At the institute there was of course talk about Lucy’s new Reading Units of Study books for grades 3-5. I’ve just purchased a set of the units for my school. To start off, I don’t think we will be using these books on a day-to-day basis as we’ve done with the writing, but rather, I see us using this set as a tool to help grow our current units.
One of my jobs as a coach is to help teachers see that we are never finished with our workshops or our planning. Part of being a workshop teacher is being reflective and responsive. Year to year, we will need to alter our teaching to meet the needs of the students in our classrooms. I’m not talking about large scale changes to our units or curriculum each year, but rather small, targeted changes to minilessons, teacher demonstrations, celebrations, small group work and conferences. The changes need to be based on bringing each child one step further along. The changes are quite simply, differentiation.
Lucy talks about the importance of reading workshop on a video on the Heineman website. If you are new to workshop, Teachers College ideas, or just need a little inspiration, check it out. (Top right-hand corner.)
At the Writing Institute, I was part of the Principals group for my small group sessions. We were led by Cory Gillette, co-author of the book Breathing Life Into Essays, which is one of my favorites in Lucy’s UOS series. Once I got over the fact that a. I wasn’t a principal and b. my job isn’t to “supervise”, I was able to sit, listen and think about the good advice we were being given.
Overall, I learned having active principal participation (and therefore leadership) makes the difference when implementing and being successful with reading and writing workshops. If a principal simply hands out the UOS books and says “we are a workshop school,” you can pretty much guarantee there will be a few workshop teachers, but you won’t be a workshop school. Instead, a principal who participates in the learning, leads (or requires) the staff to have professional development, and holds teachers accountable to the workshop model, will ensure her students grow from a systematic approach, sculpted by targeted instruction. In other words, a workshop principal creates a workshop school.
A topic discussed at length by this group was about developing “A Learner Bill of Rights.” This document would articulate for teachers, students, and parents what the school promised it’s writers. (Of course it would be developed for other subjects as well.) This document would start out something like “At ACS, we promise students in grade(s) will…” and would include skills, strategies, and attitudes deemed important. When I first heard about this idea, I thought, “We have that,” thinking as I was about our, Look Fors and Shouldn’t See document generated with teachers and the principal as an observation tool. But now, I realize what Cory was describing was more of a mission or a vision-type tool. One, which we could post in the office, hand out to parents, and share with our learners.
Here is my draft (this would of course need to be created with a group of people…)
In the elementary school at ACS, we promise our students…
I just facilitated the final Writing Workshop Implementation Celebration meeting for our 3-5 teachers. (Next year we will continue to meet following each unit to share vertically, but we will no longer be NEW at this.) We spent some time talking about mentor texts each grade level should use next year. It was exciting to hear teachers ready for this next step as it is so important for our differentiation of the LC units. As we were discussing the texts, I reminded teachers that we don’t need to get attached to texts, but rather we need to open our eyes to many, many possible texts for teaching the skills and strategies writer’s use. If we really do continue to grow as a workshop school, I hope we, as teachers, can read a text, recognize what the writer has done; then move to sharing what we see with our students. That means the expectation of “reading like a writer” is one each teacher must be capable of doing, not just our kids.
As a school we have walked 500 miles in Lucy Calkins’ shoes this year. We needed to jump-right-in- there and work at teaching like Lucy, if only to get a real sense of what this was all about. Next year, my role as a coach will be to pull teachers back from Lucy’s transcript and help them find their own words and ways within each unit. Being a mentor-text teacher is one of the best ways to do it. When teachers can see what a writer has done, they can highlight it for their kids. (And of course this is a transferable skill teachers can use with both reading and writing workshop.)
It has been a long, hard, worthwhile ride. I am definately getting on the plane (in 5 days) feeling like we accomplished something here. TCRWP- here we come!
“A shared vision is not an idea…it is rather, a force in people’s hearts…at its simplest level, a shared vision is the answer to the question ‘What do we want to create?’” Peter Senge
“Alone we can do so little. Together we can do so much.” – Helen Keller
Teachers worked on finishing up the lessons in this unit. They helped students put the essays together, and worked on revising, editing and publishing these pieces. Our goal was to have this unit finished in time to move into unit 4: Writing Fiction, next week.
