ConnectionsNewsletter of the Western Massachusetts Writing Project

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W e s t e r n M a s s a c h u s e t t s W r i t i n g P r o j e c t V o l u m e 1 5 , n u m b e r 2 , F e b r u a r y 2 0 0 8

Springfield teacher receives leadership award

English Department • College of Humanities and Fine Arts • University of Massachusetts Amherst

Teacher attrition allayed by Writing Project work

• Continued on page 11

The Pat Hunter Award is giveneach year to a member of the WMWPcommunity who has contributed sub-stantially to the work of the WMWPand who best exemplifies the valuesPat Hunter embodied in her work withwriters and teachers. Pat Hunter, afounding co-director of WMWP, diedin 1999.

Charlotte Lak, the 2007 awardwinner, taught in the Springfield Schoolsystems for 37 years, retiring lastJune. She began as an elementaryteacher and subsequently took on rolesas a District Elementary Writing Re-source Teacher, a District LiteracyCoach, and Instructional LeadershipSpecialist. In that role, she has woven

the WMWP model of teachersteaching teachers into coachingand mentoring.

Charlotte is an alumna of the1996 WMWP Summer Instituteand has served on the ExecutiveBoard of the WMWP since 2001.The Executive Board is very mucha working group, and Charlotte isan active member, helping developprograms and writing mini-grantsand always advocating for teach-ers and students.

She has also been a teacherconsultant for in-service presenta-tions at a range of area schools—from Athol to Worcester, Chicopee

According to the 30 year LegacyStudy conducted by the NationalWriting Project, nearly 98% of allteachers involved with the WritingProject maintain a long-term commit-ment to education. This hearteningfinding was reported by NWP Direc-tor of Research Paul LeMahieu at arecent Washington briefing on CapitolHill, held in response to the dauntingrate of teacher attrition.

Writing Project consultant andteacher Wilma Ortiz joined CarnegieFoundation senior scholar AnnLieberman and Senator Jack Reed toinsist on greater support for high-quality professional development, the

kind of opportunities proven to helpkeep teachers in teaching.

According to National WritingProject Executive Director Sharon J.Washington, “the NWP model of pro-fessional development has a majorinfluence on teachers deciding to stayin the field of education, and on theways in which they can contribute toeducation.” Others who participatedin the forum, entitled Putting the‘Quality’ into Professional Devel-opment, offered thoughts on what itwill take to retain teachers and im-prove student achievement.

Ortiz, who teaches English Lan-guage Learners at Amherst Regional

Middle School, talked about profes-sional experiences that have shapedher career, and the impact they’vehad on her students.

“The WMWP is a highly qualifiedprofessional development model thathas contributed to my professionalgrowth as a teacher, while giving methe opportunity to become a teacherleader,” said Ortiz. “In other words,my teaching practices have improvedas a result of my involvement in theWMWP and therefore help me pro-vide the necessary resources for lev-eling the playing field for my studentsto be successful. Moreover, it has

• Continued on page 11

Charlotte Lak

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NWP annual conference held in New York CityBy Erin Smith

On November 14, 2007, the Na-tional Writing Project took a bite out ofthe Big Apple. Although the stage

hands in the theater district were onstrike, over 1,000 educators made theirway to the NWP’s annual conferencein New York City.

Fourteen members of the WMWPattended the conference, six of whompresented. Kevin Hodgson presentedTechnology as a Tool for Diversityand Equity; Diana Callahan andJoanne Wisniewski presented Mod-els for Beginning Teacher InquiryCommunities; Dawn Fontaine pre-sented Conducting a Self- Study toImprove Access; and Susan Biggsand Bruce Penniman presentedTeacher Consultants, Leadership,and Sustainability.

Richard Sterling, Executive Di-rector of NWP, was honored for hisyears of service and as a relatively

ConnectionsConnectionsConnectionsConnectionsConnectionsis the semi-annual newsletterof the Western MassachusettsWriting Project, which isaffiliated with the University ofMassachusetts English Depart-ment and the College ofHumanities and Fine Arts.Editor: Tracy Walker258 Bartlett HallUniversity of MassachusettsAmherst, MA 01003-9269wmwp@english.umass.edu

new member of WMWP, I was trulyinspired by the national meeting. Thesessions were enlightening and provedonce again that the model of teach-ers-teaching-teachers works.

