Spreading Some Sunshine

January 6, 2014 Catherine Flynn5 Comments

It is a rainy, dreary Monday here in Connecticut. What better day to spread a little sunshine? I felt incredibly honored to be nominated for the Sunshine Award by four bloggers: Amy Rudd of The “Rudd”er, Michelle Haseltine of One Grateful Teacher, Vicki Vinton of To Make A Prairie, and Julieanne Harmatz of To Read To Write To Be. The mission of the Sunshine Awards is to recognize bloggers who inspire.

The specifics are:

1. Acknowledge the nominating blogger(s).

2. Share 11 random facts about yourself.

3. Answer the 11 questions the nominating blogger created for you.

4. List 11 bloggers who inspire you.

5. Post 11 questions for the bloggers you nominate to answer and let all the bloggers know they’ve been nominated. Don’t nominate a blogger who has nominated you.

Eleven random facts about me:

I have rafted down the Colorado River through the Grand Canyon twice. (You can read more about these adventures here and here.)
I won an award for cursive handwriting in 6th grade.

I have a stationary fetish. I love going into stationary stores (those that still exist) and buying beautiful notecards.
I love musicals; Funny Girl is my favorite.
I went to the prom with the inventor of LeapPad.
I live in the town where I grew up in a house built on land my great-grandfather bought in 1910.
I have a tendency to procrastinate. I also want things to be perfect. This is not a good combination.
I have never been a good speller. My spelling has improved significantly since I started teaching phonics.
I am a serial collector. Throughout my life, I have collected seashells, stamps, antique bottles, kitchen collectibles and McCoy pottery.
I am an excellent Trivial Pursuit/Jeopardy player. Collecting stamps helped me acquire a lot of facts about a wide variety of topics.
I love to knit.

A sweater I made for my great-nephew a few years ago.

Like other bloggers who were nominated by more than one person, I’ve chosen 3 questions from each person.

Vicki’s Questions:

1.What book would you want with you if you were stranded on a deserted island? In Search of Lost Time, by Marcel Proust. I think it would me take a while, and it’s a book I’ve always wanted to read.

2. What did you learn from your mother? How to bake an apple pie, how to hem a skirt, and how to be a loving and generous person. She also taught me how to spell “mountain.” (see random fact #8 above)

3. Where do you find joy in your classroom or work? I work closely with struggling readers, so watching a child use a strategy to decode for the first time and realize that they’ve read the words and understood them is like watching a lock pop open. It’s an amazing sight.

Michelle’s Questions:

4. What’s your favorite quote? Why? “I have no special talents. I am only passionately curious.” Albert Einstein. I love this quote because it is the epitome of what Carol Dweck refers to as a “growth mindset;” that if you cultivate your passion and curiosity, anything is possible.

5. If you had a weekend (and money was no object), what would you do? Who would be with you? I would go to Florence, Italy and climb to the top of Brunilleschi’s dome at the Basilica di Santa Maria del Fiore and soak in the beauty of the Tuscan countryside. I should take my husband with me, but my friend Colette and I have talked about taking this trip for years.

6. What book are you reading right now? I typically have at least three books going at once. At the moment, my adult read is 11/22/63, by Stephen King, my mg/ya book is Rose Under Fire, by Elizabeth Wein, and my professional book is The Common Core Grammar Toolkit: Using Mentor Texts to Teach the Language Standards in Grades 3-5, by Sean Ruday.

Amy’s Questions:

7. What’s your most favorite children’s book ever? Charlotte’s Web, by E.B. White. This is the book that made me a reader. I wrote more about my experience with this book here.

8. What is your favorite young adult novel? At the moment, The Book Thief, by Markus Zusak is my favorite YA book.

9. How do you prefer to read books, paper or electronic? I have a Nook and an iPad with a Kindle app that I use once in a while. I love the convenience of being able to get a book at odd hours and not having to lug a heavy book around when I’m travelling, but paper is still my preference.

Julieanne’s Questions:

10. Name one guilty pleasure. Chocolate, in any form at any time.

11. What motivated you to start blogging? I began blogging because I learn so much from the blogs I read, and I love the idea of being part of a community where I can share ideas and learn from others. This experience has been more rewarding that I ever imagined.

12. What is your next challenge? An ongoing challenge for me is working with teachers to update our writing curriculum. We’re making some headway, but sometimes the scope of this work overwhelms me.

