Tag Archives: SDAWP

Write Out and Data

Write Out 2026

Today marks the beginning of Write Out 2026–an annual 2-week event with the National Writing Project and the National Park Service that urges all of us, adults and children alike, to get outside and do some writing.

New this year is the #writewhereweare challenge in the Write Now Teacher Studio. Every other day over the course of the two weeks, we are invited to write and post to a common prompt. Today’s prompt was to write a 6-word story about our place.

Southern CA has been dealing with the effects of Hurricane Rachel, bringing some much needed rain along with high surf, high tides, and coastal flooding. Some beaches are experiencing the loss of sand and parking lots filled with the ocean.

Today I was back at my local beach, hopeful that the low tide would offer a wide expanse for walking and that storm damage would be minimal. It was cloudy, but comfortable with plenty of beach for my walk along with inspiration for my photography and my six words.

After the storm, beach walking still. #writeout #writewherewestand #sixwords

And the weather was cool enough for me to wear my Write Out Write Where We Stand sweatshirt! (Thanks to @deathstr42 for the photo) You can purchase your own at the NWP shop!

Please join us for Write Out and the Write Where We Stand challenge. Everyone is welcome!

Foraging in the Wild

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Saturday marked the 18th annual Spring Conference put on by the San Diego Area Writing Project (SDAWP). I had asked a friend and colleague if she would lead a session on writing as adults, knowing that she is writer through and through. She quickly responded that she wasn’t writing–she was struggling to find words as she dealt with some challenging life events. Instead, she replied, she was foraging, finding words in the wild using collage, black out poetry, playing cards, making zines, and more–and using these same techniques with her middle school students.

Wait! Finding words? I couldn’t get back to her fast enough. THIS was a session we needed for teachers (and their students)! Thank goodness she agreed.

As participants walked into her session they sat down to a pile of magazines, paint chips, a page with some open ended prompts and lists of words, scissors, glue sticks and encouragement to just get started. When there weren’t enough scissors, I watched one participant pull her Swiss army knife (the kind with the little scissors) out of her backpack, other just started tearing. Maybe 5 or 10 minutes into the session, our presenter introduced herself and began talking about this premise of foraging for words as we continued to make and tear and glue.

The energy in the room was electric. Teachers cut and tore, glued and foraged. Words emerged from dictionary pages torn from books no longer in use. Images spilled words, words build images, poems emerged from black sharpie markers, playing cards became nudges to dance or sing… Students used pages torn from the novels they were reading in class (extra books acquired for this purpose) to create blackout poetry, tastes of a chapter of a book they would soon read. They folded zines, summarizing novels in 6 words (or 12 words), illustrated with found images. (Ala Cozy Classics board books)

We were reminded that sources of collage material are everywhere! That “Next Door” app on Facebook, the Friends of the Library freebies, not to mention the casual discards (like the backing papers from the nametags we used at the conference) that often are just tossed.

We left with a work in progress and ideas overflowing. Some participants left with a pile of magazines, others with an emerging piece of art. We all left with the conviction that there are multiple ways to get at writing…and to get unstuck when the words simply won’t come.

While I’m not sure exactly where this piece will lead me…or if it will just find a place in my notebook, I know these ideas will continue to marinate. I’m already thinking about ways to use this idea of foraging and collage with my own students.

Writers find a way…even when words are not flowing. Now to make sure that students also know that there are many ways to write…and to ignite writing. Forage away!

Writing a Hope Kit: SOL25 Day 1

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This week has been packed to the gills, overflowing with meetings, a flight to SFO on Wednesday (after leaving a meeting early) for a conference on Thursday, another flight home late Thursday for a full day of teaching on Friday and then capped this morning with the 17th annual San Diego Area Writing Project (SDAWP) Spring Conference.

As you might imagine, I was not excited that I needed to be up early this morning and on the road before 7am to be present at the university, helping with set up and preparation. Today’s hiccup was catering not showing up! (What! No coffee for teachers who are up early navigating UCSD parking for our half-day conference?). After several calls we were assured that coffee and pastries would arrive–not when expected, but before it would have been too late.

And as always happens when I am in the presence of writing project teachers, I forgot how much I didn’t want to get up, how much I would have loved a morning with a leisurely start, and was immediately engaged and stimulated by presentations and conversations…and just seeing colleagues who are brilliant and caring and always looking after what is best for their students.

Sessions like Writing for Change: Empowering Student Advocacy Through Project-Based Learning, Academic Writing with Heart: Centering Student Voice, and Hope Starter Kit: Writing Our Way to Resilience (to name only a few) offered inspiration, intellectual stimulation, ideas for classroom implementation, and an opportunity for writing. It also offered an escape from all that feels wrong right now.