If we’ve been in the educationprofession long enough, we have allbeen mandated to attend various pro-fessional development workshops.There is nothing that rivals the “writ-ing project” brand. Writing projectteachers respect and value one an-other and that is not always evident inour schools.

In the exciting hustle and bustle ofNew York City, it was wonderful toshare quiet moments of reflection withteachers from all over the country,and the one thing that united us all wasour desire to serve our students.

WMWP Fast Facts 06-07If you participated in a WMWP program last year, you

were one of 1,202 educators to do so. If you are a TeacherConsultant who helped lead a program, you were one of 60leaders, whether it was for Best Practices, the TechnologyInitiative, Project Outreach, English Language Learnersprograms, Creative Journeys, Get Published, the SummerInstitute, or others. All told, we offered 96 programs lastyear, up 17% from the previous year.

WMWP in the newsThe Western Massachusetts Writing Project is now in

its third year of partnership with the major newspaper inour region — The Springfield Republican — and the firstthree features of the year have already rolled off thepresses and hit the streets.

Tina Browne, who teaches English at Amherst Re-gional High School, was featured for a project focused onnarrative writing. Mary Cowhey, who teaches secondgrade at Jackson Street School in Northampton, shone alight on the philosophical work she does with youngerstudents, and how it helps them develop critical thinkingskills. And Molly Snyder, who teaches arts and Humani-ties at the New England Adolescent Research Institute

From the WMWP Weblog

(NEARI) in Holyoke, is featured for her work in gettingstudents smiling about writing with her screenplay assign-ments. Read these articles and other WMWP news in ourWMWP Online Newsletter at http://masswp.org/wmwpnews.

Molly Snyder helps a student at the NEARI school withhis screenplay. She is featured on Masslive, theRepublican’s home on the web.

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WMWP Spring & Summer Planner

Writing and Response GroupSaturdays, Feb. 9, Mar. 8, Apr. 12, May 10, June7, July 12, Aug 9, 9:00-1:00. UMass, Bartlett Hall.Open to all K-16 teachers, this group, led by MaryannJennings and Sherril Willis, provides time for writing andresponse in a relaxed setting. Free.

WMWP Leadership Team MeetingsMondays, Mar. 24, May 19, June 16, 4:15-5:45.Alternating between Five Colleges, Amherst andthe Wistariahurst Museum, Holyoke. Open to allWMWP teacher-consultants, meetings include time forwriting, sharing, reports on programs, and discussion.

Technology Across the CurriculumSaturday, May 17, 9:00-12:00. William E. NorrisElementary, Southampton.Curious about technology but need a guiding hand?Learn about tech tools in sessions grounded in classroomapplications. Hands-on workshops on digital storytelling,podcasting, Weblogs, Wikis and social networking. Mas-sachusetts Teacher of the Year Michael Flynn willspeak on the use of video production. Cost: $30.

Invitational Summer InstituteMonday-Thursday, July 7-31, 8:30-4. Orientationday June 7. UMass, Tobin Hall. WMWP’s intensivegateway program that includes time for personal writingand response, individual research, and sharing of bestpractices. Co-directed by Diana Callahan and MaryFarrin. 120 PDPs. 6 credits. $800 stipend. Seewww.umass.edu/wmwp/ for application. Limit 16.Apply now!

SummerWriteJune 23-27, 9:00-3:00. For students grades 6-8. Fullday camp will include writing workshops, responsegroups and free writing time along with admission to theJuniper Institute’s Reading Series of famous authors.SummerWrite gives students ages 11-14 a time to gatherwith others who love to write. Susan Biggs and MollySynder will facilitate this exciting event. $350.

Clay Animation Movie CampJuly 7-10, 8:30-12:30. For students grades 5-8. SmithVocational and Agricultural High School. Students will

create storyboards and scripts, sculpt clay characterpuppets, and shoot and edit a stop-motion animation movie.Kevin Hodgson and Tina Browne will lead the camp.$175. For registration information contact Kevin Hodgsonat khodgson@hr-k12.org.

Writing and Teaching Writing (Eng. 712)June 30-July 3, July 7-10, July 21-24, 9-12. UMass,Tobin Hall. This 3-credit course taught by BrucePenniman will focus on theoretical and practical questionsrelated to the writing process and the challenges ofteaching writing. Its aim is to provide participants theopportunity to reflect on their own literacy learning andteaching experiences, explore composition theory andresearch, and examine current issues in the teaching ofwriting. Fulfills a core requirement for the GraduateCertificate in the Teaching of Writing but open to all.Tuition and fees $415. Register later in spring atwww.umassulearn.net.

