FALLING (SOLS #24)

I just spoke to my sister, Kathy.  She just informed me that my 11 month old niece is now walking and talking.  Yes, little Gracie (Grace) is walking and talking.  Grace is my great niece and my sister's first granddaughter.  Last night, Grace was no longer content with holding her Granddad's hand.  Instead, she was anxious to let it go, to take off, and to run!  Not walk, run!  Soon Grace will experience the pain of falling down.  She'll eventually obtain her first boo boo.   When I reminded my sister of that, she became immediately sad and protective.  "Oh no, Grace will have to fall soon." she repeated.

That's when the thought struck me.  Yes, we all have to fall down now and then.  That's how we learn.  We fall down in many different ways, not just physically, but emotionally, socially, professionally, and when we are learning something new.  It's a part of life.  I remember when I was a teenager, I was learning to roller skate backwards.  I could skate forwards, but desperately wanted to skate backwards.  I fell many times, and a lot of those times I fell hard.  People who were watching told me I was going to get hurt.  Of course, I didn't listen.  I'm the kind of person that becomes more determined to do something when people tell me I CAN'T do it.  So, I fell down, but I got back up.  Each time I fell, I got up and kept trying.  Eventually, I learned to skate backwards, and I was pretty good at it.  Ask my sister, Kathy.  She was there, and she'll back me up.

Falling down is not fun.  It's not something we even want to do, but it happens.  What's important is that we get back up.  When my students are learning to read, they have to be willing to take risks.  Sometimes they are more successful using one strategy over another.  They don't stop reading when they make their first attempts or an unsuccessful attempt at applying a strategy.  They may fall down several times in the process.  However, what's important is they get back up, they keep reading and trying.  When my students are problem solving during math exchanges, they make mistakes.  They fall down.  They try solving the problem one way, and when that way doesn't work, they try another way.  So, they get back up.

My sister knows that Gracie is going to fall at some point.  She also knows that Gracie will get back up.  The falling will make her stronger, smarter, and more confident because Gracie will learn how to get back up.  It's okay to fall now and then.  Just make sure you get back up, dust yourself off, and keep trying.  DON'T GIVE UP!

By the way, today (March 24th) is Kathy's birthday.   Happy Birthday, Kathy!

Three Questions (SOLS #23)

One of my favorite picture books is, The Three Questions (Based on a story by Leo Tolstoy) and written and illustrated by Jon J. Muth.  In this book, the three questions are worded slightly differently from the way they appear in Tolstoy's original story.  I thought I would use these three questions as a backdrop for my slice and also to reflect on this challenge.

When is the best time to do things?
Who is the most important one?
What is the right thing to do?

When is the best time to do things?
Everyone knows the answer to this question.  The best time is now.  For many of us "Now" started on March 1, 2012 when this year's Slice of Life Story challenge began.  Initially, we may not have been sure if this was going to be the best time to join this challenge.  But, we knew the time was "now" because we felt deep within, that the time was right.  We may have been nervous, apprehensive, or just plain overwhelmed, but we jumped in with both feet, resolving to do it, committing to give it our best shot.


Who is the most important one?
We all are!  Every person participating in the Slice of Life Challenge has a voice.  Writing styles vary from slicer to slicer.  Yet, every one's stories are of value.  While we think of Ruth and Stacy as our mentors, they seem to think of us as partners on the same writing journey.  Ruth and Stacy write daily slices along with the rest of us.  They identify with our struggles as writers.  I know this because they tell us so when they comment on our posts.  They encourage us just when we seem to need it most.  We may put them on writing pedestals, but they have placed themselves right besides us.  Thank you Ruth and Stacy for your encouragement, motivation, and support.

What is the right thing to do?
The right thing to do is to keep writing.  The right thing to do is to complete this challenge.  The right thing is to keep writing and living writerly lives long after this challenge ends.  The right thing may be something different for each of us.  The right thing is to do all those things you've desired to do with your writing, but until now, didn't have the time, confidence, or motivation to do it.  You have what it takes, and you've had it all along.  Just Do It!  We all have this challenge to thank for opening our minds and hearts to believe it.

