Friday, July 21, 2017

Roots and Wings #PoetryFriday


It's Poetry Friday, and Katie has the round-up at The Logonauts.

Dinner time has always been a sacred time for us the last 25 years. As our children have grown up, we have talked about our days, our struggles, and our stories. My children have also learned to sit and observe the climate of the room before asking for something they want, telling us something we don't want to hear, or making an announcement.

This week was no different. My son told us that he was starting his college time away from home this coming weekend, a month earlier than expected. 

I looked at my husband and found no reaction. Later that night as he was working on his jeep, I told him, "We raised them to have roots and wings. He's ready to fly."

He stopped and said, "I know."  He continued to work the white cloth in one continuous, circular motion as if he was trying to keep the circle of life going.

Today as my son and I were driving in his car, he looked over at me and said, "You are taking it better than I thought you would." 

I smiled.

And so, a new life for us begins and gives me reason to reflect on this poem.  Many different poems have been written about roots and wings, but I prefer this one:

Roots and Wings

Roots and wings are what we give our children, if we try. 
Roots that reach down deep and wings so they can touch the sky. 
To know that they are part of something greater than themselves. 
A harbor in the storms of life to save them from the swells. 

Much more than blood or family, roots provide integrity 
Which rounds out and develops character until they see 
The sky above and try their wings.  Roots help our children fly, 
Yet keep them grounded in the truth so they don't pass it by! 

You can find the entire poem here at All Poetry.

Thursday, July 20, 2017

#TeachWrite Twitter Chat

Back in January I chose a one little word - Rise. After choosing a word, I never know where it is going to take me, and I cherish those moments when it takes me by complete surprise.

I have been a writing teacher for ten years, but I have been a teacher-writer for about four. Writing has changed me as a person, as well as a teacher.

I am blessed to have connected with so many other teachers who write and share my passion about writing. Although these connections come from all over the world, when we share this passion, the distance becomes insignificant, and the passion unites us in ways I would have never dreamed.

I have joined Jennifer Laffin, Margaret Simon, and Michelle Haseltine in creating a new Twitter chat - #TeachWrite.  Our goal is to create a place to share our writing experiences with teacher-writers and with those teachers who want to begin the writing journey.

We rise when we lift others. It is my hope that this new chat becomes a place for us to lift other teachers, and a place for our writing to rise as well.

Do you….
Believe that teaching writing is easier when teachers are writers themselves?
Believe that our own writing lives deserve to be nurtured?
Believe that all writers grow through dedicated writing time?
Believe that all writers need support and encouragement?
Believe that writing is a messy process and the best way to learn this is through our own practice?
Believe that when teachers write, they make writing a priority in their classrooms?


Our chat will support teachers not only in their quest to become better teachers of writers but to become better writers ourselves.


In addition, each chat will end with an invitation to write!


Please join us!


Our first chat is Monday, August 7th at 7:30 PM EST with the topic of  “Writing for the JOY of It!”

You can sign up to receive a monthly reminder of our #TeachWrite chat by signing up for a Remind: remind.com/join/teachwri 


Wednesday, July 19, 2017

My Journey with a Leveled Library

Discussions on leveling books and libraries seems to be elevated lately. This topic was the discussion in several conferences this week so tweets were flying.  The National Council of Teachers of English  posted "What's Your Lexile Score?" today.

This trend has me thinking about my own journey with a leveled library.

I teach in an Accelerated Reading district, and most of the classroom libraries are leveled. When I first began teaching, my library was leveled too. That's just how it was done, and I didn't know any better.

After reading professional books, especially The Book Whisperer by Donalyn Miller, I began to see the light and the damage I was doing to my students. I began to slowly add baskets of popular series and authors, as well as baskets of genres and nonfiction topics. Because I taught 4th grade, many of my students did not know how to choose a book other than from the leveled baskets. 

We had a learning curve which I continue to fight today. One the of the first discussions I have with my middle schoolers is what they notice about our classroom library. Many immediately notice that the books are not leveled, and I tell them they never will be. I teach them to choose books based on their preferences and how to determine if a book is appropriate for them. This is part of teaching the reader.

I worked with a teacher who had a different philosophy of teaching reading then I did, especially when it came to AR. We often disagreed, and he often quoted, "Programs don't teach readers, teachers do." 

He is absolutely correct, and I agree 100%. 

But what is a leveled library doing? Many libraries are organized by matching colored baskets, clearly labeled with AR levels.  This "program" is teaching our students how to choose books.  Not teachers. 