Workshop on African American Dialect andImplications for EducatorsAffiliated Program through the Center for the Study ofAfrican American LanguageWednesday-Friday, July 9-11. Workshop on the de-scription of linguistic patterns in African American En-glish, dialects used by some African Americans, andimplications for teaching mainstream/classroom English.Registration information, dates, and program to be an-nounced in February at http://www.umass.edu/csaal/

Teachers as Writers 11 (Eng. 591C)with Leslea NewmanMonday-Friday, July 28-August 1, 9-4. UMass, TobinHall. Write together in the morning, take private writingtime midday, share and respond in the afternoon. Open toall K-16 teachers, including new and veteran participants.Limit 20. Fee $150.

Professional Writing RetreatAugust 5-7, Stump Sprouts Lodge, Hawley, MA.Looking for a way to get started on writing articles aboutthe craft of teaching, or simply seeking time to reflect onyour practice? Look no further! This year, the WMWPis sponsoring the Massachusetts Writing Project’s annualProfessional Writing Retreat. Stay tuned for details!

Register on page 6 or read more on-line at www.umass.edu/wmwp/

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Partnership forged with Hudson Valley WPThe Western Massachusetts

Writing Project has recently createdan informal sister-site relationship withthe Hudson Valley Writing Project,which is located just a few hours west,in upstate New York. Like our site,the Hudson Valley Writing Project issituated in a large region with a widemix of diverse socio-economic com-munities.

During the planningstages for the 2007 SummerInstitute, WMWP SI Direc-tor Diana Callahan suggestedthat it would be beneficial tohave WMWP Summer In-stitute participants connectwith other SI participantsfrom another site in theNWP network throughonline writing and make theexperience of using technol-ogy for feedback and re-flection more personal.

WMWP TechnologyLiaison Kevin Hodgson built on part-nerships that were already developingwith the HVWP technology leadersto propose a sister-site relationship forthe summer programs. As a result,WMWP teacher-consultants read and

reflected on the writing of HVWPparticipants through both the NationalWriting Project’s e-Anthology andthrough some site-based Weblogs.

By having more one-on-one in-teraction in the virtual space, the sum-mer institute participants could seethemselves both as part of the largernetwork but also making direct con-

nections with teachers at another site.“Many great teachers come to

our writing project each summer withan interest in technology but few havemoved beyond word processing andemail,” says Bonnie Kaplan, a HVWP

SI director and the HVWP technol-ogy liaison. “This summer, the idea tomove our sites into this collaborationseemed to be a no-brainer. A numberof fellows from both sites found iteasier to begin networking with onesite at a time.”

The WMWP-HCWP partnershipshifted to another level when the

HVWP leadership team in-vited WMWP TechnologyLiaison Kevin Hodgson togive the keynote address toa November conference atthe Hudson Valley site onthe use of technology in theclassroom.

Former Technology Li-aison Paul Oh, who nowworks full-time for the Na-tional Writing Project inBerkley, California, alsowrapped up the conferencewith a discussion about thepotential of technology and

writing in education, and through theNational Writing Project.

Leadership teams at both siteshope to further build on the partner-ships between the two writing projectsites in the coming year.

WMWP is one of the featured sites on the newWriting@CHFA web portal that connects the many writ-ing programs in the UMass College of Humanities andFine Arts.

This website is intended as a resource for peoplewanting to find out about these programs and as a way toencourage partnership among them.

Check it out at http://www.umass.edu/hfa/writingchfa/index.html.

New Web portal announced

Kevin Hodgson gave the keynote address on the useof technology in the classroom.

Discussion series plannedfor HS English teachers

Former WMWP site director and Amherst RegionalHigh School English teacher Bruce Penniman is workingon a book tentatively entitled Organizing English. Bruceis seeking a group of high school English teachers to meetapproximately once a month to discuss the book’s topicsand provide feedback on draft chapters.

The goal of the book is to provide resources andstrategies to help overburdened teachers manage themyriad of demands they face in their work. Topics willinclude long-range planning, designing a writing program,developing a literature curriculum, creating an assessmentsystem, using media and technology, covering “basic

skills,” and managing diversity in the classroom.If you are interested in being a part of the group, which

will be scheduled at the participants’ convenience, contactBruce at penniman@english.umass.edu.