What are the old or new possibilities this challenge has opened your heart and mind to?  Please share.

Get It Right (SOLS #22)

My daughter is the typical teenage girl is some ways, yet she is so unlike other teenage daughters in other, good ways.  Rachel is kind, respectful, and affectionate.  She never lashes back with a wicked tongue when I have to reprimand her.  She never ignores me, and she never murmurs huffy inaudible words behind my back.  I hear that other teenagers do that.  I'm so fortunate to have a sweet and sensitive, teenage daughter.  How often do you hear those words used in the same sentence?  Sweet-sensitive-teenager. 

When Rachel goes on a borrowing spree, is when she acts like a typical teenage daughter the most.  She goes into my bedroom and helps herself to whatever she needs.  Everything from socks to nail clippers.  Of course she owns the same items, but there is always a reason for borrowing mine.  When she was about six years old, I noticed that some of my pajama tops would go missing.  When I would ask her about it, she would confess to having borrowed them.  "WHY do you keep taking my pajama tops?  I would ask.  "Because they remind me of you, mom." would be her reply.  Awe...how could I be angry about such a sweet sentiment?

Just last week, I was looking all over the place for an item.  When Rachel told me she had it, I was miffed.  In my anger, I didn't kiss her goodbye.  She acted as if she didn't notice, but I'm sure she did.  I immediately felt ashamed of my behavior.  I would not repeat that behavior again.  No matter what.  Regardless to the circumstance.  Life is way to short, and way to precious to sweat the small things.  Even the small teenage things.

Today's another day.  This time, I'll try to get it right.  My daughter deserves nothing less.

MY BAG... (SOLS #21)

Tonight, like so many others, my guilt runneth over.

My bag...
Full of books, papers, information, and notes.

My bag...
Heavy, cumbersome, ponderous.

My bag...
Full of good intentions.

My bag....
Comes home with me night, after night, after night.

My bag....
Still sitting in the car.

My bag...
Waiting for me.

To remember...

IT!

Letters No More (SOLS #20)

Writing about a slice of my life was not at the top of my "to do" list this evening.  Perhaps, it's because I've had a long day.  My daughter and I had dentists appointments after work, and I'm finally home and settling in for the night.  Now, what to write?  Writing.  Letters.  When was the last time I wrote (not on the computer) a letter?  It's been so long that I can't even remember.


I do remember writing lots and lots of letters when I was a child.  I must have been around 5th grade.  I used to write letters to a favorite cousin who lived about 30 miles away.  There was no cell phone, Internet, or Skype at that time.  Of course, my parents would never allow me to make a long distance phone call.  I may have rebelled a couple of times, and called my cousin without their knowledge.  If I did, I'm sure I only stayed on the phone a few minutes, otherwise they would certainly have found out.  So, my cousin and I did the next best thing, we wrote letters to each other.  I recall how excited I would be to find a letter in the mail, addressed to me.  I would run to the mailbox, find  the letter, and rip it open.  I probably read those letters over and over.  Then I would sit at my desk and write a letter to her in return.  In my letters, I would answer questions, give her updates, and share secrets.  Not family secrets, I didn't know any of those (none that were interesting enough to write about), but secrets that would be shared between the two of us.  I would send  my letter off, and wait for one in return.  I remember spending an entire summer writing letters to my cousin.

Letter writing seems to be a lost art.  I remember my grandmother writing lots of letters to family and friends who lived far away.  I remember my older sister buying scented stationary to send love letters to her boyfriend.  All of which it seems, is becoming a lost art.  I know that letter writing is still taught in schools.  Yet in the real world, outside of school, how often are kids exposed to the fancy penmanship of a handwritten letter?  Perhaps on occasion.  Maybe not at all.  Don't get me wrong, technology has it's place, and I can barely function when there's a problem with my computers, or there's a power outage, or the $300 bulb on my Smart Board goes out, in my classroom.  However, I feel a bit of sadness at the idea that letter writing may become a thing of the past.  So many boys and girls, will never know the thrill of running to the mailbox in anticipation of a letter   J-u-s-t   F-o-r   T-h-e-m.

