Microfiction Story "Broccoli" Published in Crack the Spine

Today my microfiction story "Broccoli" was published in Crack the Spine, an online literary magazine. Click "Read Issue 265" and navigate to my story. 

I wrote this very short piece during Creative Writing class last year, when my students were sending 50-word horror stories to a contest. At the time I didn't enter because I don't like competing against my students. Now my story has found a home elsewhere.

Meanwhile, my school has entered its second period of quarantine this fall, and all of us teachers are busily creating assignment packets for our students. It seems like every family I know has its burdens now. There's a lot to pray about! Thank you for lifting up and encouraging students, parents and guardians, teachers, and administrators during this school year.

All the best,

Amy

Love crafts? Here's a happy little coupon from my affiliate, Arteza. This deal expires November 5.

Autumn Crafting Sale - 15% off w/code CRAFTY15

Fall Reading and a Link to My Book Review: The Clan of the Cave Bear

Happy fall, y'all!

I'm looking forward to a book club evening at my local public library. The focus is genre fiction, and this time the genre is mystery. I headed over to Goodreads just now to see which mysteries I had read so far this year. The two most recent sure couldn't be much more different!

Barbara Ross's Sealed Off, #8 in the Maine Clambake mystery series, took me back to my roots in the Pinetree State. Even though I hadn't read books 1-7, I felt I could jump right in and follow the characters as they explored a secret room, feasted on good New England seafood, and solved a murder within their midst. I'm interested in reading the first book in the series to find out the characters' origin stories.

The Likeness by Tana French is the second in the popular Dublin Murder Squad series. Admittedly, the far-fetched nature of the premise (you're going to have to read the blurb on Goodreads) had me doubting whether or not I could get through this one. I kept reading, though, because. . .well, it's Tana French. Somehow, she pulled it off. If a little bit of grit in your mysteries doesn't bother you, start with Book 1, In the Woods, or read the series out of order, since each book features a different protagonist.

One non-mystery book that got me through my school's recent two-week quarantine period of distance learning was Jean M. Auel's The Clan of the Cave Bear. While I feel the need to give a trigger warning about sexual abuse, the book offers a different world to readers in 2020 who are hungry for escape. Check out my review on the New Pages blog.

What mystery or non-mystery books provide readers a great escape this fall? Share your favorites in the comments!

Amy

"Hold Fast," Here Comes Fall 2020

We've all decided that 2020 needs to end. As I smell the smoke of wildfires burning in the distance, the mantra "What next?" comes again to mind. It seems like diminished air quality fits right in with all the other plagues of the year of COVID-19. Yet we choose our own talking points, our own mantras, our own storylines within this drama that is 2020. As fall approaches and teachers return to schoool, what words of hope can we speak to ourselves and our coworkers? Surely Christians can do better than "What next?"

For me, the words "hold fast" are what I need right now. They come from Hebrews 3 and 4, speaking of how a believer must be faithful,  holding her confidence in Christ "firm until the end."

Our examples are Moses (Ch. 3 v. 2-5) and Jesus (Ch. 3 v. 1-6), as well as other believers who have come before us and who encourage us in our faith. We need these examples in troubling times. How did Jesus hold fast, "faithful to Him who appointed Him" (3:2)?  There is a choice involved, an exercise of the will. We may choose to fall away (3:12), to be hardened by the deceitfulness of sin (3:13). Or we may choose to hold fast our confession.

If we follow the example of Jesus, who has now entered into rest (4:10), we will also enter into rest when our work is done.

And what is the work? Chapter 3 verse 13 says that part of it is encouraging one another. Not saying to each other, "What next?" but "Hold fast!" For Christian teachers in public schools heading into the 2020/2021 school year, our work may be to make this year the year that we believed. The year that we held onto our faith in Him who appointed us, who called us to this time and this place and this task. Whatever the ministry is that He has called us to, may Fall 2020 be the time when we were faithful despite the chaos that surounded us.

Be encouraged, beloved. Encourage one another to hold fast our confession. Rest is coming soon.

Amy

Swashbuckling Book Picks for Summer Reading

Summer means rest and relaxation for teachers (unless of course you're taking classes, working that summer job, or prepping for new responsibilities you'll have in the fall!). For many of us, it's a chance to pick up the gardening tools or a good book. But what to read?

