The No Excuses List

By the time my friends reach 4th and 5th grade, there are some things that should be non-issues. There are some things I should not have to spend instructional time on.  Basics.  Thus was born the No Excuses list.

Each year, after the first couple of weeks of school, I do a quick intro to the No Excuses list. This is a chart of things that, by the time they get to 4th or 5th grade, a student can reasonably be expected to be responsible for doing.  Things like starting sentences with capital letters and putting endmarks on sentences.  It is not unreasonable to expect those things of my students.  However, I find so many of my friends do not have automaticity with them.  They should be no-brainers, but my friends have shown (year after year) to be very lax in doing them.

To intro the chart, I have the chart done with just the title.  I explain what a No Excuses list is. I tell them that this chart will have on it the things that we know every 4th and 5th grader has been taught in previous grades and can be expected to do when reading or writing.  These are things your teacher this year should not have to teach again because you learned, practiced, and did them in 1st, 2nd, and/or 3rd grade.  I then have the kids brainstorm a list of what they would put on the chart.  THEY KNOW!  They know what they should be doing!  Without fail, every year, they come up with the exact things we need to have on our list.

I usually start with the top two; capitalizing sentences and using endmarks/end marks. (I always write endmarks as a compound word. I've seen it both ways band have just always written it as a compound word. Spell check does not agree!) We add teach item to the chart and in the bullet, put the date we add them to the chart. On my chart, the 27th and 28th were actually both added on the same day, but I was talking and writing at the same time and wrote the 28th by mistake.  Except for those two items, I usually add items one at a time with at least a week or two between adding an item to the chart. This gives my friends time to work on each without being overwhelmed.

What makes the chart work is the rule.  Once it is on the chart, from that date forward, it is expected to be done on all work. No Excuses!  If a paper is turned in with any of these errors, the student will get the paper back to fix or redo. Or, if I notice it on the paper before they turn it in I will say that I can't accept that paper and they need to check the No Excuses chart.   I find that it is usually not that kids can't do these things.  It's more that we don't, at some point, draw that line in the sand and say, "Okay, this is now on you!  You have been taught and/or retaught these things year after year and now it is your responsibility to do them without being told. No excuses!"  I know this might sound harsh to some, but I promise you after just a couple of weeks you will see a dramatic drop in students forgetting to do these basic things.  I find the key for me is to stick with the expectations and be consistent in not accepting work that doesn't meet the standard.

Now, I also know there may be some students you need to make exceptions for.  But, in general, if something makes it on to your No Excuses list, everyone is usually expected to do it.  What you have on your list can be tailored to the grade level, students' abilities, and the expectations you set in your classroom. You know your students best, so you have to create a list that works for you. The list can be added to as the year goes on, but I generally focus on things that have been taught in previous year(s) and are reasonable expectations of my students.

Is this something you think would work in your classroom?  

What would be on your No Excuses list? 

Or, do you handle this issue in another way 

that might be good to share?

A Techy School-Wide Halloween Costume Idea

I saw this picture on Pinterest.  

It's from a post on Popsugar about cheap and easy Halloween costumes.

picture source

It got me thinking this would be a great school-wide teacher costume.  

What if everyone was a different education app?  

Teachers at each grade level could be apps most useful for that age group

. 

Admin, secretaries, and other non-teacher school personnel could be apps for parents 

such as ones that provide info on common core, homework timers, etc.

Then, at the end of the day you could send home a list to parents 

of all the apps with a quick blurb explaining each.

It really is a quick, cheap, and easy costume idea 

with the added benefit of encouraging technology and parent communication.

The boards are also small enough that after Halloween they could be 

mounted as a big bulletin board in the school.

Just a thought!  

Carpet Manners - FREEBIE

I have a nice, big carpet in my meeting area for my friends to sit on.  When I had a full class of 5th graders, we always had to sit close together.  The biggest problem was making room for each other and keeping our hands and feet to ourselves.

This year, I meet with about eight students on the carpet.  That would be eight students max.  This leaves plenty of room to spread out and create some new problems that I never really had with a full class.  Problems like kids sitting way at the back of the carpet no matter how many times I remind them to move up.  I even had one child rolling around on the carpet during the lesson. Rolling as in tucking his legs and arms and rolling like a Weebles from one end to the other!  This called for some carpet rules STAT! Here's the poster I made that is taped to the bottom of my chart stand.