Sister's Ring (SOLS #19)

This is a fictional piece I've been playing around with.  I'm not sure where I'm going with this story.  I'm not even sure that this is the beginning.  It could very well be somewhere in the middle.  For now, I just want to see where the story takes me.  Thanks for coming along.

They were not twins but she had always dressed them alike.  The older girl was two years older than her younger sister.  She had never really wanted children, yet she had given birth to six of her own.  The two girls were the last of the lot.  There were two older daughters and a son.  The other boy would only grace this world a few months.  It had almost broken her.  But she managed along for the sake of the others.  Being the eldest of nine siblings, she had grown up being nurse mate to her younger sisters and brothers.  That was when she had secretly decided she would never have children.  Why should I? she thought.  Mama is too busy nursing the new baby to worry about any of these.  These meaning the younger siblings she had helped to raise.  They never went to mama when they scraped a knee or had a cough.  They came to me!  Why do I keep going over this in my head.  It's like ancient history now.  "Ma? Why do we have to dress alike?  We're not t w i n s, you know."  the older girl protested.  "I know, but it keeps down confusion."  she said.

She had come to this town at 19.  Just married and far away from home.  She hadn't wanted to marry him.  But they gave her no choice.  They, meaning her parents.  They would rather have her marry a man she didn't love, than to risk the chance of embarrassment.

The Dry and Dreamy Days of Writing (SOLS #18)

If you are reading this post, you are reading my 18th Slice of Life story.  "Yay!"  When I began this challenge, I didn't know what I was really in for.  My biggest concern was finding an extra bit of time, in my already too busy life, to write.  Well, so far so good.  I have found the time to write, to read slices written by others, and to comment on at least three other posts written by others who have joined this challenge.  I don't know about you, but for me the story doesn't always come easy.  I call these "dry days".  These are the days when I can't seem to think of anything interesting enough to write about. Every story that comes to mind, seems like a story I've already told.  Sometimes, I attempt one or two story ideas, but abandon them for lack of inspiration or desire to write them.

I also have "dreamy days" for writing.  These are days when the story finds me and the writing comes easy. This happened to me on the third day of the challenge. I was dreaming about people holding hands. When I woke up that morning, I had developed most of the story in my head and excitedly ran to the computer to write it down. I love when this happens and I can't wait to see the story unfold before my eyes.

What I enjoy most of all,  is this writing community.  This is a community where it's safe to share your story, to put yourself out there, or try something new.  In this community, writers are boldly telling their stories and sharing slices of their lives, trying out new craft moves, and inspiring others.  Let's not forget the comments.  The comments that are left on your posts are supportive, encouraging, and compassionate.  It feels like...A Community Of Writing Friends.

I have learned a lot about myself as a writer since I joined the Slice of Life Story challenge.  Most importantly, is how this challenged has impacted my teaching.  I teach first grade students who are just beginning to write and live writerly lives.  As I work with my students during writing workshop, I have a new appreciation for how difficult it can be to get started or to come up with ideas for writing.  So, I started reflecting on the Slice of Life challenge.  What was it that helped me?  It was reading stories that other Slicers had written and the comments that were left on my posts.  I started thinking about writing workshop in my classroom.  I must admit, there are days when we run out of time, and my students don't get a chance to share their writing with classmates.  This was something that I NEEDED to correct.  If reading stories written by other writers in my writing community was important to me, it must be important to my students in our classroom writing community.  I'm happy to say that in my classroom I now make time for sharing stories in the Author's Chair on a daily basis.  I'm not saying I found some extra time, but now I "MAKE" time for sharing our stories.  The benefits are worth it and are listed below:

• Inspiration:  Students get story ideas by listening to stories written by classmates
• Audience:  Students enjoy having an audience and sharing their stories
• Craft Moves:  Students attempt new craft moves they saw boldly used by a classmate
• Comments:  Students are encouraged and supported by the comments of their classmates
• Motivation:  Students are motivated to finish pieces so they have something they can share

In my classroom we comment on the stories we hear.  The writer chooses three classmates to share something they liked about their story.  Additionally, they choose three more classmates who have questions about their story.  The questions often help with the revision process.  They remind the writer of details that need to be addressed in their story.  It's similar to what happens during the Slice of Life Story challenge.  The process motivates, encourages, and provides ideas for future writing. 