Eleven bloggers who inspire me: (Just eleven!? There are so many amazing bloggers, creating this list was almost as much of a challenge as answering the questions!)

Colette Bennett of Used Books in Class
Melanie Meehan of Two Reflective Teachers
Cathy Mere of Reflect & Refine
Jama Rattigan of Jama’s Alphabet Soup
Tricia Stohr-Hunt of Miss Rumphius Effect
Kate Roberts and Maggie Beattie Roberts of Indent
Elaine Magliaro of Wild Rose Reader
Kristi Mraz of Kinderconfidential
Margaret Simon of Reflections on the Teche
Kate Messner of Teachers Write! fame
Gae Polisner of The Wee Bit Heap

My eleven questions:

1. Is there a “classic” book that you are embarrassed to admit you haven’t read?

2. What are your reading now?

3. What is the most important lesson you’ve ever learned from a student?

4. Do you listen to podcasts? Which is your favorite?

5. If you hadn’t become a teacher, what would you have been?

6. Who is your favorite children’s book author?

7. What’s the funniest thing a student ever said to you?

8. Tell something about the grandparent who meant a lot to you.

9. Where do you write?

10. Do you have a quote that inspires you?

11. What book would you want with you if you were stranded on a deserted island?

The sun is trying to poke through the clouds now. I guess sharing this sunshine chased the clouds away!

It’s Monday! What Are You Reading?

December 9, 2013 Catherine Flynn10 Comments

I brought a stack of books home with me from NCTE, and I’ve had fun making my way through those over the past few weeks. Today I’m highlighting two of my favorites.

Although I was overwhelmed by the Exhibition Hall at the Hynes center, this immediately caught my eye at the Clarion booth:

I love teaching with wordless picture books because they are accessible to all students, and David Wiesner is a genius of the form. The level of sophistication in his wordless picture books make them especially appealing to older students. Mr. Wuffles (Clarion, 2013) is one of his best. At first I was surprised by the slightly cartoony quality of the cover. But, after reading the first few pages, my notion that this might be a departure from Wiesner’s usual photographic style was gone.

Mr. Wuffles can’t be bothered with the many toys his human has tried to lure him with. Nestled in amongst the stuffed mice and jingle balls is what at first glance might be a tea infuser or some other forgotten mid-20th century kitchen gadget. Mr. Wuffles ignores this too, until something about this curious little silver ball catches his attention. Then the fun begins. Priceless facial expressions tell much of the story, and Wiesner plays with point of view throughout the book. Rich with details, Mr. Wuffles is a treat for picture book lovers of all ages.

Meet the model for Mr. Wuffles and learn more about Wiesner’s creative process in the book trailer:

Another highlight of my visit to the Exhibition Hall was meeting Gae Polisner and getting a signed ARC of The Summer of Letting Go. (Algonquin, publication date: March 18, 2014) Gae is one of the forces behind Teachers Write! and her kind and generous feedback about my writing was a real boost to me last summer. This may make me biased, but if I hadn’t liked this book, I just wouldn’t have written about it.

And actually I didn’t like it. I loved it. I wish my 14 or 15 year old self could have read this book. It would have been such a relief to know that other girls were insecure about their looks or felt like they couldn’t do anything right. Francesca, aka Frankie, worries about all this and more. She feels responsible for the drowning death of her younger brother four years earlier, and she worries about her parents, who are each coping with this tragedy in their own way. The Summer of Letting Go is the story of Frankie’s journey to forgiveness and acceptance; to understanding that “not even the ocean can drown our souls.”

Be sure to visit Jen at Teach Mentor Texts and Kellee at Unleashing Readers to find out what other people have been reading lately. Thanks, Jen and Kellee, for hosting!

Poetry Friday: Georgia Heard, Roque Dalton, and Unlocking the Door to Poetry

November 29, 2013 Catherine Flynn7 Comments

Poetry filled the air last weekend at the NCTE Convention in Boston. One of the highlights for me was hearing Georgia Heard, Tom Romano, and Linda Rief speak about the importance of “Keeping Poetry at Our Core.”

Georgia Heard began the session by pointing out that “poetry is in every single strand of the CCSS.” She urged us to grow poetry slowly, not to wait until April, but to make a place for poetry in our classrooms every day. “Poetry changes us,” she said, “it changes our writing and our living.”