As part of my hope kit writing, I had to figure out who (someone real or imagined, still living or long dead) to address a problem I was grappling with–the idea that each of us could tap our inner wisdom through this letter writing/response (inspired by the book Ask Baba Yaga: Otherworldly Advice for Everyday Troubles by Taisia Kitaiskaia). I decided that I would channel my cat, Phil, who died quite a few years ago, but who my husband is convinced still hangs around the house. Here’s my letter and response:

Dear Phil,

How do I manage the guilt of not doing enough to take action in light of all of the chaos and destruction in our current government?

Distraught Citizen

Dear Distraught Citizen,

Screech and roar and scratch…and even pretend to mark the walls and furniture with the scent of your body and beliefs in your spaces. Don’t let your perceived inaction silence you. Rub your scent subtly, weaving in and out of the pant legs of those who are near. Find pockets of comfort, places where the rumble of your inner motor can vibrate, offering moments of relief and contentment for you and others as well. In addition to comforting one another, find the small cracks for action, even if they seem to be big enough for only the tiniest grains of sand.

Phil

Channeling Phil reminds me (and maybe you too) that action can manifest in many different ways. I will keep seeking out all the small spaces where I can make a difference. You likely won’t find me on the picket line or the telephone bank, but that doesn’t mean I don’t care or won’t take actions to right the wrongs that are happening. Thanks to my colleague Stacey for the inspiration and to Phil for the advice.

In a Breath: SOL24 Day 5

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Back on Saturday at the SDAWP Spring Conference (I wrote a bit about it here. ), I attended a session called Seeing with Wonder: Cultivating a Deep Understanding and Appreciation for Nature Through a Creative Lens. The presenters, Wendy and Alice, encouraged us to slow down and participate in long and leisurely observation. During the session they asked us to adopt a tree–and since it wasn’t reasonable to be outside finding trees in the short time frame of the conference session, they had a collection of photos blown up, framed, and posted around the room.

I selected a moss-covered tree that reminded me of my time in Olympic National Park’s Hall of Mosses. I engaged in that leisurely observation, sketching and writing about the details I noticed. Wendy and Alice then led us through a different definition of Haiku. Instead of focusing on the 5-7-5 syllable structure, they gave us seven rules of Haiku. But most importantly, they encouraged us to compose a three line poem in the spirit of Haiku that was a single breath.

I’m not so sure I achieved all the goals of this one breath Haiku, but here is my Haiku from Saturday.

How many greens can you count

on this tree tapestry woven through the ages

a portal to dinosaur time

@kd0602

Sunshine on a Rainy Day: SOL24 Day 2

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My alarm rang early on a Saturday. Today was our San Diego Area Writing Project Spring Conference! Before I got out of my cozy, warm bed I checked the weather app on my phone. Drizzle. Drizzle is not really rain, right? I decided against dressing for rain and opted for my Vans tennies and some black almost dressy pants to go with my cute sweater top. (I would have to open the conference, but I also had to walk a good bit to get from the parking structure to the conference venue on the UCSD campus.

About 5 minutes before I was planning to head out, I looked out the door and changed my mind. That was NOT drizzle–even by Southern CA standards, that is called rain! I rushed back to my bedroom, kicked off the Vans, changed into jeans with skinny legs so that I could pull on my cowboy boots–the dressier footwear option for rainy conditions–and then headed out the door wearing my raincoat with my umbrella in my bag.

With windshield wipers on high, I braved the slick freeway and low visibility, and as I approached the university, the weather began to clear. The ground was wet and puddly as I walked from the parking garage, but the sky had cleared a bit and it wasn’t even drizzling.

It’s hard to get up on a rainy Saturday morning to attend professional development–even when it is self-selected. But I knew once I arrived that the energy of the participants and presenters would carry me through. And I was right. Our morning keynote by our own Christine Kane focused on the value of conversation, how the best conversations reveal things about ourselves both to those we are conversing with and to ourselves as well. She referenced David Brook’s newest book, How to Know a Person, and shared some of his advice about being a “loud listener.” She also reminded us of the Chinese symbol for listening which includes the eyes (to see), the ears (to hear), the mind (to think), undivided attention (to focus), and the heart (to feel).

What a perfect set up for being conference participants! The three sessions I attended were excellent! Even with 35 years of teaching under my belt, I felt inspired and motivated by gems of wisdom and practice shared by the presenters. I enjoyed my interactions with fellow participants and left the conferences knowing it was a morning well spent.