Rather than come up with more rules, I went with carpet manners. Manners sends the message that it is all about being polite to others and ready to learn!  I'm sure we all have different behaviors we expect, but for my kids these seemed to be the ones that were most needed.

1. Sit Pretzel Style - There was a lot of lying down on tummies or on their sides with head propped up in their hand.  I'm okay with this for some carpet work but not when I'm giving direct instruction.  We also sit M&M style sometimes, but I didn't add that to the poster.  This is an example of what we call M&M sitting, even though its just one M:

picture source

I think it is sometimes called a W position, but M&M sounds more fun!  I have some kids that prefer to sit this way.  Honestly, I would have to break some bones to make my legs do this now!  :-) It is totally for young knees only!

2.  Face the Speaker - This means the teacher or turning to any other person speaking. With my small group, we usually sit in a semi-circle so that helps this work a lot.

3.  Place Materials in Front - Notebooks, pencils, novels, etc. sit on the carpet in front of you until needed.

4.  Listen Actively - I had fun modeling what active listening does and does not look like with the kids.  They were completely offended when I turned away from them and started looking around the room or looked down and began playing with my shoes while they were talking to me! Got my point across rather quickly!

5.  Raise our Hands to Speak - I don't always need this one as with such small groups we often have more natural conversations that don't require hand raising.

The poster is just a Word document on two pages that I printed, taped together, and laminated.  If you would like a copy of Carpet Manners for your own, you can download it by clicking HERE.

Check Marks to "Stop and Check-In"

Me:  You just read this page.  Can you tell me a little about what you know?

Student: Ummmmm. . . . (Insert wait time here.)

Me:  I know you were really interested in reading this book when you chose it.  Who did you read about on this page?

(Insert more wait time.)

Student:  A boy? (Yes, answered as a question.)

Me:  Hmmm, can you tell me a bit about the boy? What was he doing?

Student: Ummmmm. . . . 

(Insert lots more wait time here to be followed by 

major prompting that led to more answers phrased as questions.)

And, this would be why we revisited the "Stop and Check-In" strategy yet again! I find that my friends (reluctant readers) have a habit of reading straight through without really stopping to check comprehension. This led me back to revisiting the Stop and Check-In strategy.  

It is always amusing to me that I really have to explain why this strategy is so important for reading. In explaining it, I try to find a way to make it relatable to them so it isn't just another thing a teacher tells them they should do when reading.  I asked my friends to imagine that they had broken their favorite game system. They take it to be repaired, but the two repairmen have never fixed one before.  So, they promise they will read up on it and learn how to fix it.  One repair man reads the book but doesn't really understand what he's reading.  He decides to just keep reading and hope he understands at the end.  The other repair man stops every couple of pages to make sure he understands what he read.  Only when he thinks he understands does he keep reading.  The next day, both offer to fix your game system.  Who do you want to fix it?

Without fail, every single student wants the man who stopped and checked-in while he was reading to fix their game system.  When I ask why they tell me all the wonderful reasons that make this strategy so helpful to them  He will remember what he read.  He understands what he read, so he will know how to fix it better.  The other guy will mess it up because he didn't understand anything.  From there, it is so easy for them to connect how this same strategy helps them as readers and test takers. I sort of hate that I have to even mention the latter, but it seems to be our reality these days.

To make the strategy more concrete, I made check marks using two basic questions as found in The Cafe Book: Who did I just read about? What just happened? Two short and sweet basic questions that force them to self-monitor and check for comprehension. Here's a link to their Ready Reference Form that explains the strategy in-depth. 

The Cafe sisters had a parent make balsa wood check marks, but seriously? How many of us can do that?!! I don't think I would even want that.  Mine were made using clip art and text boxes.  I just printed them on card stock and laminated them.  The laminating turned out to be especially important.  One of my poor friends has been a sneezing, snuffling, nose-drippy mess all week and my check mark was certainly not spared! I actually took the laminated check mark to the bathroom to wash before using it with the next group! Here's to hoping my little friend is feeling better soon. 

I modeled the strategy with a friend first.  Then, when it came time to practice, we used one of our reading selections in which we marked stopping points.  Then, I paired up each student.  Student A read aloud to student B.  When they reached the stopping point, student B would hold up their check mark and say, "Stop and Check-In!"  Student A would then briefly retell by answering those two questions.  Student B had to listen to make sure student A didn't leave anything important out or misinterpret what was read. If that happened, they helped out. They would then switch roles for the next section of text.

