching?

Professional Reading Group Reflections - Chp 6

Chapter 6 – The Writing Cycle

            This chapter discusses the writing process and the importance of each individual stage.  It started with Prewriting and then went on to Rough Drafting, Revising, Proofreading, Publishing and Rereading.  At first glance it seemed to be plucked out of any typical writer’s manual.  However, after reading it I discovered that there was a unique common thread woven throughout each part.  “We don’t want to teach our students the writing process; rather, we want each one of them to find a process that works for him or her” (p.62).  This idea really struck a cord with me because growing up I was taught that there was one specific writing process and that it needed to be done correctly and in order to produce a quality piece of writing.  I can just imagine the anxiety I must have given my students by requiring that they write using the same process that I find comfortable.  What a freeing feeling to be able to choose a process instead of being assigned one! 

            Another very important point in this chapter was the difference between revising and editing.  Revising is, “a composing tool; editing involves the surface features of the writing” (p.66).  As a teacher it is really important to embed these differences into the minds of my students so that they can be successful writers.  It is much more meaningful for the students to go back and revise their ideas than it is for them to skim for spelling errors.  The main focus of writing is the content and getting that content onto paper.  This chapter points out that with revision, editing will come naturally.  Just like when you read a piece of writing back to yourself to look at the story, the spelling and grammar errors stand out as well.

Small Moment from Debbie's Lesson

Grass Houses

            The fresh smell of miners grass and moist earth dances in circles around my nose.  Mo and I lay on our backs with starfish arms and legs soaking up the afternoon sun.  The summer breeze pushes and pulls the clouds like taffy forming marshmallow bunnies and candied flowers in the sky.  I scoot closer to Mo and place my head on his deep chest and we glide up and down together in peaceful breath.  My eyelids flutter, heavy from the days’ adventures and I curl into sleep.  The familiar thump, thump, thump of his tail gives a sweet rhythm to my dreams.

Critical Teaching Moment

Teachers Can’t Afford Horses

            Kindergarten:  Colored blocks with brick patterns, playing house with bossy-mommy Kristen, eating graham crackers with peanut butter made for us by Mrs. Wumdrum the teacher’s aid.  She stamps my right hand red and my left hand green.  I want to be a horse, galloping all around the recess yard, chasing the other children.  The others play along and we all laugh and smile.  Mommy and I visit the Lindsey Wildlife Museum to see all the animals.  Nice people come by to tell me things like how squirrels use their tales to talk to each other and plant pine trees by burying acorns in the ground.  Mommy tells me these people are called docents, a fancy museum word for teacher.  Mommy scolds me for galloping around the exhibits and tells me horses aren’t allowed inside museums.

            Second grade:  People can’t be horses; that’s silly.  I will be a horse trainer.  I will train beautiful animals to fly over brightly painted obstacles and float down onto the other side.  People will come from around the world with their most prized colts and fillies just to listen to my advice and ask for my help.  I will be rich and famous and own a huge ranch in Montana where the cowboys live.  I will buy a truck with dualies to pull my favorite horses to all the best shows around the country.  We raise chickens and ducks in Mrs. Navarro’s class.  She is the best teacher ever!  I go to summer science camp at the Lindsey Wildlife Museum where I learn all about native species of California.  The teachers are really nice and know a lot about animals.  It’s neat, but would be even cooler if we learned about horses.      

            Fifth grade:  My dad tells me that I should be a lawyer since I am so good at arguing.  People get paid to argue?  This is definitely for me.  “Besides,” he says, “you can buy ten horses with the money you will make being a lawyer.”  I start watching Law and Order with a purpose, practicing facial expressions and finger pointing.  I research all the best universities and law schools.  Hey!  Berkeley is close to my home town!  I could go to Boalt and still be able to come home for dinner.  Mrs. Beringer reads Where the Red Fern Grows and we are a chorus of tears for Old Dan and Little Ann.  I love when she read to us.  I attend another summer camp at the Lindsey Museum where I learn how to make a rain stick and identify animal tracks.  I cut open a squid and paint a picture of a horse with the ink.