I will continue to fight against "programs teaching readers" and limiting their ability to choose books for themselves. I will continue to advocate for choice.

My journey with a leveled library has ended.

Saturday, July 15, 2017

Short Inventory of a Summer Day ~ Celebrate 2017 (eighteen)


Each week Ruth Ayres extends an invitation to share the celebrations from our week.  Why don't you join the celebration?

On my computer sits a coral sticky note. Its purpose is not what you would expect - a place to write reminders. Instead it is a quick check to see which one of the three Mac computers is actually mine. I have been known on multiple occasions to take the wrong one to school.

Today the sticky note sits in the bottom, left hand corner with these words scribbled in messy handwriting:  "short inventory of current life."

I wrote this quote down weeks ago because I loved the celebration that it captured. I thought I knew its owner, but when I went back to link the post with the quote, I couldn't find it. Please let me know if those words were yours so I can give proper credit.  Here is how I captured my inventory and my celebration today.

Short Inventory of a Summer Day

fresh sweet corn
fresh peaches
low-humidity pool time
kids home
lingering back porch moments
freshly brewed iced tea
sunshine
a return of green grass
black-eyed Susans

a perfect summer celebration





Monday, July 3, 2017

Life After Accelerated Reader



Those of you who know me or have read my blog for awhile, know that I have a strong disdain for Accelerated Reader. I teach in an AR district, but thankfully, I am not forced to use it. Sadly, it is not like that for everyone in my district. I know we have teachers who do not like using AR in their classroom, yet we also have teachers who would struggle without it.

I recently had a conversation with a teacher who knows my opinions and knows that I have been successful without using AR.  She asked me what would be the first things I would do. My first response was that I would buy every teacher a copy of The Book Whisperer by Donalyn Miller.

I fear that many of our teachers would struggle if we discontinue AR because we have used it for so long, and they do not know anything different.  I am sure many teachers, not only those in my district, have this same fear.  I am proof that there is life after Accelerated Reader.

If you know teachers who use AR and are afraid they can't teach without it, then send them a link to this post.  Let this post be their life preserver; give them something to hang on to and let it buoy up their strength to make the decision that is best for readers.

Is there life out there?

You have to believe that a reading community can and will exist without AR. You not only have to believe it, but you have to live it.  Is it easy? No. One of the positives (if there truly is one) of AR is the ease in its implementation and the little work it places on teachers.
Easy is not always best for our students. 
(click to tweet)

To believe in this new path, you need support.  Here are a few suggestions:
  • Read The Book Whisperer by Donalyn Miller or other books, articles or websites that support reading communities.  This is where you will read real stories about real teachers who have been in your shoes and have broken the chains of AR.  
  • Know the research.  Donalyn Miller has a great blog post with links to research. When someone questions your practices, you must be knowledgeable and you must be confident. You must know that research supports that giving students time to read and access to books is connected to reading achievement. Reading achievement is not connected to answering multiple choice questions after reading a book. 
  • Find your tribe.  I always thought I was the only one in my district who did not like AR. I learned that I was not alone, but many were afraid to take that stance for fear of backlash from other teachers or administrators. Becoming a connected educator through blogging and Twitter and attending literacy conferences made me realize that I am not alone.  Other people who believe in the same things as I do really do exist.
Where do I start?

The biggest obstacle for any teacher wanting to build a reading community without AR is knowing where to start.  If you ask teachers this question, you may get different answers, but many would include these five steps:

  1. Live a literate life.  Would you send your child to swim lessons with an instructor who never gets in the water?  Of course not.  So, why should our students have teachers who do not read? Being knowledgeable and excited about the books in your library is one of the best ways to motive kids to read.  Create a display of the books you have read. Have conversations about books with your students. Hand them a book and say, "I thought about you when I read this."  Building this connection with your students shows them that you are a reader.
  2. Plan regular book talks.  Make it a point to talk about a book(s) each and every day. After I do a book talk, my students can't wait to read it.  Many times, I have to have a drawing to see who gets it first. When I intentionally write book talks in my plans, I tend to do them more. It becomes part of my day.
  3. Build your classroom library.  Having access to books has a positive impact on student engagement.  If we want kids to read, they must have a quick and easy way to get books in their hands. Having access to books makes it easier for us as teachers to match kids with books.  And this is one of the most important jobs of being a reading teacher. 
  4. Make reading its own reward. Tangible rewards do not work.  Having students earn points and using them as motivation may be a quick fix for a grading period, but it does not create lifelong readers. And that should be our ultimate goal. I know teachers who punish students for bad behavior or for not making their AR goal by keeping them in for recess and making them read.  This is wrong. This is teaching malpractice. As Donalyn Miller says,

    "When we communicate to children that the only reason to read is to earn a reward or grade, we fail to impart reading's true value. 
    Reading is its own reward, and it bestows immeasurable gifts on readers."