I'm well aware that I'm not sharing anything new here. Many others have blogged about it before this. The strategy has certainly been around forever, but it is well worth mentioning as it is so very effective.  I think that the physical action of holding up the check mark and saying, "Stop and Check-In!" aloud was especially helpful to my friends.  It helped to cement the idea in their minds. 

We then used the strategy independently the next day with their independent reading books which had sticky notes placed at strategic stopping points.  They did a quick jot on the sticky to stop and check-in when they got to that point.  A quick and easy way to assess how well they are using the strategy.

Unfortunately I can't share the bookmark I made because it wasn't until after I made, printed, and laminated them that I saw the check mark had a very, very, very faint watermark.  But, I did search for some that you might like.

• Wells' Tale of a 4th Grade has one to download for free.
• Third Grade Thinkers on Tpt has one available for $1 that focuses on retelling.
• Mrs. Ray's 2nd Grade Blog has one that is just an image on the blog, but when you click on it, it enlarges nicely.
• Fun in Room 4B has a free check marks in her Tpt store that reminds students to check for comprehension as they track.
• A Year of Many First also has a free comprehension check mark available in her Tpt store.  This one is cute as she made it into a character known as "Mr. Check-In" by adding two giant eyeballs.  The download is actually a little pack of goodies for Daily 5 users.

If none of these work for you, it really couldn't be easier to make your own. You could even draw one on card stock using colored Sharpies.  Quick and easy!

My Room

So, is doing a classroom reveal a month after school actually started a little like wearing white pants past labor day? I've been a total slacker when it comes to posting this past month which means room pics in October.  Sorry!  It would be great if I could say my room is done.  I'm actually about 90% there, and that's probably as good as it will get this year!  I do have a big area behind my meeting table that needs some serious straightening. Maybe in all my free time. . .  someday!

The pictures below were taken over a few different days, so that would explain why the lighting might be different or some posters might be different. I'm not going to bore you with lots of captions and explanations. Instead, I'll bore you with lots of pictures! :-) Here's a general view of the room.

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Here's a little spotlight on some silly things about my room that make me happy.

Rubber ducks reading from Oriental Trading.  These twelve ducks sit on one of my windowsills.

 If ducks can read, so can you!

Lego blocks in my hand sanitizer for no good reason other than it's fun. They are suspended in the gel.  I have actually had to do a quick explanation on why they don't sink more than once.  This is probably the first thing kids notice when they come in my room for the first time.  

READ BOOKS.  My sister found these wooden words in Marshall's on the discount shelf.  I imagine, other than a teacher or librarian, there aren't many people who would know what to do with these. 

That probably explains them being on the discount shelf! 

But, they are perfect for a classroom where the only subject taught is reading.

The little boy I drew on my Self-Monitoring anchor chart last year. I love it because last week a little boy walked in to my room for the first time ever.  He looked at the poster and with a huge smile and wide eyes said, "That looks just like me!"  My mom is Spanish and darker skinned.  I remember growing up being very aware that none of the families in the books we read in school ever looked like my family. Never mind actually having posters in my classroom that were culturally diverse.  It made me very happy to have that little boy come in and immediately find something he could identify with.  Even if it is just a cartoon drawing.

Pumpkin chair covers from Dollar Tree.  A little bit of Halloween fun.

My picture book shelf.  These are just a few of the picture books I use.  In fact, I'm still looking for a box of picture books that must be tucked away on a shelf.  I have one in particular in mind that will be perfect for one of my students, Bad News for Outlaws.  I  know it will totally hook my reluctant reader friend.  

Now, if I could just find it!

So, that's the room this year.  

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On another note, I'm currently reading Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers by Jennifer Serravallo.

So far, I like it.  It has a lot of helpful information for those not totally comfortable teaching small groups or without a lot of experience teaching reading this way.  However, even being experienced with it, I am also  finding a lot of good tips.  I'll try and post more about it when I'm done.

Hope your school year has gotten off to a great start!

Reading Response Form Letters for Upper Elementary Students: Beginner Level

Recently, I received this email from a reader:

Hi there, I have been following your blog for quite sometime and would like to ask a quick question of you.  I have been using reading response notebooks/letters with my 5th graders for 8 years now and am still struggling with what is the best accommodation for my inclusion special education students.  I have 5 students this year with limited writing abilities. Do you use a cloze template for them to fill in?  If so, so you have an example one?  We have used verbal response, a scribe, cloze paragraphs, shortened response, etc. and I'm still wanting something a little bit different.  Thanks for your help and hope your school year is going well.    