With these thoughts about the importance of poetry in mind, Heard went on to give us steps to guide our work. The first step is to “choose poems that are accessible, non-threatening, and relevant” to our students. Once we’ve done this, the next crucial step is to help students connect with a poem by guiding them “toward finding themselves and their lives inside the poem.”

Heard also shared that we have to give our students the tools they need to analyze and interpret poetry. Through close reading and asking questions such as “How does this poem relate to your life?” and “What is the impact of this poem on your life?” students can “unlock the door of a poem.” Then they will be able to analyze the meaning and craft of a poem for other layers of meaning.

Heard inspired me to be even more mindful about helping my colleagues share poetry with students when she closed her part of the session with the wisdom of Matthew Fox:

“The Celtic peoples…insisted that only the poets could be teachers. Why? I think it is because knowledge that is not passed through the heart is dangerous.”

This quote can also be found in Georgia’s book, Awakening the Heart (Heinemann, 1999, pg. 118). As I revisited my copy of this classic, I rediscovered this poem by Roque Dalton, another reminder that poetry is for everyone.

“Like You ”

Like you I

love love, life, the sweet smell

of things, the sky-blue

landscape of January days.

And my blood boils up

and I laugh through eyes

that have known the buds of tears.

I believe the world is beautiful

and that poetry, like bread, is for everyone.

And that my veins don’t end in me

but in the unanimous blood

of those who struggle for life,

love,

little things,

landscape and bread,

the poetry of everyone.

(translated by Jack Hirschman)

Tom Romano and Linda Rief were just as eloquent and inspiring, so, in the weeks to come, they will each have their own well-deserved post. For more inspiring poetry posts, NCTE-related and otherwise, be sure to visit Carol’s Corner, for the Poetry Friday Round Up.

Slice of Life: NCTE Edition

November 25, 2013 Catherine Flynn18 Comments

“The universe is made of stories, not atoms.”

~Muriel Rukeyser~

I arrived at the Hynes Convention Center in Boston on Thursday evening for my first NCTE Convention filled with anticipation about the upcoming three days. To say my expectations were fulfilled is an understatement! From meeting authors Jane Yolen, Gae Polisner, and Kate Messner, to having breakfast with fellow Slicers, to learning so much from all the amazing presenters, it was a weekend I will long remember.

My head is still filled with the wise words shared not only by the teachers, authors, and poets in front of the conference rooms, but with everyone I chatted with throughout the day. How to share all these thoughts swirling around my brain, like the leaves on the streets of Boston Sunday morning? As I pored over my notes, a pattern of recurring words and phrases began to emerge, and I “found” this poem:

Open the door…

welcome to this safe space.

A space to share our voices,

and tell our stories,

through poetry,

movement,

and art.

A place to explore,

imagine,

speculate,

and connect.

A space to find surprises,

insights,

knowledge,

and trust.

This place is a source of joy.

It has the power to change us; to

help us discover what’s in our heart.

It gives us the courage

to take our message

out into the world.

Thank you to Judy Blume, Nancie Atwell, Helene Coffin, Georgia Heard, Linda Rief, Tom Romano, Chris Leheman, Kate Roberts, Maggie Beattie Roberts, Joyce Sidman, Jane Yolen, Jerry Spinelli, Glenda Funk, Cherylann Schmidt, Kate Messner, Gae Polisner, Jo Knowles, Jen Vincent, Brian Wyzlic, Sara Egan, Brian Fizer, Sean Ruday, and Miriam Kopelow for so generously sharing these words, your experiences and your insights with teachers; for giving us the knowledge and the courage and the power to change our students’ lives.

Please visit Two Writing Teachers, where many wonderful and courageous teachers share their stories each week.

It’s Monday! What Are You Reading?

October 21, 2013 Catherine Flynn5 Comments

I love going to conferences and workshops. They’re so invigorating. Sometimes an idea I have is confirmed, or I’m reminded of a strategy or activity I haven’t used in a while. But the best sessions are those where I learn something new that I can immediately use in my teaching and moves my thinking about a topic forward.

This happened on Saturday at the Teachers College Reading and Writing Project Saturday Reunion. Carl Anderson’s session on analyzing informational texts for teaching points to support student writing caused a noticeable shift in my thinking about these books.