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Project Outreach team plans MTEL prep course,reflects on role of Standard English in classroom“Darlene tryin to teach me how to talk...Every time I say something the way I say it, she correct me until I sayit some other way. Pretty soon it feel like I can’t think. My mind run up on a thought, git confuse, run back andsort of lay down. You sure this worth it? I ast. She say Yeah. Bring me a bunch of books. Whitefolks all overthem, talking bout apples and dogs. What I care bout dogs? I think...But I let Darlene worry on. Sometimes Ithink bout the apples and the dogs, sometimes I don’t. Look like to me only a fool would want you to talk in away that feel peculiar to your mind.” – Celie, in The Color Purple (Walker 1982)

By Sherril Willis & Karen SumaryonoEach month members of the Project Outreach team

meet to review collected data, and discuss issues ofaccess, relevance and diversity and the effects theseissues play on poverty as it intersects with the lives of ourstudents. We all know that the best discussions and themost efficient explanations of data do not solve theseissues; therefore, the P.O. team is in the process ofimplementing our Action Plan.

From the data collected we discovered that one areaof deficiency is in getting teachers to pass all parts of theMTEL the first time it is taken. We have decided that aspart of our Action Plan we would look closely at theMTEL. We are planning to develop a course that will helpstruggling teachers passthe test.

Our research hasshown that the most dif-ficult part of the MTELis the writing piece. Tothat end, many of ourteam’s readings havebeen about the use of Standard English. From our reading,several questions have arisen; for example, is it reallynecessary to insist upon the use of Standard English in theclassroom? What harm is there in writing in dialect? Howdo we get students to understand the importance of usingStandard English?

Project Outreach begins each meeting with somequiet writing time, usually in response to a passage orwriting prompt. The prompt used for our January meetingwas taken from The Color Purple, by Alice Walker.Reactions to the prompt were as diverse as our team.Included below is a sampling of responses.

“I sayin’ all the right thing, so I thinks. But still Igots a zero on my test. What make this white manlanguage so spec’al? How come he says he don’tunderstand me in my writin’ but when we talks he beknowin’ zackly what I sayin’ Mmm? Or do he?

That is the real question. Is there understanding? Justbecause two individuals are speaking to each otherdoesn’t mean they understand what the other is saying.Every day in classrooms students come to school withhome dialects, whether it is a combination of Spanish andEnglish or Black English or just a dialect from another partof the country. Teachers are expected to convey to theirstudents the necessity of speaking in Standard English (Iprefer the term Common English). Having a commonlanguage is one way to foster communication; however,that reasoning must be taught to all students early on intheir education. This teaching of a common languageshould be inclusive, not exclusive. It needs to be done ina respectful and not a condescending manner, and no one

should be left with a feeling of degradation.”– Sherril Willis

“How are we going to infuse our MTELcourse with the truth about respecting homedialects and home languages? In terms ofaccess, isn’t this the whole issue on theMTEL? Yes, students must become profi-

cient using the “dialect of wider use,” but is it helpful tofree write first in the home dialect? What does respectingstudents home dialect look like in the classroom? How isthis notion communicated to teachers? The shape of theMTEL course needs to include so many aspects for it todo what we hope it will.” – Karen Sumaryono

“We need to be very aware of bringing an inquirystance to this work. We then must incorporate thisthinking into the course... If we can infuse the coursewith inquiry stance pedagogy and practices, then we willrun less of a risk of offering what everyone else offers.”

– Dawn Fontaine

Respectful recognition of the fact that there are manyways to arrive at mastery is just one of the many struggleswith even the most basic of issues like ‘talkin’ and‘writin.’

... is it really necessary to insistupon the use of Standard Englishin the classroom? What harm isthere in writing in dialect?

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WMWP Program Registration FormName:___________________________________

Home Address:____________________________

City:_____________________________________

State:______Zip:_____Phone:_________________

E-mail:__________________________________

School Name:_____________________________

School Phone: ____________________________

Subject(s)/Grade Level(s) Taught:_____________

Payment type: Check____ Purchase Order____

Check the program you wish to register for:

___ Technology Across the Curriculum ($30)

___ Invitational Summer Institute

Complete online application at

www.umass.edu/wmwp

___ Writing & the Teaching of Writing ($415)

Register at www.umassulearn.net

___ SummerWrite Camp ($350)

For 6th-8th Graders

___ Clay Animation Movie Camp ($175)

E-mail khodgson@hr-k12.org for info

___ Teachers as Writers 11 ($150)

___ Professional Writing Retreat (no fee now)

Application: Include 1-page statement on

why you want to participate in this retreat.

