Category Archives: Slice of Life

Keeper of Wild Words: SOL23 Day 6

Today we read The Keeper of Wild Words by Brooke Smith. My students were immediately drawn into this story about a grandma (Mimi) and her granddaughter (Brook). Mimi is worried that important “wild” words will disappear if we don’t use them, know them, write them, and care about them. Mimi and Brook have a list of wild words and set off into the outdoors near Mimi’s house to find the words (natural things) on the list. From wrens to dandelions, minnows to drakes, Mimi and Brook identify and appreciate all of the words on the list. In the author’s note at the end, Brooke Smith tells about her inspiration–an article about removing over 100 natural words from a children’s dictionary to make room for words like vandalism and MP3 player.

After we read and talked, we started our own lists of wild words. We had talked about how some people were already being keepers of wild words, noticing one of our students with the name River is keeping a wild word from disappearing. Of course, we had to add River to our list. You might not be surprised to learn that these southern California first graders were quick to add ocean and sunset to their lists of wild words. I had to add egret to my list–my students know I am obsessed with this quirky shore birds with the bright yellow feet.

These young naturalists were inclined to add general words–trees, sky, and clouds, so I encouraged them to be more specific. One student started writing phrases to capture her ideas more fully (she definitely wanted constellations on her list after some sky gazing over the weekend with her family).

Words matter and paying attention to wild words is another way of focusing attention on our natural world. Appreciate for and knowledge of nature and our environment is essential. I’m hopeful that the next generation will reclaim wild knowledge as they work to regenerate the resources that are on the verge of disappearing, just like the wild words Brooke Smith brought to our attention.

Curves and Angles: SOL23 Day 5

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Pretty much every day is a great day to walk on the beach, and today was no exception. The weather was cool (mid 50’s) and the sun was mostly under cover, but the breeze was light and the ocean offered a nice wide walking beach.

After all the rocks yesterday (find that post here), we headed south a couple of miles for today’s walk. Rocks were few, sand was plentiful. As we walked I noticed the progress on the seawall repairs, a few brave sunbathers in bikinis, some wet-suited fishers, and a couple who seemed to be getting engagement photos taken.

As the distinctive lifeguard tower came into view, I found myself thinking about both curves and angles. Perched out on a rocky “corner,” this tower is all about the angles. It has views of the ocean to the south, to the north, and directly in front as well. And while the shape clearly has sharp angles and squared off corners, there are curves too, its shape seeming to mimic a wave swell about to break. I’d love to know more about the architecture and design process, is this shape ideal for its function?

A bit further on I spied a shore bird (I’m pretty sure this one is called a curlew). I love their long curved beaks, ideal for finding sand crabs and other tidbits buried in the sand. And as I knelt closer for a photo, the bird pulled up its wings, creating even more curves as it ran toward the water.

At the turn around point at Dog Beach, the channel that runs from the lagoon to the beach was full and running strong, creating a long curve angling from the bridge that also serves as part of the road along the coast. Just beyond it , if you look closely, you can see the horse racing grandstands at the Del Mar fairgrounds angled to have both a wonderful view of the horse racing as well as gorgeous color displays as the sun sets into the ocean.

As we headed back to the car after about four miles on the beach, I noticed a bright orange kite in the distance, curving up to catch the wind. I thought for sure it was a kite boarder heading down to the water with a surfboard. To my surprise, it was skateboarder (or something like a skateboard) on the sidewalk in front of the beach working the angles to propel himself along the ocean front.

I love the process of wandering and wondering as I walk down the beach. Today’s walk with all about curves and angles. I can’t wait to see what tomorrow will bring!

Rocks to Ponder: SOL23 Day 4

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As I slipped and slid over mounds of rocks today, he announced, “You know, walking over uneven surfaces is good for people our age.”

What the $%@*!

I was not feeling the joys of rocks and their slippery unevenness as I walked along the beach today. And “people our age,” what does that even mean?