Although this unit has been difficult to teach at times, I think our Staff Writing Celebration last week showed we are getting this. The rich, rich discussions between teachers working with 3, 4, and 5th graders are making this work rewarding. I’m sure, there are moments when each teacher questions our move to Units of Study and believes this is never going to work. However, at the end of the unit, after the planning, teaching and reflecting, we see growth. The students are stronger. The spiral is becoming more apparent. The teachers are seeing how to improve the work next year and taking good ideas/lessons learned from one unit to the next.
The best part? None of us is alone on this. Every teacher is taking this step, this risk really. WE are stronger than we would be if we were doing this independently and without the collaboration with our colleagues. There are moments when I’m jealous of these educators. I was very alone when I was teaching UOS in G. 3-5. Not only was I the only teacher at my level working through the units, I was also the only teacher in the building. I had no idea, and no right really to know what 2nd grade was doing or what 4th and 5th planned to do. When I think back on my own journey as a teacher I realize how ineffective this was. This is clearly the better model.
Step away and remember the big picture. For our school, that means that we have to remind ourselves our goal is to implement writing workshop this year. We have 3 simple agreements at this point:
These agreements have given us a plan for simple, effective collaboration. The time we spend reflecting on how the unit went is valuable professional development. It is at these times that we support each other on this journey. Thinking about next year I wonder… can I convince them to continue meeting? Communicating with parents about the work. This week teachers at the different levels I work with planned for their grade level celebrations. Third grade decided to invite parents in to hear the essays read aloud. While this idea seems simple, wonderful, and successful, I worried about the outcome. We have provided very little communication to parents about this implementation and I worried that inviting parents would in fact be inviting criticism of something simply because it wasn’t understood. Third grade held their celebration, and I attended as a parent. It was wonderful. Part of the success was due to how the teachers set the tone for parents as to what they were seeing/hearing from their children. As I reminded teachers at our celebration, our job is to make the work clear to both the children and the parents. We can and will get better at this. For now, I think knowing we need to scaffold for parents too will help us craft the right message and lead to increased parent-school collaboration. What a journey this continues to be!
Next week: I’ll post on our first week implementing the unit Writing Fiction: Big Dreams and Tall Ambitions
“This unit is a journey, and at every bend in the road you have extraordinary lessons to teach. The most important learning and teaching will happen as you and your students grapple with the complexities, and challenges of thinking and writing logically.” (Lucy Calkins, Breathing Life Into Essays p. 149)
Teachers worked on sessions 13-16 this week. Across grades 3-5 we had students writing supporting stories, angling their work, drafting the stories into supporting paragraphs, and working on introductions and conclusions.
This is by far my favorite unit to teach in the LC series. (Poetry in the K-2 series is my other favorite.) I spent some time this week listening to my colleagues talk about their kids and the work that was taking place. Over and over I heard the concern that the students weren’t “getting it” and I remembered feeling the same way. I was reminded today what it was that changed things for me: One day, a tenth grade teacher stopped by my room to ask me about the thesis topics I had posted. He was heading to his wife’s classroom and spotted a display I had made to simply show the different thesis topics my kids had committed to. He was amazed (and impressed, excited, and thankful) that we were beginning to teach students how to structure their thinking and their writing in the primary grades. He asked me if I had always taught essays in grade 3 and I told him no, this was my first attempt. His response to the work encouraged me to look at my students’ writing not as an END, but as a beginning. I was starting something. I was laying the foundation and that work would make a difference in their writing lives in middle and high school.
Remember: Writing is thinking. We are developing our students’ capacities to think about what they are doing just as much as we are teaching them how to structure a 5-paragraph essay. The quote above beautifully illustrates the emphasis and approach I believe we should be taking with this unit, especially on our first go of it. As we move away from the final product being the most important focus, and instead work on creating writers (and by that I mean thinkers…organizers…powerful communicators) we notice that children are learning how to do this work. They aren’t there yet. We aren’t there yet. However, they are taking the necessary step toward seeing writing as a powerful, necessary form of communication worth thinking about.