There was a huge response to my posts back in 2011 on how I did my reading response letters back then. I had posted explaining how I set up my reading notebooks. I also did two separate posts on how I modeled writing a reading response letter, here and here.  At the time, I was working with enrichment students who had no difficulty in writing those letters.  Currently, I work primarily with students who sometimes have significant difficulty in writing even the most basic of response letters. While they aren't special education students, I completely understand the situation that email stems from!

picture source

As I worked more and more with my new students, I could see that they definitely needed more support in writing the letters.  As I noted, they weren't inclusion special education students, but there were still  many for whom the task was just too overwhelming. Cognitively, it was too much to put together.  There was deciding what to write about, then connecting that writing topic to selected information from the book to include in the letter.  There was getting all that thought together, and then putting it all in the specific format of a friendly letter.  For children who are struggling readers and writers, this is a tremendous task.

To help those students, I created a number of reading response form letters that address some different thinking stems (comprehension strategies.)  There is nothing cutesy about these letters.  I didn't put in borders, clip art, or use fancy fonts.  It's a basic form letter to fill in.  There's a reason for this.  My goal is that eventually my students are able to take a plain piece of lined paper and generate a letter on their own. I want my form letter to look very much the way the letter will eventually look in their notebook or lined paper. I also wanted nothing visually distracting.  I am focused on the content, and since I'm asking them to write in letter form, providing the format.  Content is exactly what my plain form letters focus on and modeling the format provides familiarity with it as they use the forms.

There are 13 letters in all that focus on setting, character, plot, making connections, asking questions, visualizing, inferring, predicting, plot, summarizing, synthesizing, an open response for fiction and non-fiction.
You can download the letters by clicking HERE.   It is a PDF that I uploaded in to Google Docs.  There shouldn't be any problems downloading them, but I know there are always a few people who have some trouble with it. For that, I apologize.  I would love to trouble shoot that for you, but my tech skills are just not that advanced! :-)

These letters are meant to be a tool in helping our students transition to writing independently.  However, there are students that will need extended time using these letter forms.  There are students that will need these types of forms for most of the year, if not all year.  That's okay!  It depends on the child's needs.

Now, let me tell you why you may not want to use the letters at all!

I do want to note that I strongly suggest not getting caught up in letter writing as your only form of reading response.  For upper elementary students, I like it because it is a way to organize their thoughts in a form (paragraphing) that will be necessary if not required as they head to middle school. But never forget that the content is of primary importance.

If you have a student that simply can't master using friendly letter format independently no matter how many times you show them or they practice using it, stop requiring it of that student.  At least for a while.  After all, you are asking for these responses to see if students are effectively applying reading strategies, if they are monitoring for comprehension, if they are extending their thinking. Think about what the goal is here.  It's not to see if they can write a friendly letter.  When the letter just isn't working, we may need to start providing variety in their reading response opportunities.

We've often been told our students need to be writing reading response LETTERS.  And, hopefully if you are doing that these form letters are helpful to you.  But, what they should be telling us is that students need to respond to their reading.  That response can and should take many forms and be as varied as your students' needs. Some alternate responses to a letter format response include:

• Conferencing - A conference discussing the book where a teacher takes anecdotal notes can be very useful for students who simply have difficulty getting the hand to write what he brain knows!
• Graphic Organizers - Some students need the visual organization a graphic organizer provides.  They also often allow a student who is limited in writing stamina to give specific, succinct answers in each section.
• Identify Key Words - There are a few ways to do this. Here are two examples.  One way could be, if you are looking for the student to respond with character analysis, to jot down three or four character traits on a piece of paper.  Have the student circle one and at the bottom of the page explain why they chose that trait.  Of course, you want them to explain what in the text makes them choose that word.  The support comes in that you have provided the possible character traits.  Another way to do it for non-fiction is to jot down a few words related to the topic.  Have the student choose the word that is most important to the book and tell why.  This is definitely higher level thinking.  We aren't trying to get away from higher level thinking, but instead looking for other ways to show it beyond a reading letter.
• Sketching - Have the student sketch the most important scene and explain what is happening and why it was important.  Or, have them sketch and label the character.  They can label with three things we can see and three things we know but can't see.   Notice I said sketch, not draw.  It is not meant to be an art project but a reading response.  A quick sketch should do the trick!   
• Record It - Write some general, key comprehension questions on index cards.  Give one or two to a student and have them record their answers verbally.  Hopefully, most schools have simple microphones for the classroom computer that make this easy to do.  