Hmmpf! But I must admit, mounds of rocks do not keep me away from the beach. Even though I am a bit confounded by just why our beautiful sandy beach turns into a rock monster in the fall and winter.

Then I started noticing the different rock qualities. Does smaller gravelly rock count as an uneven surface? It is definitely easier to walk on, less slipping and sliding and maybe even a bit less sweating involved.

The larger rocks, ranging in from the size of my fist to the size of my foot, definitely create more unevenness and I find myself needing to concentrate on my footing to stay upright while trying not to turn an ankle or worse. They seem to roll and rumble, mini avalanches always a possibility. And while the photo doesn’t capture it well, they always seem to be piled up on a slant.

But then I started thinking about some non-beach rock experiences with much bigger rocks. In hiking terminology climbing up larger rocks is called scrambling (at least that is my understanding). My most vivid memory of this kind of climbing was on a hike in South Dakota a few summers ago where we scrambled to a peak with gorgeous views. It was not my favorite kind of hiking–lots of feeling like my feet were ready to skid out from under me. My solution was to lower my center of gravity and use my hands.

So just what exactly is supposed to be good about navigating over rocks or other uneven surfaces? I’m guessing this is about working on balance, building up the kinds of muscles that help with balance, maybe even developing confidence that traversing these surfaces is a possibility. Now I’m wondering, does this also apply to surfaces like snow and ice where footing is also sometimes in question? And is this physical activity also good for the brain where concentration and problem solving are needed, taking the automaticity that we take for granted on smooth surfaces?

Hmmm…more to ponder.

In My Boots: SOL23 Day 3

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I didn’t know I needed hiking boots until I did. Athletic shoes (which I typically refer to as “tennies”) are fine for hiking, I would insist. But time off sidewalks on uneven trails or up rocks and boulders convinced me that I needed some additional support to feel comfortable, so a decade or so ago I bought my first and only pair of hiking boots.

Last week, we headed off to the Pacific Northwest to spend some time exploring Olympic National Park. And while we didn’t think we would need hiking boots for the entire trip, we wanted to have them with us. But packing hiking boots would take a lot of luggage space–and they’re on the heavy side. So we made the decision to wear our boots on the plane and to pack our tennies in our luggage.

Typically, my hiking boots get several hours worth of wear here and there. I put them on as I head off on a hike and often change back to my tennies once I get back to the car. They are comfortable for hiking–but they’re also heavy and hold my ankles pretty firmly. But last week they got nearly non-stop wear!

Day 1: on at daybreak for an early flight, off after dinner once we made our way to our hotel.

Day 2: on before breakfast anticipating a day on the snow. They work perfectly with snowshoes AND keep my feet warm. I did take them off before dinner and wore tennies to the restaurant.

Day 3: on again before breakfast as we planned a full day of rainy day hiking, off after dinner once we returned to the hotel.

Day 4: change of plans–we had thought we would wear tennies for comfort in town and on our feet all day, but predicted low 30’s weather made us decide to wear hiking boots as we explored the city of Victoria, BC. Rain was predicted (no rain), but it was cold. We were doubly thankful for the boots when we returned to snow and snowy roads as we left the ferry. Another full day of hiking boots.

Day 5: into the city, and still in our hiking boots. Cold weather + hiking boots=warm, comfy feet. By now the tennies are feeling neglected and I’m wondering why I even packed them!

Day 6: heading back to the airport. No room in luggage for hiking boots so the decision is made. It’s a hiking boots day! (And the longest day of all…finally returning home the next day at 1am!)

Six days in hiking boots. My feet stayed warm and comfortable. I had the grip I needed to deal with rain and snow and muddy trails, and no one once asked why are you wearing hiking boots?