This week a colleague was describing how one of her students had a thesis that wasn’t working out as well as she had hoped. The good news is that the student realized the problem was with his thesis choice. It wasn’t something he really cared about or new extensively. Sure he is writing the essay, but it isn’t as powerful as both he and the teacher had hoped or expected. Trouble is, at this point in the unit it is too late for the student to start work on a new thesis. My advice? Celebrate the learning. Imagine if this student internalizes some of the strategies, which will lead him to better select, or better organize his essays in the future. What if he never forgets this first essay in Mrs. So-and-Sos 4th grade class and it changes the way he writes forever? Isn’t that the mark of good teaching? Celebrate it. Get him to articulate it. And praise him for learning it. Fitting it all in… We are battling to get this unit in and done. I realize teachers feel like we are pushing through this and it seems impossible. The pace is quick. However, at this point in our implementation and in our spiral development, we need to teach these units to know what we need to keep, add, and emphasize. The first year I taught this series I got bogged down in Unit 2, teaching and reteaching until everyone was there, on the same page, at the same spot. Four weeks of work and I was only 1/2 through the unit. I was burnt out and the students were heading toward frustration. Today, I understand that these units are to be taught each in about a month. For us that is roughly 20 days. The pace is quick. However, as Lucy says over and over, the minilessons mostly aren’t meant to be lessons every student works on that very day. Standing back from the unit, and getting the big picture forces you to make a plan to start and end. The pace is quick. Stay focused.
Consider your final product when you are thinking about time. There have been times when I taught this unit when I used a cut-and-paste method to put the final product together. Once students selected their mini-stories, (which I considered the most important part) I had them glue the stories on long sheets of paper in the correct order with the introduction and conclusion framing the work. Although this product looked exactly as it sounds… cut out and pasted together, it was a visual example of the thinking behind the placement and organization of text. That visual piece gave parents an opportunity to see the steps in this process and to celebrate them with their child.
“Remember that our goals always extend beyond the reading and writing workshop. It is important to teach writing in part because writing is a powerful tool for thought. This session goes a long way towards helping children use writing as a tool for growing ideas on the page. We’re explicitly teaching children to say more and think more, to extend their first thoughts, and to know what it is to see new ideas emerge from the tips of their pens. This is important!” (Breathing Life Into Essays p. 47)
This was one of those amazingly busy weeks! However, teachers worked to move their students into sessions 8-12 which focus on selecting a thesis, refining it and making sure you really know enough to write about it, and moving into writing strong, personal narratives which support the essay points.
This was one of those weeks. You know what I mean… visiting authors, report cards were due, assemblies (you heard me… more than one!), and the kids collectively, were acting out (we had a fight, bullying issues, accidental falls, tears, etc.). In the midst of it all I had a meeting with the grade level writing team reps, which seemed like a bad idea… until we started talking about writing. The flood gates opened with all the ways this wasn’t working, but we moved into why we are moving our teaching this way, how much we value the vertical collaboration, ways we know we can improve this work today, in the next unit, and next year. The meeting was the highlight of my week.
Our main goal this year was for each grade (3-5) to work through every unit in the Units of Study series. To do that, we first created a year-long plan. We gave each unit roughly 20 days. Even with our holidays and breaks we were able to fit in all the units. The next step was to make monthly calendars for each unit. At first, I worked with a rep from each level to make these calendars. By Unit 3 however, we released the calendar creation to the teams so they could collaborate.
What we’ve learned, is teaching writing daily is critical to student success. However, realistically teachers need a buffer day in the week to catch up/reteach. Beginning with Unit 3, we have decided to provide for that. Interestingly, it doesn’t alter our month calendar much. What might need to be changed are the “product” days at the end. Which fits with what we are trying to do anyway- focus on the process and less on the pretty, perfect, final product. Regardless, teachers are finding ways to fit this in, try the units on, and learn from the process so we can improve our work next year.
What should a thesis look like in grade 3? Grade 4? Grade 5? I wrote about this last week in my weekly post, but it came up in our writing team meeting, so I’ll add some notes here. Basically, there is no right answer, no magic formula based on age or grade, and no way for me to outline a perfect scenario. What I can do is remind teachers that it will depend on two very important factors:
To me, a good thesis then, is one a student feels strongly about and can back up with writing from his own heart/mind.
Value the process. As Lucy describes on p. 110, “…hold to the principle that minilessons are occasions for teaching a strategy or an idea children can use often.” The work in this unit provides students with a voice they can use over and over again when they are taking a stance or giving their opinions. This unit also helps children understand the value of organizing thoughts and points, in order to select what is most powerful. How exciting to have an 8 or 10 year old considering his words and sifting through his thoughts to find those that are best suited for advancing his position on something!