By Kevin HodgsonThe use of technology in the classroom will be the

focus of a team of WMWP teachers now being formed tohelp support WMWP programs and teachers who areconsidering ways to integrate technology into their cur-riculum. The new WMWP Technology Team aims to buildon the work of the past few years of using Weblogs andother tools for programs within the WMWP network.

The Technology Team hopes to begin planning a day-long hands-on conference in the Spring 2008 around theuse of such applications as digital storytelling, Wikis,podcasting and Weblogs for educators. More informationabout the conference will be forthcoming in the next fewmonths.

The Tech Team will be coming together both in personand online to discuss strategies for our writing project andbuilding expertise in various areas.

Send this form with the appropriate payment tothe address below. Make check or P.O. payableto the University of Massachusetts.

Western Massachusetts Writing Project258 Bartlett Hall, University of MassachusettsAmherst, MA 01003

WMWP forms technology teamTechnology Team Members

Kevin Hodgson: WMWP Technology Liaison and sixthgrade teacher.

Mary Farrin: current WMWP director of youth programs;fifth grade teacher.

Donna LeCourt: member of the Making Connection WeblogProject technology team; professor at the University ofMassachusetts.

Tawnya Tiskus: 2006 SI TC and tech support for the 2007Summer Institute; high school teacher.

Tina Browne: former WMWP director of continuity; highschool teacher.

JoAnn Pellechia: 2007 SI TC; editor of the WMWP OnlineNewsletter; technology teacher.

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Survival tools for a writing project siteSurvival Tools for a Writing Project Site: Revisiting WMWP History

By Kevin HodgsonFormer Site Director Bruce

Penniman, In-Service CoordinatorSusan Biggs, and Technology LiaisonKevin Hodgson have been enlisted bythe National Writing Project’s NWPAt Work initiative to write a mono-graph about WMWP’s ability toweather such a storm.

The series of NWP monographsfocus on site development, continuity,and other topics that help share infor-mation and strategies from across thebig NWP network.

Our WMWP monograph centerson a period of time when our writingproject underwent a significant tran-sition due to three major events: theunexpected death of co-founderPatricia Hunter, the sudden loss of$100,000 in state funding for our pro-grams, and the retirement of foundingSite Director Charlie Moran and re-lated transition of leadership to Bruce

Teachers find solace at Stump Sprouts Writing RetreatBy Erin Smith

As I drove in the opposite direction of the big yellowschool buses on December 7, 2007, I was looking forwardto the WMWP Writing Retreat at Stump Sprouts inHawley, MA. The beautiful lodge is only an hour or sofrom Springfield, but it feels like a world away.

Friday evening began with good conversation anddelicious homemade food, including cheddar and dill scones.There is nothing quite like being with other teachers aftera stressful week at school. After a wonderful meal, we gotcozy around the fire and wrote our way into the weekend.The mellow jazz and the crackle of the fire set the mood,and it was amazing to listen to the writing that peopleshared.

The writing prompt helped me write a funny memoirthat I had been wanting to write for a long time.

Saturday brought an open schedule which proved to

be relaxing and productive. Teachers wrote, took walks inthe majestic surroundings, and caught up on much neededrest. One participant noted that “it felt intensely quiet, andyou could focus on your writing without interruption.” Inaddition to private writing time, we were offered writingand response groups. It was wonderful to get the encour-agement and support that good feedback from otherwriters can provide.

It was exciting to hear a sample of each person’swriting as we shared around the fire on Saturday night. Itwas amazing how much writing was completed thatweekend – book chapters, short stories, a query letter toa publisher, poetry, a sermon, and much more.

Time just feels different at Stump Sprouts. We evenhad time to play games around the fire. It was an inspiringweekend and although I was reluctant to leave on Sundaymorning, I felt ready to face the week.

Penniman.Although there was much turmoil

and many questions about whetherour site could even survive, structuresemerged for dealing with such signifi-cant change.