My drive back home included one surprise rain shower along the way, but as I headed off the freeway toward my house, the sky was bluing and the sun was shining. As I stepped out of my car into the driveway I was greeted by tiny yellow suns sprouting right out of the driveway cracks. Dandelions! I couldn’t resist kneeling down to capture their light and glow. Nothing like a bit of sunshine on a rainy day!

Time to #WriteOut!

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I love October. The weather is warm–it’s still shorts weather. Many of the tourists have gone home, leaving the beaches and the freeways to the locals. My first graders are starting to believe they are writers–and it’s time for #WriteOut! #WriteOut is a partnership between the National Writing Project and the National Park service–a two week effort to encourage everyone to get outside, explore the nature around you, and write.

Last week we warmed up for #WriteOut by going for a Wonder Walk on our school campus. We started by reading the book Wonder Walkers by Micha Archer. This is a wonderful book full of questions like, “Is the wind the world breathing?” that also pushed my students to think beyond the literal, framing their observations through the lens of wonder. After reading and talking, students took their nature collectors (a piece of cardboard with rubber bands around it) and headed out to our pollinator garden to look and wonder and pick up some bits of nature to bring back into the classroom with us.

Later students had to pick just one item from their collection to examine much more closely. To facilitate that close observation, we pulled out our sketchbooks and started drawing, trying hard to capture all the details they could see in front of them. Using colored pencils to hone in on subtleties, they added dimension to their sketches. Then using nature notebooking prompts adapted from the work of John Muir Laws including labeling their sketch, adding what does it remind you of and what do you wonder about it, students completed their entry.

The results were stunning. And a perfect beginning to #WriteOut!

Annotations: NPM22 Day 24

Saturday’s Work: SOL22 Day 19

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March has been a busy month with my Saturdays filled with writing project work. Today was the day for our much awaited Leadership Advanced Institute–a day planned to renew, reconnect, reenergize, and reignite the joy that we have experienced with our colleagues in the past. But three Saturdays in a row is hard.

Luckily we had planned the day we would want. A day filled with social opportunities, engagement with new ideas and thinking, opportunities to inspire writing, and feedback on those writing ideas from our colleagues.

This was our first large-scale in person meeting since the COVID shutdown in 2020. 32 educators gathered on a Saturday because we knew that interactions with each other would be salve to our battered teacher identities.

We created identity heart maps to allow us to connect or reconnect with each other. For some of us, it was the first time we had met off Zoom. A block party got us up and talking, catching up or meeting new friends. Later, we took inspiration from Brene Brown and Daniel Pink as we created maps of our journey from here to there–or there to here.

Our maps became a starting point for writing, sharing our stories–many filled with frustration, regret, and exhaustion. We listened to each other for those moments where the writer might go deeper or the writing might help to explore a complex topic. We talked and listened, knowing the writing would help us through whatever journey we chose to take.

After a lunch delivered–what a treat to sit and eat and talk with friends new and old–we wrote. Time to write is gold! This was not about homework. We will come back and write some more for part two of this Advanced Institute. But before we left, after recording our next steps in writing, we picked a single sentence to read aloud to the group. The symphony of voices and words touched our hearts, knowing we want to hear more, read more, write more. A day of work–but so much more than a job.

Growing Advocates and Activists: SOL22 Day 12

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I love writing project work and the ways that teachers are the driving force behind proactive change. A conversation with a colleague a few years ago–about the need for climate/environmental education to become “ordinary,” something that students experience regularly, in all their classes, throughout their education career–has stuck with me. And as a result, this year in our local writing project, we convened a group of SDAWP educators to explore that very idea with an added twist: how can we make environmental literacy and justice both ordinary and also have writing at its center?

Today was our celebration and the opportunity to hear details about the work that teachers in this group accomplished. Each put together a 5 minute overview of the work, highlighting student engagement and involvement through writing.

Wow! I felt like I could see these young people growing into advocates and activists right before my eyes. They wrote and spoke with passion about our world, recognizing its beauty AND our need to take better care of it for their future. There were letters, informational pieces, persuasive essays, narratives, poems, artwork, speeches and more. I felt my heart grow three sizes just witnessing this incredible work facilitated by my writing project colleagues.

Our next step is to figure out ways to take this work beyond our group, to and beyond our larger writing project community, and to establish this as something students can expect throughout their schooling. The beauty is that these teachers did not take away anything they were required to teach, instead they worked this content into the learning the students were expected to experience anyway.

There will be more to come…