Those are just a few ideas.  Some are easy, and some require a bit more work.  But, what they all do is provide alternate response choices that might better fit the needs and abilities of certain students.  One of the most important things we can remember as teachers is that; 

Fair isn't everyone getting (or doing) the same thing, 

but everyone getting what they need to succeed.  

Reading response letters are just one way of doing it. So, please keep that in mind as you use these letters or if you go back  to my previous posts and follow my reader's notebook letter format.

By the way, if not using the form letters for a weekly reading response letter, throwing some in a folder can make a quick and easy literacy center.  I've also found them useful in my guided reading groups where time is so limited. If you decide to use them, please take a minute to comment and let us all know how.  You never know when your idea may be exactly just what someone else was looking for!

Do You Know Library Mouse?

Today, I'm sharing a picture book that is probably better suited to the younger set, but was one I used with my summer school friends who did not see themselves as writers at all.  Library Mouse by Daniel Kirk is the story of a mouse, Sam, that lives in a library. Sam also loves books and loves writing books.  In fact, he finds some scrap paper and writes several books that he displays in the library.  They become a huge hit with children and adults.  Everyone wants to know, "Who is the author?"  Eventually, Sam makes a "Meet the Author" box.  He put it out one night, and the next morning everyone took a look in the box to meet the author.  Here's the catch. In the box is a mirror. You are an author! Next to the box, Sam leaves a bunch of mini booklets like the ones he writes in for the children to author their own books.  This is a great book for teaching children that they are indeed authors.

If you don't know the book and are interested in it, here is  a video of a librarian reading it aloud. They do a good job of letting you see the text and illustrations as she reads.  You should know she has an English accent which actually makes it sound maybe kind of cool.  You should also know she has a puppet that helps her introduce the book.  I found the puppet to be a bit creepy! Why is its mouth always open?! Once you get past her intro, the book reading goes well.

Library Mouse is just the first in a series.  Daniel Kirk has written several books staring Sam, our friendly mouse.

picture source

There's Library Mouse A Friend's Tale  in which Sam does some collaborative writing with a child.  Library Mouse A World to Explore  introduces us to Sam's friend Sarah who isn't much on writing but is in to research and exploring.  In Library Mouse A Museum Adventure,  Sam and Sarah go on an adventure that combines research and journaling.  Finally, there is Library Mouse Home Sweet Home which is due out in September 2013. Amazon has a release date of September 3rd. This book continues the adventures of Sam and Sarah when the library is under renovation and they must find a temporary home.  I haven't read it, but it sounds like this one could be good for a social studies/community tie in as they make an igloo, a castle, a modern house, and more.

As I wrote, I think these books are better suited for the younger set, but my 3rd going into 4th graders enjoyed Library Mouse very much.  And, the message that they are authors certainly hit home.  In fact, to really make an experience of the book you could easily make the "Meet the Author" box that Sam makes.  Just put a small mirror in a tissue box, wrap the box leaving the top hole open, and make a "Meet the Author" sign.  It would be a fun way to introduce writer's workshop at the start of the year.

You can also make some mini books for your kids to write their own story or a mini "About Me" book as a back-to-school activity.  Here's a quick video on how to make an 8 page mini book using one piece of paper and no staples.  It looks just like the mini book Sam makes!

I linked to Daniel Kirk's author page earlier in the post.  If you explore his web site, you will see that he also has an activities page where you can print out book marks, posters, and coloring pages.  There's a cute poster of Sam saying, "Be Kind."  There are also suggested academic activities for his books.

Library Mouse isn't a brand  new book, but it is a good one! Plus, Daniel Kirk is a New Jersey author. How could I not brag about a fellow New Jerseyan?  If you live in the area, Daniel Kirk does paid author visits. His web page also notes that he does FREE twenty-minute Skype visits for classes doing an author study, schools with limited funds, and those too far from New Jersey.  Did I mention FREE? :-)

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One off topic question for you!  Does anyone out there use Remind 101?  I've downloaded the app, but I am hesitant to use it.  Just wondering if anyone else has used it and how it works.