The three monograph authors areworking to make these structuresmore visible. These “tools” of sur-vival include:

• The use of inquiry questions toguide us in developing new pro-grams to expand our site.

Our inquiry questions – Who arewe? What is our mission and pur-pose? Who is our audience? andHow do we expand our leadership?– are embedded in all that theWMWP site leaders do.

• The development of a site map thatvisually demonstrates the connec-

How does a Writing Project site survive and thrive following a period of intenseturmoil that threatens its very future?

tions of WMWP TCs and leaders,as well as programs.

The site map lays out the workingsof the WMWP in a very concreteway, highlighting both strengths andweaknesses of the underlying struc-ture.

• The use of a Web presence on theInternet to provide a public face forthe writing project.

The organization of a website canreflect the organization of a writingproject and be a source of informa-tion blowing both from the site toteachers and from teachers to site.

Bruce, Susan, and Kevin have beenworking on the monograph for morethan a year and hope to have theWMWP monograph published in thecoming year.

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Massachusetts Writing Project 2008 Spring Conference

Because Writing MattersMay 3, 2008 • 8:30 – 3:30 • Crowne Plaza Hotel • Worcester

Writing is “the neglected R” in NCLB and many other school reform efforts,but numerous studies – and classroom experience – have shown that writingis central to student learning at all grades and in all subject areas. BecauseWriting Matters will explore topics ranging from working with EnglishLanguage Learners and family literacy to responding to student writing andMCAS open response with the power of writing as the central theme. Mostworkshop presenters are experienced teacher-consultants from the fourMassachusetts Writing Project sites. Workshop titles are listed on the facingpage. See www.masswritingproject.org for full descriptions and directions.

Who should attend this conference:• K-12 teachers who are responsible for teaching language arts• Content area teachers who use writing as a learning tool• Literacy coaches, coordinators, and specialists• Principals and professional development coordinators• Teacher educators and pre-service teachers

Registration for this full-day conference is only $80.The fee includes a continental breakfast, luncheon, and parking. Participantswill receive 6 PDPs. The conference qualifies for funding under NCLBTitle I, Title II, and Title III.

Workshops, keynote, and ... discount book sales!ALRAN Books will be on hand with X. J. Kennedy’s books and manyother relevant professional titles. Conference participants will receive a10% discount on all book purchases.

X.J. Kennedy

Award-winning poet,author of dozens of books,plus numerous works forchildren. X. J. Kennedy’snew collections of versewere recently featured in

the Boston Globe.

Keynote speaker:

Schedule for the Day

8:30 Registration 9:00 Opening session 9:30 A sessions10:45 Break11:00 B sessions12:15 Lunch, keynote,

and book signing 2:15 C sessions 3:30 PDP pick-up

M PM PM PM PM P

About the Massachusetts Writing ProjectThe Massachusetts Writing Project (MWP), a statewide non-profit learning andliteracy network of four writing project sites, is the local initiative of the NationalWriting Project (NWP), the premier effort to improvewriting instruction in America. The Massachusetts WritingProject uses the NWP “teachers teaching teachers” modelto develop teacher knowledge and leadership, which promote improvement instudent achievement. MWP is on the Web at www.masswritingproject.org.

• Boston Writing Project • Central Massachusetts Wrtiting Project• Buzzards Bay Writing Project • Western Massachusetts Writing Project

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Kevin Hodgson: The Magic of Mathematical/Scientific Stories: Creating Digital Picture Books to Spark Learning

Kathy Troy: The Socratic Seminar

Dawn Fontaine: Developing School-Based Inquiry Groups

Mary Cowhey, Eneida Garcia, Maria Aguilar-Gawle and Norma Cardona:Familias Con Poder/Families with Power: A Parent Co-facilitated Bilingual Family Writing Project

James McDermott: “Hills Like White Elephants”: A Learning-Centered Approach Toward Understanding Literature

Diana Grady: Multi-Genre Writing

Louise Kuhlman, Niki Rockwell: Teachers as Researchers:Two Teachers Share Their Experiences in Classroom Inquiry

Shelley R. Jitiam: Writing Strategies to Enhance Reading Comprehension

Also available:Worcester Writing Marathon: Feel the power of writing in the community and discuss classroom applications.

The complete list of workshops will be posted on the Massachusetts Writing Project website:www.masswritingproject.org.