Positive comments, questions, and demonstrations of new craft moves, help to infuse our writing community with enthusiasm, which encourages writers to continue in the process.

Love Gifts-Straight From the Heart! (SOLS #17)

Have you ever gotten a love gift?  It's a gift from the heart.  The cost is not important.  The size is not important.  The coolness is not important.  Love gifts come in all sizes, colors, shapes, and categories.  The only requirement.....It Must Come From The Heart.

I get several love gifts on a daily basis.  By the end of the week, I have a pile of them.  These love gifts come from my first grade students.  They are sometimes cards, often drawings, and frequently airplanes.  (B.B. is really fond of airplanes and trains.)  Whenever, he makes an airplane for me, he throws in a demonstration for free.  He's always surprised when I say, "But B.B., you forgot to put your name on it. How else will I remember it's from you."  He smiles, and quickly writes his name on his love gift.  Sometimes he remembers on his own and says, "Oh, by the way, I put my name on it for you."  By the end of the month, my counter is running over with love gifts.  Why don't I hang them up? you ask.  Well, I do.  I've run out of both room and wall space.  My office cabinets are covered with these love gifts.  Yes, I have an office in my classroom.  I know, I'm very fortunate in that way.  I love, love, love my office.  I realize they are a rarity, even in my district.  How did I get an office in my classroom?  That explanation could be the topic of another slice.  Thanks for the idea!  Hey, am I talking to myself again?  I do that occasionally :)

These love gifts are so important.  They are not just pieces of paper.  They are tokens of love.  I did the same thing when I was a child.  I recall picking dandelions for my mom and presenting them with pride like they were exotic flowers.  Mom was so nice, accepting them graciously and putting them in water to keep them alive for as long as possible.  Those dandelions were love gifts.  So, I cherish the love gifts I receive from my students.  I know they come from the heart...full of love. 

What love gifts have you gotten lately?

I Need A Band-Aid! (SOLS 16)

My, oh my.  I think I have opened three or four boxes of Band-Aids in the last week.  My first graders can't seem to get enough Band-Aids.  They need one for this, they need one for that.  I can't tell you how many times a day a little one approaches me with an extended finger, showing me a tiny mark that I can barely see.  I've been bombarded with fingers, elbows, ankles, knees, arms, and the list goes on and on.  Mind you, none of these places show one sign of blood.  None the less, they still need a Band-Aid.


It occurred to me that all of us need a Band-Aid from time to time.  After all, Band-aids are for protection.  We place them on cuts to protect them from dirt and germs.  There are lots of things that need protecting.  We protect things that are vulnerable, things that can't protect themselves, and we protect our emotions and feelings.  When it comes to things like feelings, we don't use a literal Band-aid, we use a different kind of Band-Aid.  We protect our feelings with sarcasm, defensiveness, laughter, avoidance, and honesty.

My first graders don't always need Band-Aids to protect their cuts.  Sometimes they need them to feel better on the inside.  A Band-Aid is a relief, a comfort, a soother, a reassurance, it's a "hug" in a tiny strip.  It's a visual reminder that I'm hurt, and an emotional reminder that I have a "hug" on my finger and everything will be okay.

Have you needed any Band-Aids today?

I'm Grateful For... (SOLS #15)

This picture was taken on my drive into work this morning.
As I stopped at a traffic light, I looked up at the sky, and started thinking about some of the things I'm grateful for.


I'm grateful for the morning sky, 
Of streaks of gold,
And sapphire blue.

I'm grateful for the early sounds,
Of Wippoorwills singing,
barely visible among the trees.

I'm grateful for another chance
To make a difference, to teach,
To learn, to discover.