Anderson, author of the classic book on conferring, How’s It Going? (Heinemann, 2000), opened his talk by reminding us that using mentor texts is essential if we want our students to write well in any genre. They have to “imagine the shape of their drafts.” In order to do this, they’ll need lots of exposure to models of the genre before they write.

Teachers should look at possible mentor texts through several lenses, including meaning, structure, details, voice, and conventions. Anderson’s words came back to me a few hours later while I was browsing the shelves at Bank St. Book Store. Astronomy has always fascinated me, so Jessie Hartland’s new book, How the Meteorite Got to the Museum (Blue Apple Books, 2013), caught my eye. As I flipped through the pages, I realized I was reading the book differently that I would have just the day before. Many elements of the book’s structure and style popped out and grabbed my attention.

Told as a cumulative story in the tradition of “The House that Jack Built,” How the Meteorite Got to the Museum combines scientific facts with the daily lives of the people whose path the meteor crossed, making the story more interesting and engaging to readers. Hartland infuses the story with humor with lines like “Your car was in an interstellar collision!”

The Peekskill Meteorite’s descent to Earth is described with vivid details that include all the senses. Witnesses’ reactions are chronicled with a variety of verbs each time they’re mentioned, as is the meteorite’s journey itself. Hartland’s colorful, engaging illustrations, which remind me of Maira Kalman’s work, include diagrams, maps and other typical of non-fiction features.

All of these touches give this book a depth that will draw kids back to it again and again, a depth I might have missed if not for Carl Anderson’s ideas about analyzing mentor texts. How the Meteorite Got to the Museum is an ideal mentor text for 3rd or 4th grade students who’ve been writing informational text for a few years and are ready to stretch their writing wings and try a new text structure. And they’ll learn a few facts about meteorites along the way.

Be sure to visit Jen at Teach Mentor Texts and Kellee at Unleashing Readers to find out what other people have been reading lately. Thanks, Jen and Kellee, for hosting!

Slice of Life: A Visit with Author Sarah Weeks

October 8, 2013 Catherine Flynn5 Comments

Last week, Sarah Weeks, author of the novels Pie and So B. It as well as many picture books, including Oh My Gosh, Mrs. McNosh and Ella, Of Course, visited our school. There is nothing like an author visit to excite students about reading and writing, and Sarah’s visit was a huge hit.

In words and pictures, Sarah shared her earliest writing and how she became a published author. She talked about finding ideas for stories everywhere and the importance of being observant. The kids loved Sarah’s honesty about tackling sensitive topics such as divorce and mentally challenged people in her books. Best of all, every topic Sarah discussed was infused with humor.

Often students are reluctant to revise their first drafts. Sarah was clear that this just isn’t an option. My colleagues and I practically cheered when she told the kids that “no editor has ever said [your manuscript] is perfect, you don’t have to change a word.”

After reading all of Sarah’s books about Mrs. McNosh, our Kindergarten and first grade students created their own adventures for this wacky character.

Almost a week later, students throughout the school are still stopping me in the hall to ask “Do you have any more books by Sarah Weeks?” A successful author visit inspires students to stretch themselves as readers and writers. Sarah Weeks did just that.

Thank you to Stacey and all her new co-bloggers at Two Writing Teachers for hosting Slice of Life Tuesdays.

Slice of Life: The 4th Grade Readers’ Choice Awards

September 10, 2013 Catherine Flynn4 Comments

Last week, on the sixth day of school, my fourth grade colleagues kicked off the year in style with their annual “Readers’ Choice Awards.” Wanting to make summer reading assignments more purposeful, Bernadette and Kim came up with a plan that also energized their students about reading.

Each student was encouraged to nominate one of their summer reading selections (all chosen from a list of suggested titles, but students could chose a book not on the list) for the best book in one of the following categories: Best Character, Best Setting, and Best Plot. Students wrote their nominations, hoping to persuade their classmates to vote for their book. Once all the nominations were shared, the children voted for a book in each category.

Most fourth-graders arrived at school on Friday dressed to the nines for the awards ceremony, which included a red carpet, golden statues, and lots of applause. After a quick thank-you to the parents from Kim and Bernadette, the Masters of Ceremonies were introduced, and the nominees for the first category were announced. Students were called up to the podium to share the book they nominated, and the runner-up was announced. Then the emcee opened the envelope containing the name of the winner. To heighten the excitement, students in the audience provided a drum-roll on their laps. A statue was presented to the student who nominated the winning book before he or she read a short thank-you speech.