The process of considering what you want to say and how best to say it is something students can use in many school subjects. Similarly, teaching children how to think about what they are saying (writing)- that evaluation- is something we hope they will do as adults.
In my last weekly write up I mentioned I would post one collection idea useful in session 9. (Click Here.) This is just one way children can collect and organize their ideas and thoughts. The goal of session 9, besides having them get organized is to teach them that organization leads to increased productivity and better writing. If you have a student who has been doing this kind of writing for years (your school is more secure in the spiral) then it might be appropriate for him to use a collection process, which works for him. However, if your children are new to this, asking them all to collect using the same strategies is a worthwhile, whole-class goal.
“It is very important to notice that minilessons are not a vehicle for doling out the daily assignment. Instead of saying, “Today, I’d like you to each make a two column chart. On the top of the left column, write…” I say, “Another system I sometimes use is…” The goal of a minilesson is to add to students’ repertoire of skills and strategies, not to dole out that day’s assignment.” (From Breathing Life into Essays by Lucy Calkins p. 17)
All of the grades basically worked through sessions 3-7 this week. These lessons continued to show children how to generate ideas, however they also began to work on the ever-important “framing” of this work, what Lucy calls: Boxes and Bullets. Prep work for next week should include getting the materials ready for collecting stories for each topic idea (bullet) students decide on for their thesis. (See my example of a collection system we are planning to use in every grade this year Here.)
Again, as a coach, I’m not feeling that I’m offering solid support to teachers implementing this unit. (But sometimes that happens.) I’m not scheduled to coach in with any classes, and I’m beginning to feel like I’m out of touch with what is going on. So, I’ve requested teachers try to keep me in the loop. This is what I just sent out to them:
Don’t worry if your students aren’t selecting strong essay topics… yet. Part of the joy in teaching this unit for me, was in watching students develop a voice of authority or an expert stance in their writing. For example, last year a third grader wrote a compelling essay titled: Shawarma is the best food. While at first glance his teacher and I thought this wasn’t a strong enough topic for an essay, we soon learned that the child had strong thoughts about the topic, and that was what was important in crafting a solid piece of writing. My advice, try not to judge the topic. Instead when you are helping students in these early lessons to see if their topics are strong enough to be developed into essays, focus on whether or not the student has enough to say about the topic. Of course, our older students will probably develop more profound topics. However, if you are at the same implementation stage as we are at my school (all grades working through these units for the first time), then fifth graders might also write strong about simpler ideas. We are all learning.
Conferring and sharing: The heart of writing workshop. Just as you were doing in the past units, pulling alongside these young writers and asking “How’s it going?” is the key to moving each student, small groups of students, and ultimately the whole class forward. If you imagine your job during independent writing time is similar to being a journalist embedded into an army unit during a battle, conferencing is the key to understanding what is happening out there “in the field.” It is when you learn what is really going on, and not what you are being told is happening. In this unit, sharing what you see, hear and learn during a conference will have real power. I’m not referring to a student sharing his/her work here. Instead I’m thinking about you, the teacher, talking about what smart idea you’ve just read or smart writing move you learned a student used. Highlight what you see and explain why it is so smart. Just as the content of a minilesson isn’t a task you expect students to complete all together, at the same time, during independent writing; sharing the smart things you see is simply planting the seed for other students to pick up on… tomorrow, or better yet, when they are ready. (Pages 42-43 in Breathing Life Into Essays for more on this.)
Connect the learning back. Although we aren’t doing it deliberately yet, my school will eventually discuss how this work directly relates and connects to moves we want students to make in reading. The “conversational prompts” introduced in session 4 to push thinking forward are amazing tools to introduce into other curriculum areas. Whenever you are asking students to deeply think, write or discuss something, these prompts can help. The more practice students have in phrasing their thinking and layering it like this, the better they will become at it. However, one caution, as Lucy reminds us in her coaching notes on p. 47: “… When children begin to bring these phrases into their writing, you’ll notice a child may write a phrase such as “This makes me realize…” without begin aware of the meaning in that phrase…” My advice? Don’t expect students to memorize or become experts at using these phrases. Instead, allow them to try them on, attempt to use them, and help them understand how they work. The perfect place to do this? During your conferences.