Now through Saturday, June 13, The Seafaring Women of the Vera B. is on sale for .99 on Kindle. It's Book One in the Hearts of Oak series by my mother, Susan Page Davis, and my brother, James S. Davis. If you like stories of strong female protagonists, swashbuckling adventures, and exotic settings, this inspirational fiction pick might be for you. Prefer paperback? Visit Susan's Web site store to purchase.

Book Two, The Scottish Lass, has just been released, and you can pick up the Kindle edition for $4.99. This sequel promises kidnapping and a search for buried treasure. Both books are free to read with Kindle Unlimited.

Enjoy!

"The Bleak Wood," a short story, now online in Barely South Review

Writing mild horror fiction may seem like an odd side hustle for a Christian teacher, but what can I say? The imagination is a beautiful creation.

The spring issue of Barely South Review is out, and you can pop over there right now and read my short story, "The Bleak Wood" (if you are brave enough!). Basically, if ticks and other creepy-crawlies freak you out, this piece might not be to your taste. Other than that, it's appropriate for middle school on up.

Barely South Review is the literary journal of the Creative Writing program at Old Dominion University, and I'm thrilled to have my work appear in its pages. Hope you stop by and check it out!

Honorable Mention for my flash fiction story "A Backward Tragedy"

Stop by Maura Yzmore's site to read a collection of flash fiction stories that won or placed in her "Quarantine Quanta" writing contest. Maybe the best part is that you can download the ebook and enjoy all the top stories during your "abundant" free time! My "drabble" (a 100-word story) "A Backward Tragedy" received an Honorable Mention. This story is appropriate for high school age and up.

More Than They Bargained For

Teachers, I am smiling. It's not because I have two successful days of teaching from home under my belt, although that's something to celebrate. It's because of a book title.

Lessons on Love

I knew about this book before, but its title struck me as apropos today. Lessons on Love: 4 Schoolteachers Find More Than They Bargained for in Their Contracts.

Can't we all relate?

Teachers in America and beyond are on a steep learning curve right now, taking what once came from a textbook or the convenient workroom photocopier and scanning it, emailing it, posting it online. . .or finding an outside-the-box solution. We're learning Flipgrid, Zoom, Google Classroom, and dozens of other applications we might never have heard of two weeks ago.

And there's the emotional learning curve. We've always been there to support students in their learning, but now we can't be there face to face. There are screens between us, and sometimes our students don't have the tech they need to succeed. We're overwhelming parents with too much communication, even as we wonder if some of our students have dropped off the face of the earth. We want to pray for our students, but find ourselves crying out desperately in prayer for ourselves and our own families instead. How will we stock the fridge when the store shelves are empty? How will we keep our families safe?

We've all found more than we bargained for in our contracts this year.

And maybe it will prove, in the end, to be a lesson on love.

We've always loved our families. Now many of us have them close to us at all times. Can we still speak lovingly? Can we allay our children's fears?

We've always loved our students. Can we pray for their physical and spiritual needs now more than ever? Can we show up for each day ready to reassure our students that they can do distance learning?

Of course, to serve others, we have to first refresh ourselves.

The verse I have posted in my workspace is John 14:27, "Peace I leave with you, my peace I give unto you: not as the world giveth, give I unto you. Let not your heart be troubled, neither let it be afraid."

If I can make this verse my true belief, I'll rely on God to keep me safe, to settle my heart in this most unsettling time, to fill my cup. Then I can pour out for others.


Have you found "more than you bargained for" in your teaching contract this year? Tell us about it!

How one small-town public library continues to serve during shelter-at-home

This week, I had the opportunity to interview the director of the Camas County Public Library, Stephanie Jewett, about how this small library has much to offer, even during social distancing. The resulting article is ready to read in the Weekly Beaver, another small-town Idaho gem. I guess this is what teachers do during Spring Break of the coronavirus pandemic.

Looking for some great reads? I received an email today from a friend seeking some fresh book picks for her family. Here's what I sent her:

• The Lost City of the Monkey God (nonfiction, archeology, Central America)
• Where'd You Go, Bernadette (silly, mental health, absurdities of schools, Antarctica)
• The Immortal Life of Henrietta Lacks (nonfiction, cell science, medical ethics, real people)
• On the easier reading end of the spectrum, A Wolf Called Wander (wolf protagonist, classic story of a journey, based on a real wolf's trek)
• Also for younger reading, Lizzie Bright and the Buckminster Boy (historical fiction set in Maine, whales, discrimination, baseball)
• For John Grisham fans, An Equal Justice by Chad Zunker (legal thriller, helping homeless people in Austin, TX)
• And if you haven't read Tana French's police thriller In the Woods, it's gripping. It's the first in a series set in and around Dublin, Ireland.