  5. Find value in all reading.  This will be one of the hardest actions for an AR teacher to do because many are used to handing kids their ZPD and monitoring these levels. But let them read. If they want to read a graphic novel, let them read.  If they want to read a magazine, let them read. If they want to read a book that is too hard or too easy, let them read. With your professional knowledge as a teacher, you will guide them to find books that interest them and that they are capable of reading. To paraphrase Donalyn Miller, find value in all reading and let them know that all readers in your classroom are valuable.
Eliminating Accelerated Reader from your classroom and building a true reading community takes time and takes a lot of work. You must trust that your readers will read, and they must trust you to create an environment that nurtures a reading life.

When you have a true reading community, trust is the glue that holds it together.
(click to tweet)

Yes, there is life after AR. Be brave enough to seek it and find comfort in knowing you are not alone.

Saturday, July 1, 2017

Contracts ~ Celebrate 2017 (seventeen)


Each week Ruth Ayres extends an invitation to share the celebrations from our week.  Why don't you join the celebration?

This week I have been reading tweets from the Booth Bay Literacy Retreat and copying many of them down in my notebook.  Many have made me think.  Many have made me nod my head.  And many have made me remember the important work we do as teachers.  This quote made me do all three:

"I feel like we have a contract:  I will tell the best story I can tell.  
And you put it in the hands of kids." ~ Chris Crutcher

Toward the end of the school year I finished Swing Sideways by Nanci Turner Steveson.  It was an autographed copy that I won in a Twitter drawing.  This book introduces us to Annie, a young girl who struggles with panic attacks and who has an overprotective mother.  Annie's parents agree to give her a "summer of freedom," and the three of them head off to the country.

Here, Annie meets California, a young girl staying with her grandfather, and the two girls form a perfect summer friendship.  When California tells Annie that her grandfather is dying of cancer, the two go on a mission to reunite the grandfather with California's estranged mother. This mission is full of adventure and secrets and a summer Annie (and the reader) will never forget.

I closed the book, wiped the tears, and knew exactly to whom I was going to hand this book.  As I handed it to Isabella, I told her to come see me as soon as she finished because I knew I would want to talk to her about it. 

The end of the school year was upon us, and Isabella had not finished the book. I told her what any passionate reading teacher would say, "You can take the book home with you."  She smiled and carefully (she knew it was a signed copy!) placed it in her backpack for the summer.

This week she returned the book along with this note.

 

I knew she would love this book because I know Isabella as a reader.  I spent the year handing her book after book after book.  She would come into my room and ask, "Ok I finished that one. What's next?"  She is the reader every teacher wants in their classroom.

Authors can write amazing books, but if we don't find a way to get them in the hands of our students, we are reneging on our end of the contract.  Today, I celebrate that contract, the trust that authors place in us as teachers, and the joy of placing the right books in the hands of the right readers.

Yes, we have important work to do.

Notes:  After I read Swing Sideways, I immediately ordered multiple copies to use in my student book clubs.  This is the reference Isabella makes in her note about ordering more copies.

Nanci is also the author of Georgia Rules, another amazing heart fiction book which was published in May, and Lizzie Flying Solo about a recently homeless girl who loves a pony she can't have - coming in September 2018.  Nanci is a must-read author for those middle grade students who love books that tug at the heartstrings. 

Friday, June 30, 2017

Walking on the Boundaries of Change ~ #PoetryFriday


It's Poetry Friday, and  Diane has the round-up at Random Noodling.

One of my goals when I return to school this fall (or in less than five weeks!) is for students to read, write, and talk every day.  In order to reach that goal, I have been searching for poems and other short texts to read for quick writes.  

In my search I came across Walking on the Boundaries of Change by Sara Holbrook. This is a perfect collection of poems for middle school students who are trying to figure out who they are, who and what is important, and where they are headed.

Because I live in the midwest, many of the poems are not applicable to my students, but they open the world to them and help them to realize other kids are going through the same problems and experience the same emotions.

I have already marked several poems for quick writes, but this will be my first one.  

Walking on the Boundaries of Change

Day by day
a tightrope,
walking on the boundaries
of change.
One step--
firm, familiar,
the next step--
shaky, strange.