Once all the awards had been handed out, students mingled with their parents and other guests and posed for photos. All the nominations were displayed for visitors to read, and there were even Hollywood-like stars on the floor leading into the cafeteria.

Although this ceremony lasted only half-an-hour, it’s impact will be felt for the rest of the year. By being sensitive to including as many students as possible in the ceremony, Kim and Bernadette created a supportive tone in their classrooms and sense of community that often takes much longer to establish. Even students whose books weren’t chosen had the opportunity to share the title of their book. Parents loved seeing their children celebrate their summer reading in a meaningful way, and the students started the year off with style, excited about reading and sharing books with their friends.

Thank you to Stacey at Two Writing Teachers for hosting Slice of Life Tuesdays!

Poetry Friday: Puzzling Through the Possibilities

September 6, 2013September 6, 2013 Catherine Flynn13 Comments

Puzzling Through the Possibilities

The clue seemed so simple:

“Rossini’s William Tell and others”

Overtures even fit.

But the crosses didn’t work.

What word meaning “unprepared” begins with “nu?”

As I puzzled through the possibilities,

it occurred to me that

a writer feels this same frustration

as she reaches for the right word,

the clearest meaning,

so often just beyond her grasp.

Aren’t we all really just searching for that missing piece?

The one that clicks into place?

When we find it, it’s often a surprise.

And better than we ever dreamt.

The idea for this poem came from a journal entry I wrote in response to one of Corbett Harrison’s “Sacred Writing Time” prompts. When my colleagues and I were working on our writing curriculum, we began each day by writing for ten minutes. On this particular day, the slide stated that “dreamt” is the only word in the English language that ends with “mt.” As a Scrabble player and crossword puzzle lover, this intrigued me. So I wrote about filing this tidbit away, thinking it would come in handy as I was “puzzling through the possibilities” when solving a puzzle. Right away, I noticed this phrase. I loved the alliteration and the potential it contained. So I began playing with ideas. I’m still puzzling over this draft; I’m not sure the middle flows as well as it could, but I’ve had fun working on it.

By the way, the Rossini clue is from the New York Times Sunday puzzle from August 25, 2013, constructed by Victor Barocas.

Be sure to visit Laura at Author Amok for the Poetry Friday Round Up.

It’s Monday! What Are You Reading?

September 2, 2013 Catherine Flynn4 Comments

Nowadays, it seems that Labor Day is more about the last official summer holiday and sales, not about the workers it honors. So today it seems appropriate to share books about the everyday heroes who took tremendous risks and made many sacrifices to help shape the labor laws we have today.

Brave Girl: Clara and the Shirtwaist Maker’s Strike of 1909, by Michelle Markel (Blazer + Bray, 2013; illustrated by Melissa Sweet) tells the true story of Clara Lemlich, who immigrated with her family from the Ukraine when she was 17 years old. Her father was unable to find work, so Clara went to work in one of the many shirtwaist factories on the lower east side of Manhattan in the early 20th century. Clara soon discovers the harsh realities of the garment industry, and helps organize the famous 1909 strike.

Melissa Sweet’s illustrations are always appealing, and here they provide a glimpse into the conditions of the tenements and factories of the time. Using her signature collage, Sweet incorporates fabric, stitching, and patterns to recreate Clara’s world. In an interview with Julie Danielson at Seven Impossible Things Before Breakfast, Sweet explains that this “felt like a fitting way to honor these brave seamstresses.”

The picture book format of Brave Girl shouldn’t discourage teachers of upper elementary grades from sharing this book with their students. In fact, Markel’s text is an ideal introduction to this important chapter of our history. Once students’ curiosity has been piqued, there are many other excellent books available to extend their learning.

In Factory Girl, by Barbara Greenwood (Kids Can Press, 2007), combines fiction and non-fiction to bring the world of the garment and textile mills of New York and New England at the turn of the 20th century to life. Archival photos, many by Lewis Hine, reveal the terrible working conditions these children endured. This book also includes a timeline of the labor movement in the United States.

Katherine Patterson has written two novels that vividly depict the experience of young workers in New England textile mills. Lyddie (Dutton, 1991) takes place much earlier than the events in Factory Girl, but the situation is very similar. Lyddie arrives at a textile mill in Lowell, Massachusetts in the 1840s, just as several of the women are organizing to demand 10-hour working days. Patterson expertly weaves other aspects of life for these “factory girls” into the story. Facts like the “company” requirement of regular church attendance and the numerous restrictions on the girls’ after-work activities will be sure to provoke many heated discussions and are natural springboards for opinion and argument writing.