What have you read lately? Have any book recommendations for families with kids? Share in the comments!

Two stories accepted for publication

As always in my free time, I've been sending out pieces of writing to publishers during my "shelter at home" season. What a thrill to check my email this morning and find two acceptances waiting for me!

One story is a flash fiction that will be published in an upcoming online issue of Crack the Spine Literary Magazine.

The second, a short story, will appear in Barely South Review this spring.

More details as they emerge. In the meantime, if you would like to check out some of my previous work, stop by Penultimate Peanut Magazine to read "The Ghosts of the Composers," a flash fiction story. You can also hear me read my story "A Meandering Blue" on the podcast Second Hand Stories. I hope you enjoy!

Audible Offers Free Listens For Kids

With the whole family home, life during social distancing looks entirely different. School's out, Dad's working from home, and Mom is supposed to be taking some time off during the week that once was labeled "Spring Break," but is now just another week of sheltering in place.

In a way, it feels more like Thanksgiving. No, there's no huge feast on the horizon, and the melting snow reminds me that it's really the end of March. But I'm so thankful! This overwhelming sense of gratitude keeps washing over me, not just for the rest we're all getting, but for a family that's fun to be around, food in the cupboards, and time to catch up with friends and extended family by phone, email, and texts.

And we're reviving some of our hobbies, which brings a whole lot of satisfaction to each day. The kids are reading, cleaning their rooms voluntarily, playing with Legos, and walking the dog without being asked. I'm baking, reading, writing, and catching up on housework that had fallen by the wayside a bit during the busy school semester. Check out this No-Knead, Five-Minute Artisan Bread recipe on Leite's Culinaria. So easy and so good!

We're a family of listeners, so one fun treat has been Audible's new, free kids' page, stories.audible.com. You don't need an account or credits to listen, and there's something for every age. No, I'm not an affiliate. I just love good books!

A few of the titles offered are old favorites of mine: The 500 Hats of Bartholomew Cubbins by Dr. Seuss (read by the voice of Yogi Bear); Anne of Green Gables by Lucy Maud Montgomery, read by Rachel McAdams; White Fang and The Call of the Wild by Jack London; and The Merry Adventures of Robin Hood by Howard Pyle.

There are many more audio stories, including several in languages other than English.

How are you passing the time during "Shelter at Home"?

Student bath products line takes off thanks to teacher's inspiration and a whole lot of love

KTVB 7 recently came to our school and interviewed teachers and students to find out more about For the Love of Logan, a line of bath and skin-care products created by a group of students to raise awareness of one student's unique needs and gifts. Meet Logan, a student at Camas County High School, and the caring group that are learning entrepreneurship skills while giving their friend a whole lot of support.

Further reading:

Flashback to when Logan was five:
Equine therapy helps Fairfield boy gain his balance, article in the Times-News by Amy Ballard

Visit Idaho Coaching Network's blog to read my new post on intentional reflection

Hop over to idahocoachingnetwork.wordpress.com to read my guest blog post, "Intentional Reflection: Why and How." I hope it will take you from "Of course I reflect on my teaching. . .in my head. . .sometimes!" to intentional, daily journaling. While taking just a few minutes out of your busy day, reflective writing will give back to your teaching in many vital ways (I list twelve in my post).

The Idaho Coaching Network builds teacher efficacy across the state of Idaho. Visit their Web site for unit plans and resources on text complexity and more.

Presenting a Lively Professional Development: Strategies for Teaching English Language Learners

In 2016, the percentage of Idaho public school students who were English Language Learners was 5.4, nothing to California's 20.2 (National Center for Education Statistics). Still, teachers in small rural schools in Idaho and elsewhere may feel lost when it comes to supporting ELs in their classes.

Where can teachers get help? What do teachers need to know?