Some friends
will dare danger,
mock or push each step.
Some friends 
knock your confidence.

Real friends
form a net.

~ Sara Holbrook

My 6th graders come in trying on new friendships.  Some times each day brings a new friend, a new enemy.  But in time, they will figure it all out, and I will be there listening, drying tears, sharing smiles and catching them when they fall from the tightrope.  

That's the beauty of teaching middle schoolers.

Tuesday, June 27, 2017

Milestones


Thank you Two Writing Teachers for creating this space for me to share my corner of the world.

I am in the midst of two milestones.  I wrote my 500th post on Sunday, and four years ago next week, I wrote my first slice of life. 

Little did I know how writing about
milk jugs would change my life.  
  • I have met and connected with some wonderful people, not only in the blogosphere, but also face to to face.  
  • I understand how my students feel in the writing process.  I understand their struggles of a blank page, and I understand their celebration for having written. No greater feeling exists than to put down the pen and say, "This is a pretty good piece of writing."
  • I have become an advocate for teacher writers.  My writing instruction is so much stronger because I write. I want other teachers to understand this connection too.
  • I see the importance of story.  Our lives are made up of stories; we just need to open our eyes and our hearts and our notebooks.
  • I have become brave.  I have written about topics close to my heart.  I have shared my passion, and I have stood up for what I believe in the best interests of my students.
  • I have become a better writer. We tell our students that they become better readers and writers through practice.  Well, that works the same for adults.
  • This space has become a catalyst for opportunity.  I have presented at conferences. I have taken my writing beyond this space.  And I know many more opportunities are within my grasp.
These are just a few reflections today, but I know there are many more.

So thank you Two Writing Teachers, my readers, and my friends, for introducing me to this writing community, encouraging me to continue, and letting me share a day in my life as a teacher, a reader, and a writer.

Sunday, June 25, 2017

Take-Forward #allwrite17 Reflection One

When I attend a conference I take with me several goals:  rejuvenation, learning, take-aways, and take-forwards. This week I attended the All Write Conference in Warsaw, Indiana.  I want to share with you a take-forward, or something I know I am going take and implement in my classroom this fall.

The "Lee Anns" and my new friend Chiper photobombing behind me.
I had the honor of meeting Lee Ann Spillane on day one at the opening keynote by Lester Laminack.  I first "met" Lee Ann online through blogging and Twitter, and I knew she was presenting at this conference.  She walked in and sat in the front row.  I knew by her glasses that it was her, so I introduced myself.  We went to a few sessions together that day, and she had dinner with us that night.  She is a true delight!

On day two I attended her session, "Blueprints of a Lifetime" and want to share one of two take-forwards.

Sentence Completions

On the first day of school, Lee Ann has students do sentence completions. This is a form with a sentence starter, and the students add their thoughts to complete the sentence.  That night she reads each and every one of them and adds comments, questions, and book recommendations.  This is a great getting to know you activity, but oh, so much more.

Why I Like this Idea

  1. Many of us use some type of reading survey to learn about student interests and their view of reading and writing. This is a survey but also a formative assessment.  
    • Can the student write a complete sentence?
    • Can the student use punctuation correctly?
    • Do they like to read and write?
    • What kind of books do they like?
  2. Knowing our students' interests makes it easier to recommend books.  Several of these questions give us an insight into their likes and dislikes. I can immediately make a first book recommendation right on their survey.  It sets the tone that "reading is important in this classroom, and I am here to help you find the perfect book."
  3. Responding back to students that first day tells the students that they matter.  It is the beginning of establishing those positive relationships and building a literacy community right from the start, which we all know is so important.  
Student/teacher Letters

The second day the students receive a letter from the teacher and are asked to reply.  This is an extension of the sentence completions.  

Why I Like this Idea
  1. We always do a baseline writing. In the past, it has been some type of writing prompt, and the students moan and groan.  My students come from a prompt writing environment (that's for another time, another post).  I plan to use this letter as my baseline writing sample.  Through this letter, I can receive the same data I would get from a prompt; only the students should be more engaged because they are writing and telling me about themselves.
  2. Again - data!  The letter takes the sentence completions a step forward, and we are able to see more of their writing and use it as formative assessment.
    • Can they write in paragraphs?
    • What kind of vocabulary do they have?
    • Can they use different types of sentence structures?
    • Can they clearly write and organize their thoughts and ideas?
    • Can they write with descriptive details?
    • Do they use correct grammar?
  3. I can use this writing sample to help set their first writing goals (another post coming up) and put it in their writing wallets (another post coming up). 
Lee Ann has written several blog posts about these two ideas.  If you want to read more, you can go here and here and her blog Portable Teacher. You will also find a copy of the sentence completions that Lee Ann has so graciously shared with readers.