Because Writing Matters Registration FormName: ________________________________________ Phone: _____________________

Address: ____________________________________________________________________

City: _______________________________________ State: __________ Zip: _____________

School: _____________________________________________________________________

School Address: ______________________________________________________________

E-mail: ______________________________________________________________________

Conference Registration Fee: $80Fee includes parking, continental breakfast, luncheon, conference packet, and admission to allconference activities. Check should be made payable to the University of Massachusetts.

Please send this form with payment to:Bruce Rettman, MWP Registration Chair65 Colonial RoadSudbury, MA 01776

A Partial List of Presenters and Workshop Topics

To aid our planning, please check if youwould like to participate in the all-morningWorcester Writing Marathon: ___

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Winner of 2007 Teachers as Writers Contest announced

By Lorraine Malone “Is Dad very romantic?” my fifteen-year-old askedwistfully. In her hand, she clutched a hand-written lovepoem from her boyfriend. Although to me he seemed likethe typical socially awkward adolescent, I suspected thatin her eyes he was Prince Charming, and possibly even“The One.” “Well,” I tentatively began, “you may not have thesame ideas about romance as I do.” As I began todescribe her father’s attributes, I saw that she was lessthan impressed. I couldn’t recall occasions of unexpectedflower deliveries. I was sure he’d written me notes, butthey included groceries to pick up or other reminders ofthe mundane. He has never had a “pet name” for me.Birthday or anniversary cards have alwaysbeen signed “Love, Michael,” leaving outall of the flourishes characteristic of thosetender missives my daughter had been col-lecting. And the cards have usually hadcartoon animals on them. But as far as I’m concerned, my hus-band is the authentic Prince Charming. Ihave rarely (although I know how to) filledmy own gas tank. And before I got a remotestarter for my car, it was always “magi-cally” warmed up for me on bitter-coldmornings. I am perfectly capable of learning to usemotorized machinery, but I have never mowed the lawnnor backwashed the pool filter. Washing and waxing mycar has never been on my “to do” list. My husband recently finished remodeling our kitchen.That was just the last of a long list of household renova-tions and repairs he has worked on throughout the years.He was never formally trained in tiling, hanging sheetrock, plumbing, exterminating, or tree-house building. Hissuccess at all of these endeavors is due to patient researchand careful planning. Most often his projects come outbetter than if a professional had done the work. The firstproject he tackled was when we first started dating and Ilived in a roach infested apartment. Armed to the teethwith duct tape, Raid, caulking gun, and steel wool, Michaellooked every bit like a knight in shining armor to me. Hespent his week’s vacation sealing off every crevice and

spraying every corner. He slew the dragon - err, theroaches, and the plague was over. Michael is a mail carrier. On his daily route, manyretired people wait for him by their mailboxes. He knowshe might be the only human contact these people will havethat day. He never begrudges them a few minutes to havea little chat about the Red Sox, the weather, or their bills.That’s the kind of “charming” I’m interested in. My fifteen-year-old daughter may not have been ableto see fatherhood, especially as it relates to her ownfather, as anything romantic. Nonetheless, my heart skipsa beat with the memories of his role as Daddy. He hasnever been too busy to teach his children to ride a bike,

catch and throw a ball, or read a bedtimestory. Our kids looked forward to raucousboard-game nights, and our daughter hatedto miss a Saturday night popcorn and“Golden Girls” date with her Dad. He spentevenings as a Cub Scout leader, assistantLittle League coach, and outdoor grill chef.Although our vacations usually amounted todaytrips, they were always kid friendly andMichael took weeks to plan them. One of the most romantic things Michaelever did was to encourage me to go back to

school. He was very supportive even though it meant thathe needed to take on more household chores. He oftenwould even nag me to do my homework! Laura met my tribute to Michael with long, sympa-thetic sighs and eye-rolling. But that was more than tenyears ago. Her first Romeo turned out to be more of a frogthan a prince. Since then, I think her taste in romance hasshifted a little more toward my side. She met and fell inlove with a man who does send her flowers on occasionand has written a love note or two in the last eight years.But more importantly, Laura values the tender supportand the soft landing he provides daily. Last summer, bursting with fatherly pride, Michaelwalked Laura down the aisle on her wedding day. As hegot to the front of the chapel and placed Laura’s hand intoJeremy’s, I couldn’t help thinking that she was standingbetween a King and a Prince.