When my tiny school enrolled a Spanish-only student two years ago (see my previous post, Be Unforgettable to English Language Learners), I knew my training was not adequate to meet her learning needs. Happily, my administrator asked me to take a colleague and attend a one-day session on Go-To Strategies for teaching English learners. The training was presented by the Idaho State Dept. of Education's Title III Consortium using a toolkit developed in Missouri by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood.

During the training, participants test-drove dozens of strategies and watched the presenters model the approaches they offered. My favorite strategy had to be Roving Charts, which works like this:

Purpose: To activate prior knowledge; to level the playing field for all learners; to allow learners to teach each other; to promote oral language

Grouping Format: Interactive small groups

Strategy Basics:
1. Divide students into groups
2. Teacher presents a concept, question, or problem
3. Group members brainstorm and write ideas on graphic organizer chart
4. One student “rover” passes chart to next group [Play up-tempo music during passing!]
5. That group brainstorms more ideas on chart
6. Rover returns the chart to original group; group discusses information gained
7. Whole-group discussion

Remember to have students sign their charts and to use for formative assessment as appropriate.

When my colleague and I returned from the training, we built a PD for our staff and presented it, passing on what we learned in a "teach the teacher" opportunity. We got our teachers up and moving (roving charts!) and put strategies in their hands to support all learners, not just ELs. The response was overwhelmingly positive.

This year, I'm presenting a similar session to the staff, which includes some new faces this year. As an added twist, I'm incorporating some of the cognitive science "Power Tools" I've gleaned from the awesome, must-read book Powerful Teaching: Unleash the Science of Learning, which I just finished reading. That means I'm including opportunities for staff to retrieve prior learning, to receive spaced practice, and to receive elaborative feedback. Their metacognition, or thinking about thinking, will help ensure long-term learning and transfer. Meaning that what we discuss about supporting English learners won't just be a one-hour PD, but will find its way into the classrooms of our school.

Yes, there's only one school in my district. Like I said, small.

To capture attendees' attention and get them started with retrieval practice, I created a retrieval guide focusing on the Five Principles of Instruction for English Learners, developed as part of Project EXCELL, a partnership between the University of Missouri-Kansas City and North Kansas City Schools.

Principle 1. Focus on academic language, literacy, and vocabulary: Teach the language and language skills required for content learning.

Principle 2. Link background knowledge and culture to learning: Explicitly plan and incorporate ways to engage students in thinking about and drawing from their life experiences and prior knowledge.

Principle 3. Increase comprehensible input and language output: Make meaning clear through visuals, demonstrations, and other means and give students multiple opportunities to produce language.

Principle 4. Promote classroom interaction: Engage students in using English to accomplish academic tasks.

Principle 5. Stimulate higher order thinking and the use of learning strategies: Explicitly teach thinking skills and learning strategies to develop English language learners as effective, independent learners.

For each principle, teachers will write (retrieve) one way they already use the principle in the classroom.

Later (after spacing), teachers will add one new strategy to try that will help them support English learners for each principle.

After the initial retrieval, we'll go into a get-up-and-move activity that lets us test drive some strategies. Then it's time to go back to the retrieval guide and decide where to place the strategies we are most likely to try in class.

With boxes filled in, teachers will then turn to a learning partner and tell which strategies they chose and where they placed them. Learning partners will offer elaborative feedback and then do the same. Both learning partners should add to their retrieval guides as desired during pair and share time.

Last, participants will have time to reflect on what they have learned. Powerful Teaching calls this a brain dump or a brain drain, but the box on my retrieval guide just says "reflect." This is a low-stakes or no-stakes learning opportunity for teachers (or students) to retrieve what they know, understand what they still don't know, benefit from spaced practice, put in some powerful metacognition work, and (if you do another pair and share) get elaborative feedback.

I am so excited to put together a PD that combines strategies for teaching English learners with strategies for increasing learning for all learners, and to model these strategies for my staff. I'm praying for wisdom as I build the session and asking God to bless the outcome. May the result be timely, research-supported, and targeted, and may we all be better-equipped to help our students learn.

Related Resources:

The Go-To Strategies: Scaffolding Options for Teachers of English Language Learners, K-12 (PDF, free resource with dozens of strategies)

The English Learner Program on the Idaho State Department of Education's site

Amy's Retrival Guide for professional development

PowerfulTeaching.org

Used with Permission:

Levine, L. N., Lukens, L., & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316. Available online at www.cal.org/excell.