            8^th grade:  I am an Ornithologist, but not by choice.  I scour the hillsides in search of 40 native bird species so that I may “identify, categorize, observe and sketch” them for my science teacher, Mrs. Norse.  She stays after school to help us, even though she lives an hour away.  Lawyers wouldn’t have to do this much work.  My brother says they would just have their legal aids do it.  It would be a lot faster to find these stupid birds if I were riding a horse.  I’ll just go to the Lindsey and use some of the birds they have on display there and ask the docents where they would be found in the wild.  Since I’m a summer camp counselor now, they will let me in the back to get a better look.  My mom starts teaching cooking classes at the high school.  How embarrassing. 

            Freshman year of high school:  My computer teacher is old and smells like booze.  She always stands so close to my face when I am typing and it makes me mess up.  “Don’t look at your fingers,” she squawks.  She puts a piece of cardboard over my hands and I imagine her falling out of her chair and spilling her Baileys and coffee all over the principal.  Ha, I snicker to myself.  I must research and write a report on what I want to be when I grow up.  Huh, easy, totally already know that I’m going to be a lawyer, duh.  I skim books and look up websites to find out more details about being a lawyer.  “You must acquire an undergraduate degree at a distinguished university majoring in law or some other related field of study.”  No problem.  “You must take and pass the LSAT to be admitted into law school.”  No problem.  “You must graduate law school and take the Bar Exam to become a practicing lawyer.”  Yeah, whatever.  “Much of your work will be researching and filing paperwork.  Very few lawyers actually tri cases in court.”  Huh?  “Most lawyers spend 30 times as long preparing paperwork than they do actually arguing a case.”  Uh…  “Often times, lawyers are required to write and rewrite legal documents to satisfy various other legal consultants and judges.  This can take months or even years.”  Wait a minute.  I finish the project, and start looking into veterinary medicine with an emphasis in equine sciences.  The teachers at the Lindsey ask me to be a group leader because of how good I am with the children.  They say I am a natural, whatever that means.  I will help train and supervise the camp counselors, make the snacks and run games.  Games are fun, kids are pretty neat.

            Junior year of high school:  I love biology.  OH how I love biology.  Mr. Pruitt is amazing!  He actually worked on the Human Genome project!  The information is interesting and there are always new things being discovered.  Give me more science people!  I dissect a cat, a starfish, a tapeworm and a fetal pig.  All the other girls squirm while my friend Andria and I pull out the brain and giggle with excitement because we can see the different lobes just like in the diagram.  Mr. Pruitt makes friendly jokes at our enthusiasm and tells me I should be a surgeon.  Equine surgeon?  I could save racehorses!  I would travel all over the country mending broken legs and saving valuable animal lives.  I tell this to the teachers at the Lindsey Museum and they smile and say that sounds nice.  I help them plan lessons for the campers and they make positive remarks about how I work with children.  “You could be a teacher you know,” they say.  “Teachers can’t afford horses,” I reply.  I get a job at the Lafayette Animal Hospital and watch the surgeries on my lunch break while eating McDonalds french-fries.

            Fall semester of Freshman year in college:  I did it!  I got accepted to Northern Arizona University with a major in microbiology and a minor in pre-veterinary sciences.  I even got a scholarship!  Now I can study science in a real research lab with real scientists!  I take an introduction to medical sciences course.  They have speakers come in to talk to us about being doctors and veterinarians.  They tell us about the hours they spent in labs working on research and the long, sleepless nights spent reading technical manuals.  They speak in dead voices and have dark bags under their eyes. 