Important Reading: An FYI. The writes up on pages 71 and 83 at the beginning of sessions 6 and 7 are important to read and digest. Sessions 7-9 introduce deep, slow, deliberate work. In fact, I find them to be different from any other sessions Lucy presents.
“Although essays are fundamentally different from narratives, the process of writing is remarkably similar. Whether we are writing stories or essays, we begin by living writerly lives, collecting bits that we grow into developed texts. The bits we collect are structured differently depending on whether we’re planning a narrative or an expository text, but the topics can be the same. Keep in mind that people can follow an expository structure while writing about very personal topics—and that’s the plan for this unit.” (From Breathing Life into Essays by Lucy Calkins p.2)
“One day Alice came to a fork in the road and saw a Cheshire cat in a tree. “Which road do I take?” she asked. “Where do you want to go?” was his response. “I don’t know,” Alice answered. “Then,” said the cat, “it doesn’t matter.”’ — Lewis Carroll
Grades 3 and 4 started Breathing Life Into Essays last week with grade 5 beginning this week.
I’m not scheduled to coach into any classrooms for the next two weeks. However, as teachers dig into this unit there might be opportunities for me to provide support. Prior to our Winter holiday, I met with each grade level to walk them through the unit. One of the key pieces of my presentation was to look at this unit in stages:
After a break it is always hard to get back to it. Just do it. We have a plan. In fact, we have multiple plans. Our year-long units of study calendar is set up to ensure we complete all six units in the series. The dates for completion are clear and allow us time to work through each unit. I remember how hard it is to get kids focused after a break. However, we have lots of teaching to do and needed to get started with our writing- right away. Sometimes this deeply focused response and structure provides children with a safe and comfortable way to re-enter school.
Follow the sessions, but make them your own. I’ve worked through the units in both the primary and intermediate units of study series and have found that Lucy’s stories and anecdotes are often easy for me to use when making a teaching point. (Which isn’t cheating- I’m learning from her, just like the kids are learning from me.) However, there are times when her words don’t fit in my mouth. Of course, in that instance I need to find my own stories and believe in my own words. Finding that is hard when you are new to teaching writing instead of simply assigning writing. This work takes time. My advice: try. Just as we are asking the kids to try and find big moments in their small ideas, take a risk and put your own story/idea/anecdote out there. Write right along side them, if you can.
Remember there is comfort in a spiraled curriculum. (But only if everyone at your school is teaching within and along the spiral.) Depending on how long your school has been working through these units and what grade you are teaching, your job within the spiral will be different. Right now at my school all the teachers are working at the beginning of the spiral. For all the children, writing essays is NEW. Next year, 2/3 of our learners will have one year of this work under their belt. They will be able to do more writing and deeper thinking. At that point our expectations will need to change and realign. For now, trust the units and move through the sessions with a beginning and an ending in mind. Remember the units build on themselves too. What you spent the last five months teaching, will be used in this unit. As Lucy says, “Each unit stands on the shoulders of the unit before it.” This is hard work. The essay unit is actually one of my favorites to teach. The first time I attempted it, I was amazed at the voice of authority my 3rd graders learned to tap into. They wrote about topics that mattered to them with well-thought-through reasons aimed at convincing an audience of their opinions. The children grew right before my eyes as writers, and as thinkers. The work wasn’t nearly as hard for them as it was for me. Part of the problem was I approached the unit thinking, “There is no way 3rd graders can write essays!” I was putting too little stock in our abilities as learners (myself and my students.) This unit was the turning point in my career as a writing teacher. I began to think about teaching differently and I began to think about my students’ capabilities differently. This is hard work. But it is worthwhile work.
Find a way to share this work with parents. Think about how differently you are teaching writing compared to how you were taught to write. Parents best guess about how to teach comes from their backgrounds as students. When you are ready as a school, plan to share the thinking behind this teaching, with parents. As a literacy coach it is easy for me to talk about a our “reading community”. It makes sense to ask parents to read with their children each night. Where does writing fit in? How can we make writing as family-friendly as reading? (I hope to have more on this in future posts, however if you have an idea, please share by posting a comment.)
This week Betsy and I started our journey to incorporate all the elements of a best practice approach to her reader’s workshop block: a minilesson, independent reading time (allowing the students to read, read, read and allowing the teacher to conference and hold small group sessions), share time, read aloud, shared reading, and word study. So far… so good.