Next post I will share with you another take-forward from Lee Ann's session:  using a blueprint to generate narrative ideas.

Hope to see you back tomorrow!

Saturday, June 24, 2017

Burnout, Passion, and Purpose ~ Celebrate 2017 (sixteen)


Each week Ruth Ayres extends an invitation to share the celebrations from our week.  Why don't you join the celebration?

This week marks the half-way point in my summer vacation. (No, that is not my celebration!)  I have to admit I became a little nervous at the end of the school year.

This was my tenth year of teaching, and for the first time I experienced a new set of feelings.  I didn't have to hold back tears as I said goodbye.  I was ready for this year to be over about the same time I turned the calendar page to March. I even counted down the days.

This was unfamiliar territory for me, and the b-word began to slip into my thinking. Burnout. I made it past the five year mark, the one that seems to be the high water mark for teachers.  What was wrong with me?

The first week of the summer I was a teacher at our SPARK camp, and I had a camper tell me that her cousin told her that I was mean.

Those words stung.

Had I lost my passion for teaching?  Did I forget my purpose?

Luckily, I found my answer this week at the All Write Conference.  And that answer is a firm no.

The theme of the conference was:  Reclaiming Purpose and Passion.  I surrounded myself with teachers who share their passion.  I listened to experts in the field and frantically wrote and tweeted their bits of inspiration.  I mentally tucked ideas in my head that I can't wait to implement this fall (or in about five weeks!)  I felt that excitement of learning as a teacher and the desire to share that learning with others.

I reclaimed my purpose and passion.

Here are just a few quotes I took away. 

"We need our teaching to be deep and slow like a river.  We need to slow down for teaching to sustain the learner."

"Students need mirrors, windows, and doorways.  They need to see some piece of them in us."

"We seek communion with those who understand us best."

"Love yourself enough to stand up for what is best for children."
~ Lester Laminack

"I don't think anyone of us truly gets how important we are in the lives of students." 
~ Ruth Culham

"We need to remember the meaning of what we do."

"Our jobs get hard when we forget about our purpose."

"When teachers tell the stories of the impact they make, everyone benefits."
~ Lee Snider
Principal

"...investing in the lives of children. I can think of no better way to make the world more beautiful."
~ Ruth Ayres

Take time this summer to ignite your passion for teaching and to remember your purpose. 

Reclaim it and yes, celebrate it!

Saturday, June 17, 2017

Remember the Stories ~ Celebrate 2017 (fifteen)




Each week Ruth Ayres extends an invitation to share the celebrations from our week.

I recently read an article and an obituary in our Catholic newspaper.  I didn't know the man, but here is what I learned about him.  He loved his family and friends.  He shared his deep faith with those around him.  He was a dedicated and beloved teacher.  And he was loved in return.

Because of his illness, he was able to write his own obituary. It wasn't your typical obituary which listed his survivors and his accomplishments in life. Instead, it was a letter to those he left behind.  In his words, he reminded them to "Remember the stories." 

These words have lingered with me.

This week I have been spending time with my Grandma who has Dementia. Her caregivers, my mom and aunts, are taking a much needed vacation. I sit with her, hold her loving, wrinkled hands in mine, and remember the stories.  

I know she doesn't know who I am, but I know she knows I belong to her.  Her face lights up and the tension and agitation releases in her body when she sees me.  She kisses my cheek and tells me she loves me. We sit together, and the words she remembers how to speak become our conversation. It may be just bits and pieces, but they are still her stories.

It is hard for her.

It is hard for me.  

Several times I have had to hold back the tears.  It just isn't fair.  But it is a reminder of why I write:  to remember the stories of my own life.  I am afraid I will travel down the same path, and I won't remember my stories. Writing our story is the inscription of our lives.  It is the gift we leave behind. Inscriptions may become worn, but they remain.  Just like our stories.

It is also a reminder of why it is important that we teach the power of story to our students. I wrote stories at a young age, and I had many teachers who encouraged me to write. Today, many students think of writing as something we do just at school. Many students write only for their teacher or for a standardized test.  But they have many stories to tell, with many still unwritten.  We must help them to understand the power of stories.  We must help them to write for those they love and for those who love them.