            We are asked to shadow a doctor or vet of our choice for ten hours.  I choose the local large animal vet and can’t wait to see what I will learn.  I drive thirty minutes out of town to a small ranch-like office where two 40-something year old men are treating a Palomino with foot rot.  They let me clean and dress the wound all myself!  I bend over and wedge the horses hoof between my knees, the veterinarians exchange family stories and jokes.  “How’s Sheila?” one asks the other.  The younger looking doctor glances down at his wedding ring and gives a sarcastic gasp of surprise.  “Oh!  My wife!  I had almost forgotten about her after a week of graveyard shifts.  And I haven’t seen my kids for more than 20 minutes all week.  I think they have a soccer game today.  How about you?  Are you going to be able to make is to Disney Land after all?”  I shift my weight suddenly feeling a little off balance.  “Nope, no family vacation this year.  I’m booked all the way through next spring.  And besides, I still have $20,000 in student loans to pay off.”  I put the final touches on the bandage and set the horse’s hoof down carefully.  The vets glance at my work and nod to one another.  On my way back to the dorm I call my mom and she asks how my classes are going.  I start to cry. 

            Winter break of Freshman year in college:  No papers, no classes, no more.  Enough.  I have an e-mail from Connie at the Lindsey Museum.  Where did I put the supplies for the rain sticks?  How many pieces of yarn do they need to play the habitat game?  Which owl did I use for the nocturnal animal activity?  Can the teachers use my horse hair art lesson?  The children are asking about me.  The children…  The children!  That’s it!  I am going to see the counselor. 

            Today:  Cut paper, label nametags, file paperwork, tie shoes, plan lessons, read stories, take notes, supervise recess, wipe tears, attend meetings, document behaviors, comfort parents, create change, open hearts, expand minds, foster curiosity.  Tommy makes a robot out of orange squares and green triangles.  I show him how to take a picture with my digital camera.  Amy writes a story about the ice cream shop.  We discuss strawberry, chocolate and rainbow sherbet with crunchy-sweet toppings.  Simon reads excitedly in the book nook.  He tells me that the T-Rex was as tall as a building.  Bella skips around in the grass.  She stops to neigh and toss her hair.  I smile.  She thinks she wants to be a horse. 

Narrative Free-Verse Poem

When I Grow Up

I want to be a horse

I visit the Lindsey Wildlife Museum

nice people come by to tell me things

docents, a fancy museum name for teacher

I will be a horse trainer

We raise chickens and ducks in Ms. Navarro’s class

she’s the best teacher ever!

Summer science camp at the Lindsey

the teachers are really nice

they know a lot about animals

it would be cooler if we learned about horses

Dad tells me that I should be a lawyer

people get paid to argue?

Camp at the Lindsey Museum

I learn how to make a rain stick and identify animal tracks

I cut open a squid and paint a picture of a horse

Mrs. Norse, she stays after school to help us

I must research and write a report on what I want to be when I grow up

The teachers at the Lindsey ask me to be a group leader

they say I am a natural, whatever that means

Give me more science people!

Mr. Pruitt makes friendly jokes

tells me I should be a surgeon

equine surgeon?

“You could be a teacher you know”

teachers can’t afford horses

A real research lab with real scientists

speak in monotone voices and have bags under their eyes

Mom asks how my classes are going

I start to cry

a house of paper

E-mail from Connie at the Lindsey

can the teachers use my horse hair art lesson?

the children are asking about me

the children

The children!

Tommy makes a robot out of pattern blocks

Amy writes a story about the ice cream shop

Simon read excitedly in the book nook

Bella skips around on the grass, stops to neigh and toss her hair

I smile.

First Day

Today was our first day of the Lehua Writing Project, and I had a blast! I feel like I've already learned so much (first and foremost how to post on this blog :-) ). I also learned, or was reminded rather, that I actually can write creatively. We all had a chance to write about an important moment in our teaching history. Some of us wrote about past teachers that influenced us, others wrote about students that had touched their lives. I chose to write a timeline of my life showing how I reached the decision to become a teacher, and I'm really looking forward to finishing it. Overall it was a really wonderful day and I'm excited to see what we will be doing next!