Betsy and I spent time planning her new block before the break. The change was in how Betsy was structuring both her guided groups and her word study. Instead of running the kids through a center-type system which allowed one center to be a word study stop and one to be a guided reading point, we planned to have a simpler structure aimed at the kids having more time to read. (All the research says time spent reading is the deciding factor in reading achievement.)
The minilesson, including independent practice time would kick-off the reading period. From there we would confer with students and determine when/how to share. Allowing 30 minutes for a word study session would provide time to teach (with shared reading, read aloud and modeling) then students would have 15-20 minutes to work with words before a share.
Throughout this time we will be using the daily lessons from the unit of study: Using Prediction to Further Our Thinking based on Pam Allyn’s book The Complete Four in Reading and Writing for Grade 1, and word study lessons from Fountas and Pinnell’s book.
It was decided that I would observe Betsy teach the focus lesson; then I would model conferring with students in the independent reading time. We would pull them back to the meeting spot to transition into partner reading. I would continue to confer while Betsy pulled a group together for a guided reading session. Then we would return to the floor to share our work. Following that I would teach the word study lesson.
Debrief: We wanted to conference with students to learn what they were doing “in the field.” Instead of approaching the child and asking “What was your prediction?” We instead approached with “What are you working on?” then lead into a compliment and a recommendation. The amazing thing with this method, was we learned that most of the children were not using predictions. However, some of the compliments we did note were students: thinking aloud and picture walking, using multiple decoding strategies, and reading for a longer period of time than was originally expected. Anecdotal notes were invaluble to our learning.
Day 2 was the identification stage of the unit which is written based on a gradual-release model. In Day 1, the students were immersed in reading and told to notice if they were predicting. In Day 2, Betsy named what predicting looked like and what it does. For my part, I again modeled conferencing with students while her teaching assistant shadowed me. Finally, Betsy decided she would pull two guided groups after she conferenced with readers for about 10 minutes during the independent practice time.
Debrief: As we met to discuss the day’s work, Betsy mentioned she felt like we accomplished a great deal. The students read either independently, with a partner, and/or with Betsy in a small group for 30 minutes. In her small groups, Betsy was able to get to the teaching she wanted to do as well. As I moved around the room, Ms. F, Betsy’s teaching assistant followed me, listening in and reading over my shoulder as I conferred with children and wrote anecdotal notes and next steps. This was a new task for Ms. F, and it required she approach the children not so much as a teacher giving directions, but instead like a doctor interviewing a patient- asking questions, taking notes, and mulling over next steps. I applaud her effort to learn this valuable skill.
Today we flipped things a bit and I took over the teaching of the reading minilesson and Betsy planned to teach the word study lesson. Ms. F would take notes side-by-side with me as we continued to practice conferring. Again, two groups were pulled for guided sessions during the independent practice time. Laura, another grade 1 teacher observed the entire block and agreed to sit in on our debrief.
Debrief: After another successful day we reviewed the anecdotal notes and discussed how the children were doing. Today I charted 3 guidelines for the independent practice time which helped to focus their work:
At all times these guidelines were what the children were to be working on (in addition to their first day of guided practice with prediction). This focus helped with stamina and gave the independent time a sense of purpose. Laura, Betsy and I discussed different ways to pull flexible groups based on the evidence gathered in our anecdotal notes and even talked about using what we are seeing in the word study sessions to help identify children who need more support. Ms. F tried conferring on her own and helped students feel that this time and reading in general is supposed to be enjoyable.
More to come… a wonderful start. I hope my colleagues will add their insights to this post.
Our lower elementary school teachers have been working to refine our reading instruction. The inclusion of units of study for reading has provided a much-needed framework for our teaching which spirals through the grades. (For more on information, see HERE.) That said, we are now trying to make sense of how the “parts” fit in to our 90 minute reading block:
We determined as a group that we needed to “see” reading workshop in action with all of the components listed above. The result- I am going to work with Betsy, a wonderful, brave, and fantastic grade 1 teacher from start to finish on her unit titled: Making Meaning: Using Prediction to Further Our Thinking.
To communicate with teachers here and for others who are interested, I am going to chronicle our journey by posting daily blog write-ups. My hope is that we will make this process seem “doable”, while also modeling our thinking (which will change and improve) as we go.
You can follow our work on my blog December 6-20 (our school week is Sunday-Thursday).
Comments and questions are of course welcome!