Bread and Roses, Too (Clarion Books, 2006) takes place in Lawrence, Massachusetts during the Bread and Roses strike of 1912. Sadly, the mill workers in this novel are still confronted with many of the issues Lyddie struggles against over half a century before.

As is often the case, it took a tragedy before these conditions changed in any meaningful way. The 1911 fire at the Triangle Waist Company led to the deaths of 146 workers who were locked into the factory so they couldn’t leave early. Albert Marin has written a riveting account of the tragedy in Flesh and Blood So Cheap: The Triangle Fire and Its Legacy (Alfred A. Knopf, 2011). Marin sets the stage by telling the story of why so many Europeans were desperate to come to America in the first place. Incorporating archival photos and eyewitness accounts, this book is an important resource for students and teachers alike.

While children in the United States today are protected by child labor laws thanks to the efforts of Clara Lemlich and countless others, the same cannot be said for children around the world. These books open the door for students to conduct research and gain new insights into child labor around the world. The New York Times Learning Network has a lesson plan and resources related to the factory collapse in Pakistan earlier this year, and Teachers College Reading and Writing Project has an extensive collection of links to articles and videos available on-line, as well as books that address both the history of child labor and examples of child labor as it exists today.

There are many other fine books about other leaders of the Labor Movement, as well as fictional accounts of its many unsung heroes. I’d love to know which books are your favorites.

Be sure to visit Jen at Teach Mentor Texts and Kellee at Unleashing Readers to find out what other people have been reading lately. Thanks, Jen and Kellee, for hosting!

Slice of Life: More Thoughts on Writing

August 27, 2013 Catherine Flynn5 Comments

“Quantity produces quality. If you only write a few things, you’re doomed.” –Ray Bradbury

800px-Парное-взаимное_обучение-в.Германии-080423-12 — via Wikimedia Commons

To say that I have been obsessed with writing lately would be an understatement. The curriculum work I wrote about last week has me very excited about our school year. As I’ve prepared for school over the past week, though, I realized I left out at least one critical element of writing instruction: time.

In his 2008 book Outliers, Malcom Gladwell popularized the idea that it takes 10,000 hours of practice to become a master at any given task. Recently, some have questioned this notion, and Gladwell responded with a clarification on The Atlantic Wire by pointing out that this rule applies to “cognitively demanding activities that need significant thought.” Writing is certainly a cognitively demanding endeavor.

As Ronald T. Kellogg points out, writing “poses significant challenges to our cognitive systems for memory and thinking.” Researchers Flower and Hayes developed a Cognitive Process Model of Composition which illustrates that “most of the composing process is complex, multi-layered and recursive, so that many of those processes can be operating at once, and information can flow back and forth among boxes in several directions at once.”

For students to become even proficient writers, they need time every day to write. Students need ample time to generate ideas. They need time to play with language so they develop a richer vocabulary and deeper understanding of language structures. They need time to develop confidence and their writing voice.

Time is a four letter word for most of us. We never have enough, are always running out of it. But time is exactly what our students need if they are to come anywhere close to mastery of writing. We will never make more time, but teachers are creative problem solvers. By closely examining long standing routines and our priorities, we can find more time in our schedule for this skill that is so critical to learning.

At our meeting to kick off the year yesterday, all of the speakers shared a personal story about their experience in education. Our students have their own stories that they want to share. They deserve the opportunity to tell them. After all, caring about each others’ stories is what makes us human.

Thank you, as always, to Stacey and Ruth at Two Writing Teachers for hosting the Slice of Life Challenge and providing a space for us to become better writers by telling our stories.

Reading to the Core

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Category: Writing

Spreading Some Sunshine

It’s Monday! What Are You Reading?

Poetry Friday: Georgia Heard, Roque Dalton, and Unlocking the Door to Poetry

Slice of Life: NCTE Edition

It’s Monday! What Are You Reading?

Slice of Life: A Visit with Author Sarah Weeks

Slice of Life: The 4th Grade Readers’ Choice Awards

Poetry Friday: Puzzling Through the Possibilities

It’s Monday! What Are You Reading?

Slice of Life: More Thoughts on Writing