I'm grateful to God,
For family, for friends, for me,
And for the chance, just to be....

Are You The Pain...or the Great One? (SOLS 14)

Have you ever read a book and felt an immediate connection to the story?  As an elementary school teacher, I read lots and lots of children's books.  One of my favorites is, The Pain and the Great One, by Judy Blume.  I have read this book to both first graders and third graders, and the response is the same...an immediate connection.  In the classroom, we refer to it as making a "text-to-self" connection.  This book is perfect for making those kinds of connections because everyone can relate to the characters.

The Pain and the Great One, is a story about sibling rivalry.  The younger brother is "The Pain" and the older sister is the "Great One".  The Pain is like the typical younger brother; the parents baby him, he annoys his older sister by well....by simply being around and in the way, etc.  The Great One is the typical older sister; she can do things easier and better...she IS older after all, and her parents allow her to do more things.

When I read this book to my students, they always identify with either one character or the other.  Even  kids who have no siblings can relate because they have friends or cousins who remind them of the characters.  My students make comments like, "My brother is just like that." or "My sister is the pain in my family."  I always share how I was the "Great One" and my younger sister was "The Pain". 

When I think about my childhood, and how I thought my sister was such a pain, I have to laugh.  I'm beginning to reconsider our roles.  I think that I was the real "Pain" and my sister was probably the "Great One".  It has nothing to do with being smarter or getting more attention.  My sister was the "Great One" because she has always loved me.  Even when I was BEING a pain, because I THOUGHT, I was the "Great One". 

What's your favorite children's book?

Driving on Automatic (SOLS 13)

You probably don't know this, but I LOVE Starbucks.  I spend so much money there on a weekly basis, that I'm afraid to tally it up.  So I don't.  I just go when the urge hits me and that's at least twice a week.  It's so bad that I spilt my visits between two different locations.  You know you've got it bad when the people who work there recognize you.  One time I decided to go "cold turkey" as a part of a diet I was trying out, so I sent my daughter inside to get herself a White Chocolate Mocha, while I waited in the car.  Guess what happened?  One of the barista's asked, "Where's your mom?"  Being the good daughter that she is, and not wanting to divulge my secret, she responded, "She decided to go off coffee this week."  When he persisted in the reason why, she just said she didn't know.  After returning to the car and relaying the conversation that took place inside, I said, "Next time, just say-SHE'S ON A DIET! OKAY?"  See what I mean about needing to split my visits between two locations?

Anyway, one day I drove to Starbucks with my daughter, and I'm placing our order, but the barista loses her train of thought and forgets to give me change.  She's so embarassed, that I say, "No problem, I do things like that all the time.  It's like when you drive somewhere, but you don't remember doing it or how you got there."  She and the other people nearby laugh and agree that this was something that happens to them too.  I call it Driving on Automatic.

This "Driving on Automatic" phrase got me thinking about my students and their reading.  Many of my first graders are becoming really good readers.  This year, they have been learning and applying various reading strategies.  Our goal is to be able to articulate the strategies that we have been learning.  With this in mind, more and more students are not just learning to read, but they are reading to learn.  I love when my students make that transition, the one from learning to read, to reading to learn.  When this happens, I know they are "Driving on Automatic" or reading on automatic.  They know various strategies and when to use them.  For instance, they might visualize the story by making a mental picture.  Often times, they don't even realize that they did, because they are "Driving on Automatic".   We'll continue to learn and practice different reading strategies, apply them in our independent reading time, articulate them during reading conferences, and we'll continue to, "Drive Read on Automatic" forever more.

Today I...

Today I…

Today I hugged my teenage daughter before she left for school.

Today I prayed.

Today I laughed with colleagues.

Today I taught children.

Today I tried to make copies in a hurry- which never happens.

Today I was gifted with a bowl of homemade soup for lunch.

Today I was surprised with a kiss on the cheek by one of my first graders.

Today I danced with my kiddos for a brain break.

Today I listened to my daughter share her day.

Today I carried-out dinner without feeling guilty.

Today I hope to get to bed early.

Blessings!

Val