Schooled: SOL23 Day 2

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They’re everywhere. Seemingly multiplying when they come in close proximity. Some are orange, others lime green. Like a school of fish, we all move together shifting left then right, never getting out of formation for fear of an impending tumble, or worse still, a dreaded crash! If you’re lucky, you can hear them coming up behind you. If you’re not, that frozen feeling creeps up your back and you don’t know whether to move right or left or just stand still until they pass.

And they move fast! The hurry is built right into the design. No need to push off or keep the roll going with the swing of a leg. Just stand up, hold on, and go! Bikes have bells, cars have horns, and even skateboards have the click clack of wheels over concrete…but electric scooters are pretty much stealthily silent. Blank-faced riders looking straight ahead with no pretense of athletics, no helmets or elbow pads, often not even athletic footwear. Some are even actively engaged with phones, scrolling, viewing, sometimes even filming.

If only they solved the parking problem on campus or become part of the mitigation of fossil fueled commuting. Unfortunately, they seem to create their own hazards as ownerless transport left in growing herds. Maybe I need to hop on one and find their charm for myself.

Under the Influence: SOL23 Day 1

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This week in my first grade class, we have been learning about Jane Goodall. My students love that, just like they do, she loves animals. I love that they recognize patience is a tool she used in her research, that building relationships takes time and effort–and sometimes that effort means just being present until trust is built. Showing up, paying attention, and caring are key.

Jane Goodall, according to her picture book biography The Watcher by Jeannette Winter, was always curious and a supreme observer from an early age. She watched bugs and chickens, recognizing that careful observation was a rich source of information.

To try on Jane’s observational skills, we headed outside with notebooks and pencils in hand to use our senses in the school pollinator garden (better known by the students as the fairy garden). The directions were simple: find something interesting, watch and notice using all your senses (we acknowledged we wouldn’t be tasting anything before we headed out), make a sketch of whatever you are observing, include writing to add details about what you are noticing.

The synergy of observing under the influence of Jane Goodall and writing outside resulted in a magical writing experience. Students were focused and engaged–there is nothing like watching a formerly struggling writer putting words independently on the page and then asking for more time because he had more to say. And the unexpected, “thank you for teaching me today,” from the high performing student–who had experienced joy writing outdoors. This experience with ordinary nature, the ants, the sticks, the fallen leaves, some lavender, a few bees, the sun on our shoulders and pencils in hand inspired us. We wrote and learned and shared under the influence of Jane Goodall and her indomitable spirit and the magic of being outside, in nature.

The Magic of Mini-Zines

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There’s something so special about making things. You use your own hands and something that was once a flat blank piece of paper is suddenly something else, something you created.

We’ve been making Zines in my first grade classroom. Our first attempt happened during our Dot Day celebration. We took a piece of printer paper, folded until we had 8 even rectangles, made a single cut…and voila! The paper became a small, multi-paged book. Those first books became our “A Dot Can Be…” zines.

Last week in honor of #writeout, we spent some time in our pollinator garden and basin area of the playground exploring nature’s artifacts. I wrote about our experience with our nature collectors and our wonder walk here. When I left off with that post students were in the process of creating zines about the nature items they collected. What I love most about these mini zines is the agency students feel about creating them. I also like that it allows students to both “write small” and to be literary in their approach. Students who are emerging as writers might create a page that reads, “Spiders Find a Way” with a beautiful drawing of a spider on a web, while more advanced writers can write, “A rock finds a way to scrub against the tree with happiness.” The writing and creating is accessible to everyone in our first grade class. And the zines are truly tiny jewels!

And after a conversation with some colleagues on the Connecting the Network Call with the National Writing Project last week, I took their suggestion and sent blank zines (made by my students) home with students with an invitation to explore on their own at home and to make a zine on their own. (We forgot to take them home on Friday, so they went home on Monday).

And…just like my colleagues suspected, my students were motivated to write at home. Today this lovely book came in:

My student was excited to read it to me…and for me to read it to the class! It was a delightful nature-based fictional story that involved a bug and a centipede. I’m guessing some more student-created zines may show up in the classroom later this week!