A Project and Some Bookmarks

So, I mentioned in my last post that I was going to tell you about a project I completed inspired by a picture I saw on Instagram.  It was actually a craft project done by Hope King over at Second Grade Shenanigans. I love her blog.  She makes so many great printables.  In fact, Hope made the Good Reader posters I used for decorating outside my door this year. It was the project picture I saw on her Instagram page that led me to her blog and the reading posters.  But, back to the project.  Here is what my final project looks like!

Totally inspired by Hope's masterpiece. . . 

This picture is from Hope's post on how to do this project.

A pretty good match I think! When I saw Hope's pictures, I knew I had to do it. The READ display fit right in with my literacy themed room.  I'm not going to give any directions here, because you really need to hop on over to Hope's blog and see how it's done!  After all, she did master mind this project!  I will give one thought.  This took me WAY longer to do than it did Hope.  I mean WAY, WAY longer!  Obviously my crafting skills are not on par with hers! So for me, it was time consuming but worth it.

One of the reasons I like it is because the vibrant colors. . . 

. . . fit right in with the colors of my class library baskets! 

But, you could pick any colors that match your room.

I put the display up high to leave room for anchor charts, posters, and student work.

I will say that one of the things you have to do for this project is cut 24 squares for each circle.  Well, that left me with a lot of scrap pieces.  It turns out that each scrap piece made two perfect bookmarks for my friends.  24 x 2 x 4 = 192.  That's 192 bookmarks!  I used card stock for the project so they are sturdy.

 

I went to the dollar store and grabbed a couple of packages of stickers to fancy them up a bit. I put them on while watching TV one night.  How much school work gets done that way?!   I was going to laminate them, but then I came to my senses rather quickly when I realized that would mean cutting out 192 individual bookmarks.  So. Not. Happening!

Thinking on it more, I realized these are perfect for my guided reading groups as they are and have a ton of uses. The backs and most of the front are blank. These are prefect to have on hand to do things like. . .

• You can easily write the focus skill/strategy on the bookmark for your friend to have as a reminder when you send them off.  
• The kids can use them to write interesting words as they are reading.
• You can write a question for them to answer at the guided reading table after they read a section.
• A reading goal can be written on the bookmark as a reminder for the student. 

I'm sure you can think of many other things to do with these.  Even if you don't make the project, it would be nice to cut up some colored card stock as blank bookmarks for use in your guided reading groups.  Actually, you could even use small, colored index cards if you don't want to do the cutting.

 So, that's the project and a sneak peak at one area of my room.  

I'm still working on the rest, but getting close to being done!

READ in the Hall

On Monday, I finally started on my classroom.  It's been a project because 80% of everything I have was in a box.  This year, I am only going to be teaching literacy.  That means two things:

1. You won't be seeing a lot of math posts this year! 
2. My entire classroom from decoration, instruction, to function is focused on reading. 

 Every corner of my room relates to reading in some manner.  This includes the area outside my door.  Every year, I like to put something out there that can stay up all year.  I found these "Good Readers" posters and loved the content and color theme.  My room is all bright colors (a little too bright maybe, but I will explain that in a post to come) and these posters fit right in with what I'm teaching, my room colors, and have content all kids need to be reminded of.

 These reading strategies subway art posters are by Hope King.  They were exactly what I was looking for!  If you get them, I would suggest taking them to Staples or Office Max to print.  All that black ink would wreck havoc with your home printer.  I also find that anything I have printed at Staples is much more vibrant than anything my dinky little printer can produce.  After printing, I just laminated them.  Easy peasy!

Once I had the posters, I needed something to pull it together.  I made these READ letters to match the posters.  I think it goes together really well.  The lined letters match the "Good Readers" letters on the posters. I was going to put them up as a download for you, but I realized I used a font that was for personal use only.  If I get a chance, I will try to redo them with a font I can publish for you.

In the past, I have decorated the outside of my room several different ways.  I was able to find the past two years buried in my blog.  That's one of the things I like about blogging. It keeps a great record of things I've done in the past, for better or worse!

In 2011, I had a simple sign that actually fits in with this year's color scheme.

In 2012, I went with some motivational signs.

And for 2013, we READ!

If you look closely in the picture above, you can see just a couple of the many, many boxes I have been unpacking the past two days.  I don't dare show you the inside of my room just yet!  However, in my next post I am going to share a project I found via an Instagram picture that I knew I just had to do for my room.  

Stay tuned!