It is difficult for young students to imagine themselves as being old like the man in the obituary and like my grandma.  It is difficult for them to think about the stories they will live to tell.  Teaching our students to remember the stories (and to write them) as young children, is a simple celebration and a gift we must give them.

Sunday, May 28, 2017

Better ~ #DigiLitSunday


Today I am participating in Digital Literacy Sunday with Margaret Simon at Reflections on the Techewhere we are thinking about the word "better."

Two events happened this week that are a perfect reflection for this word.

My teaching partner retired this year, and my last days of teaching with her were last week.  I have been sitting in on interviews for her replacement.  This is not an easy thing to do when you need to replace a perfect partnership.

During each interview, we hope the questions we ask become conversational, depending on the answers from each interviewee.  Although no two interviews are the same, there are two or three questions that I make a point to ask each person.  

One of those is what are some things you do to improve your teaching?  

I am one of those teachers who continuously reflect and search for ways to improve my teaching practices, and I want to work with a teacher who does the same.  I read blog posts and professional books and articles.  I attend conferences and participate on online professional development.  Settling for the status quo or relying on the phrase "we have always done it that way" does not work for me.

I just finished my tenth year of teaching, and there are still so many things I want to learn and to make better in my classroom.  And I want my teaching partner to share in this learning.

The second event was a blog post from We Are Teachers.  I, along with several of my blogging friends, were listed as Twitter accounts teachers should follow.  I am very humbled to be included on this list along with these amazing teachers.  But what I liked most was what the author of the post, Kimberly Moran, said about me:  "...obsessed with improving literacy in her classroom."

By using those words to describe me, Kimberly could not have given me a higher compliment.  She captured my drive, my passion, and my need to get better, just from my online presence.  

My summer has begun and with that come many hours and days of trying to become better.  

My students, my colleagues, and my new teaching partner deserve that.

Friday, May 26, 2017

Another Chapter - A Nonet



It's Poetry Friday, and Margaret Simon from Reflection of the Teche has the round-up.

Different times write different chapters, but all are written in my book of life.  At times, I anticipate the end of the day, wishing I could erase the choices I made, the words I said, and the actions I took.

Other days, I linger in the day, wishing it could last just a little bit longer.

But each day moves on while adding another chapter.


Awhile back, I played with writing a nonet.  A nonet is a nine line poem, with the first line having nine syllables and counts down to the last line which has one syllable.  It was one of those days when I had time to linger in the goodness of the day.

Sunday, May 21, 2017

That Time of Year - Celebrate 2017 (fourteen)



Each week Ruth Ayres extends an invitation to share the celebrations from our week. 

Four more days - I have four school days left.  It has been a long year, and I am ready for time to refuel with days in the sun, reading and writing when and where I want and taking things at my own pace.

At the end of these four days, my teaching partner will be retiring.  I taught with her my first year in fifth grade and followed her to the middle school.  It has been just the two of us for three years, and I will miss her terribly.

Pool time - My sister opened her pool this week.  This is where I spend almost every afternoon during the summer and is where my sister, my daughter and I solve all the world's educational problems.

Graduation Open Houses - My first class of 4th graders are graduating this year.  I have enjoyed watching them grow up and become such wonderful role models for my current students.  I am honored that some of them of invited me to share their important day.

It is the time of year when we look back and reflect, yet we also look forward to the days ahead.  It is the the time of year where we celebrate all we have accomplished and anticipate the celebrations to come.

Have a wonderful week and may you find many celebrations along the way!

Saturday, May 6, 2017

A Simple Thought ~ Celebrate 2017 (thirteen)



Each week Ruth Ayres extends an invitation to share the celebrations from our week. 

I can't believe it has been a month since I have written a blog post.  While participating in the March Slice of Life challenge, I felt like I did more slapping of words on paper than actually writing.  To some people, "slapping words" is still a form of writing.  But I want more than that.

The words have been floating around in my head, but none have made their way out.  

My page is blank.

I have been absent in my writing communities:  Slice of Life, Celebrate this Week, Poetry Friday, Spiritual Journey Thursday.  I have missed them, but it hasn't been enough to pull me out of my word drought.

Until today.

I thought about writing a celebration post.  I actually had an idea worth writing about.  After I opened my computer and found my way back to my blog, I saw I had a new comment. (I don't check my gmail account which gives me comment notifications.)  

It was a simple message.  



Ironically, Loralee has done this before. She seems to know just when I need a boost.

Take some time today to let someone know you are thinking of them.  It might just be what they need to celebrate once again.