A Lesson in Romance

Lorraine Malone is the winner of this year’s Teachers as Writers Contest. Malone teaches fourth gradeat Mapleshade Elementary School in East Longmeadow. She is a fellow of the 2007 Summer Institute.

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Dear Patty,

I found it today,that little note from youabout my poem.I thought I had lost itor thrown it awayinadvertentlyin one of those need-to-get-

organizedrampagesthat possess me so seldom.I had stopped searching for itabout a year ago, or so.After all, it’s just apiece of paperwith a note about my poem,and your name,your signature.At first, I needed to find itbecause it was you –tangiblemy way to keep you hereand hear your words,your voice,as I read it.But –it’s just a piece of paper,so, I let it slipfrom my memoryfor a little while.And I thought of you insteadand said,“What would Patty DO?”And that’s why I’m heretodaywritingand looking back atthings I wroteand shared with youand found!tucked in with all thatthe little note from youabout my poem.

It’s so good to hear your voice.

to Oxford, and for the Pioneer ValleyReading Council. In 2004, she wasco-facilitator of a very successfulWMWP course on “Revitalizing Writ-ing” for Springfield teachers. She ispresently working on developing avariation on that course to offer thisspring, with support from a NWPmini-grant that she helped obtain.

In addition to her regionalwork, she has also written and pub-lished articles on professional devel-

• Continued from page 1

—Attrition allayed by WP work

opment and teaching and presented atnational conferences—another wayshe exemplifies the principles of theWriting Project. The titles of her pre-sentations convey something of herinterests and her inquiry work: “WholeSchool Reform through the Eyes ofProfessional Developers as ChangeAgents”; “The Arrow Points BothWays: Navigating the Bridge betweenAssessment and Instruction”; and“Urban Scrawl: Looking at the Lit-eracy of City Kids.”

• Continued from page 1given me the chance to support andmaintain qualified teachers in ourschools. I hold the writing projectresponsible for who I am today as aclassroom teacher, and teacherleader,” Ortiz added.

Senator Reed has been pushinglegislation that would create a new$500-million program to help schoolsprovide teachers with high-quality pro-fessional development.

“Investing in our teachers is the

single most important step we cantake to increase student achievementand turn around struggling schools,”the senator declared in his closingremarks.

“High-quality professional devel-opment, similar to the National Writ-ing Project model, is collaborative,job-embedded, and data driven. I willcontinue working to ensure that ourteachers have the resources, skills,and training they need to be effectivein the classroom.”

I have a big dream…I want to be cool and a smart diplomatI want to always smile and have a

happy life

I have a big dream for my family…I hope my family is always healthyI want our family to love each other all

the timeI want every day and every time peace

for my family

I have a big dream for the world…I want a beautiful peace for my worldI want all people to trust each other

I want all people to have a happy life

I want a big dream for my countrySouth Korea…

I want to be calmed in my countryI want wonderful unity for my country

I want a big dream for me…I want to pay more attention to my

studies…I want to be more active in all of things

around…I want much, much, more love…

– By Xiah-Junsoo Choi, grade 7

— Springfield teacher award

This poem, written in Wilma Ortiz’s class, was read at the briefingon Capitol Hill.

The following poem, byCharlotte Lak, was written inmemory of Pat Hunter.

I Have Big Dreams…

Western Massachusetts Writing Project258 Bartlett HallUniversity of Massachusetts130 Hicks WayAmherst, MA 01003-9269

A-128853

Non-Profit OrgU.S. Postage

PAIDAmherst MAPermit No. 2

Writing contest winners, news and notes, spring and summer calendars inside!

WMWP has something for everyoneSpring Programs

Technology Across the CurriculumTechnology for teaching • May 17

Writing and Response GroupDrop in for free • Second Saturdays

Because Writing Matters(see pages 8-9)MWP’s statewide conference • May 3

WMWP Leadership Team MeetingsWork sessions open to all • May 19, June 16

Summerwrite for Middle SchoolersWriting camp for kids• June 23-27

Summer Programs

Invitational Summer InstituteThe gateway experience • July 7-31

African American Dialect WorkshopImplications for Educators • July

Writing and Teaching Writing (Eng. 712)A graduate certificate course • June/July

Teachers as Writers w/ Leslea NewmanThe perennial favorite • July 28-August 1

Professional Writing RetreatReflecting on your teaching • August 5-7

Read more on page 3 and send in your registration today!