I know we’ll keep on making and writing…and making writing, both inside and outside the classroom. I’m excited about the writing community that my classroom is becoming.

Primed for Summer Writing

Grow Where You Land: SOL22 Day 31

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On this last day of the Slice of Life challenge I want to thank those at Two Writing Teachers for offering this blogging challenge. I also want to thank my fellow bloggers–those I left comments for and those I read and didn’t comment, and even those I simply didn’t have time to read for engaging in this place of words, ideas, and incredible generosity. There is something about this challenge that keeps me accountable and somehow motivates me to write each and every day in March.

It’s also the perfect day for a bit of reflection and thinking about the take aways of an already busy month of teaching, report card writing, parent conferencing also spent with daily writing. Here are a few of my thoughts:

Writing begets writing. The more I write, the more I seem to have to write about. Early in the month I feel challenged to come up with writing topics and things to say with any kind of eloquence. With each successive day, I find myself mulling over writing topics as I go through the day, turning them over, considering angles I might take, and even then often surprising myself with the actual post that emerges.
A daily slice often means that I am making my teaching practice more visible. I consider the ways instruction and learning interact, often focusing on the ways writing develops with young writers. When I write about what I see my students produce, I understand it on another level. And when my colleagues comment, they also help me see if from new vantages.
Reading and commenting on others’ posts helps me see my teaching life in a larger perspective as I consider stories from other parts of the country (and the world), hearing struggles and successes and making connections in spite of differences.
I love the many stages of life expressed in slice of life posts. Stories of toddlers and teens, grandchildren and aging parents humanize us all. It helps to know that even the best teachers struggle to find the work/life balance and that writing is a way to process the curveballs that life throws.
This is a community where I feel like a dandelion. I thrive and grow where I land. Some days I might land in the crack of the sidewalk, trying to avoid the crush of feet walking over me. Other days I find myself in an open field, swaying in the breeze and soaking up the sun. I’m thankful for landing here and looking forward to next year’s challenge.

This might also be the year that I manage to write a weekly Tuesday slice. I’m making that a regular writing goal. Hope to engage with you all again soon!

6 Words for the Environment: SOL22 Day 30

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Today, March 30, 2022, marks the date of the Worldwide Teach In for Climate/Justice sponsored by Bard College. That is significant because as a writing project, we have spent time and energy this year looking for ways to implement climate teaching in a writing centric way.

With my young students, my approach to climate/justice teaching is to raise their awareness and appreciation of our planet, the people who live on it, the animals they already love, and also include some study of people making a difference (Jane Goodall came up through Scholastic News–so we inquired a bit further about her and her work) and about actions they can take as 6 and 7 year olds.

I have writing project colleagues who adapted the idea of a 6-word memoir into an opportunity for students to write 6 words for the environment. It seemed a perfect fit for a week of minimum days (to allow for parent conferences) just before Spring Break (which begins after school ends on Friday).

So, after they finished some amazing Poetry Is writing (check yesterday’s post for more details), we started to brainstorm words about the earth, about people and animals who live on the earth, and about actions people might take to protect the earth. They helped me write a few 6 word attempts before I sent them back to the their notebooks to write as many 6-words for the environment as they could in 7 minutes.

Then, they had to select their favorite of the 6-word statements they had written to feature on a mini poster. Some struggled to figure out which of their 6-word pieces to use (“They’re all good!” You’ve gotta love the confidence of first graders!) while others knew just what they wanted to write and draw on their poster. And even with phonetic spelling and some questionable counting of 6 words, they had important messages to share. Here’s a small sampling:

Beautiful plants, beautiful earth, beautiful life

Building time to learn about and think about positive actions to protect our precious planet is essential to our longevity as a species. My students know they can make a difference and they are ready to do their part (and urge others to help out too).

Let’s not give in to doomsday thinking and instead cultivate a love for this incredible planet and everything and everyone who resides here. Together we can make a difference.