There are a few links to reading resources here on this page. However, I have around 15 pages of links on my personal Del.icio.us page. There is also a link on my blogroll to my del.icio.us page. Please click there to find many more reading resources! I will also attach the link here:



I am keeping a running log in my Writer’s Notebook of the big projects that are due throughout the semester. My goal through this post is to keep a log and mark the tasks off when they are completed.

Here they are:

Me Maps

Reading Assessment

Science Demonstrations

Science Peer Teaching

Science Center Reflection

Online Mentoring Project


Pirate Unit

Math Geometric Definitions Project

Lunar Project

Math Articles (5) (4) (3) (2) (1)

Math Homework Notebook

Math Lesson Plan

Multi Text Study

Service Learning Project

Social Studies Test

Math Case Study and Mock Parent Teacher Conference

3 Math Lessons

For Social Studies Portfolio:

The Buck Stops Here

Timeline of Life

5 Themes of Geography

What an amazing manuscript! This was a teachable moment for me to see how a unit works, including the worksheets and examples of the dictionary. This unit flowed really well, and I understood most of it through my first read-through of it, which is kind of unusual for me. I think that this unit can be themed around the idea that “facts from the past come alive as the drama of human experience is revealed.” I can truly see this happening while children work their way through this unit. I am anxious to find out whether the “Pirate Notebooks” are the same as their Writer’s Notebooks, although I have a feeling that they are different. I have questions about the Pirate Notebook: what kind of notebook it is, who provides them, if they are decorated, etc. I think it is neat that the students can use their pirate dictionaries to record words that they find interesting, not just the words that the teacher provides for them. I remember the DED’s from World Lit, and I foresee our class preparing some in the near future… ๐Ÿ™‚ I cannot wait to look further into this unit in class.

Love That Dog

Love That Dog was so much fun to read! It was such a sweet story and it seemed that it related to so much of what we are doing and talking about! Now I know that it is not a coincidence that we are also reading All the Small Poems and Brown Angels. ๐Ÿ™‚ In the way that he was writing, it seemed that he was doing so in a writer’s notebook. Again, probably not a coincidence, but it is a very fun connection. It was so sweet to see his progression throughout the story. I felt about as proud as I know he did in the story! I also enjoyed reading about all of the lessons to go along with the novel, that also go along with what Miss Stretchberry was teaching the students as well. I cannot wait to get into class to discuss this story!



If you are a dreamer, come in.
If you are a dreamer, a wisher, a liar,
A hope-er, a pray-er, a magic bean buyer . . .
If youโ€™re a pretender, come sit by my fire,
For we have some flax golden tales to spin.
Come in!
Come in!

Shel Silverstein

The History of My Name

September 1, 2008

The History of My Name: Writer’s Notebook Entry

Emily Margaret Johnson

After many years, I have come to love and appreciate my name. My mom named me Emily because it was not very common at the time and because she thought it was pretty. Starting in 1987 (the year I was born), and every year after, Emily has been on the top ten most popular girl names. I think this is humorous. I used to hate my first name. I wanted my name to be Kim. I had a camp counselor named Kim who I absolutely adored. Therefore, I wanted my name to be Kim too. I even wrote “Kim” on my dolls and on my papers at school. My 1st grade teacher had to call my mom and have her talk to me about not writing “Kim” on my papers! Ha! Over the years, I have really come to enjoy that my name is Emily. I think it is a pretty name to say and a pretty name to write. Emily.

My middle name is Margaret. I just cannot stand my middle name! There is a reason behind that name, though: it is a family name passed down through five generations. My mom’s name is Jamie Margaret, my Nana’s name is Mary Margaret, and so on. I cannot stand the name, but I would not be able to stand breaking the tradition more. Therefore, my daughter’s middle name will too be Margaret.

My last name is the second most common name in the United States: Johnson. It is beat on the list only by the last name Smith. It is ok, but I look forward to the day when I get married and can change my last name.

August 31, 2008
Response to Writer’s Notebook pp. 15-34

After reading the beginning of the book and after beginning the creation of my own writer’s notebook, I was still a little confused about the manner in which I was supposed to be writing in my notebook. I thought that I was writing so much about myself and in a shallow manner. The entire section of launching strategies was a blessing to me. It really helped me know and understand a little more the purpose of writer’s notebooks and how to work with them. As soon as I was finished reading the entire section, I sat down and wrote about the History of my Name in my writer’s notebook. It was a great entry. I think I am going to post it on my blog shortly.
I also appreciate the fact that the teacher writes along with the children during the Writer’s Workshop. I did not enjoy writing as a student and it was almost in a mocking tone when teachers assigned writings and then sat at their desks and did who-knows-what. I know it will be very tempting to do other work that you need to do while students are doing their writing, but overall I believe it would be a more enriching experience for all if the teacher writes along with the students.
I have decided after reading the “Lists” section to make lists in the back of my Notebook. If I begin my lists in the front of my notebook, I cannot guarantee the space like I can if I write them in the back. In the back of my notebook, my lists can be continual; I can always come back to them later and have the room I need. I think this will be a helpful thing to try out as well so that I can see if this is something I might be interested in doing with my students.
I am a little intimidated by Ms. Buckner’s promise to conduct a mini-lesson with her students everyday on the Writer’s Notebook. The few strategies that she shared with us were so helpful, but how do you come up with 180 of those?! I am excited about learning more strategies throughout this book.