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Educational Buzz

It has been a long time since I sat down to blog.  I have not had a ton of time, nor have I made the time.  A few weeks ago, my role in my school changed and I was thrown into teaching reading and writing again.  It is evident that I need to start writing again.  How can I preach to my kids that they should be reading and writing on a regular basis if I am not doing so myself? So, on with some thoughts.

Along with being a teacher, I am also a mom of a preschooler.  My poor daughter has teachers for a mom, a grandma and a grandpa, and a dad and another set of grandparents who highly value learning.  Everywhere she goes, she is encouraged to play “games” that teach her something!  She also has a mom who has been rather discouraged by the fact that she just wouldn’t write her letters! I know that she knows them and under threat of not being able to go to school next year without writing her name, I can sometimes force her to write out the simple 5-letter word.

Tomorrow is my husband’s birthday.  While preparing his card, I thought I would ask if she could sign her own name.  I explained that it was for Daddy’s birthday card.  Not only was there no resistance, there was sheer excitement as she said “Oh!  Daddy will just love this card!” Within a few seconds, those beautiful five letters appeared on the card.  We put it in the envelope then I asked her: “How will Daddy know the card is for him?” (Ever the teacher…)  She immediately offered that we should write his name on the outside of the envelope.  I offered to let her write Dad, and again, with a gusto I have not seen from her with regards to writing, the three letters D-A-D appeared on the envelope.  I was thrilled!


Now that she has gone to bed, and I am back to planning, my thoughts wander between my two roles as teacher and mother.  I am often surprised by how valuable the knowledge I’ve gained in one role has helped me in the other and vise versa.  The experience tonight is no different.  It got be thinking about the connections between what happened with my daughter and what happens with my “kids.”

Over the last number of years, as technology, blogging and social media have made their way into the classroom, we have heard the phrases “authentic purpose” and “authentic audience” over and over.  They have become somewhat of education buzz words.  As with anything that buzzes, after time, we stop hearing them.  Or at the minimum, we forget how important they are.  They become part of the background, until they aren’t.

It is clear to me, as I reflect, that my daughter is CAPABLE of writing her letters. She has CHOSEN not to write them (until under duress).  Tonight, when given an authentic purpose, an important reason to write her letters, she eagerly did so.

How may of my “kids” are capable of doing things but have chosen not to show it?  How can I help create authentic purpose for them?  What does authentic purpose look like? I need to revisit these buzzwords like they are new again.  I need to get back to my planning and see if I can infuse more of this into my lessons.

What are some things that you are doing to create that buzz in your classroom?  How do you create purpose for your kids in different subject areas?  Please share!



The Power of One – #saskedchat summer blog week 4

As you can see, I missed last week’s blog challenge.  I was away from my family and quite enjoyed my time away.  I did some reading, some visiting, some sun-soaking and just relaxing.  This week I’m back!

While I was away, I read the first book in the #2k15reads book club: Learn like a Pirate, by Paul Solarz (@paulsolarz on Twitter).  I read it quite quickly and was equally as quickly inspired.  However, like many PD sessions or reading sessions, I quickly slip from inspiration to but’s.  I like the ideas but…  I love the idea of giving kids independence, but they are only six and seven!  I like the idea of collaboration, but do they really understand at that age?  I like the idea of having a student-led classroom, but can they achieve that so early in second language instruction?  I like the idea of a fluid, changing space, but I’m not a classroom teacher, do I have any control over their space?  I like the idea of setting goals with the kids each day or week, but with only 120 minutes a week, is that possible?  I LOVE the responsibility partners idea, but can six-year olds understand the concept of helping vs. giving answers?  I love the Marble Theory of knowledge and strengths, but will these little people understand it?

As you can see, it is easy to be inspired and just as easily write these ideas off as not possible.  I was probably ready to just leave things as they were until this showed up in my Twitter feed:



Well, okay, the universe didn’t want to just let this one go for me.  So, I replied with a truthful but shallow response:


However, thankfully, neither the universe, nor Scott Totten (@4BetterEducatio), were willing to let that one go just yet.


Okay, so I really need to start thinking about this… I can’t just let this one go.  So, I was honest in my response and Scott was equally honest in his.  tweet4So, here I am.  What can I do, as one itinerant teacher, to empower my little six and seven year old students?  How can I, who comes in for 60 minutes at a time, twice a week, empower these kids who are just discovering a new language, just discovering this thing called school?  And quite frankly, how can I, who enjoys having a clear path in front of me with set steps, create a learning environment that is messy, loud, and meaningful for my students?  Scott encouraged me to try to answer these questions.  Jana Scott Lindsay (@janaslinday on Twitter) aptly chose a topic for the #saskedchat blog post this week that seemed to push me even further in this direction.  What power do I have, as ONE person, one prep teacher, to create this positive change?


I started by rereading the chapter on Peer Collaboration from Learn like a Pirate.  It seemed to me that this is where I need to start with my kidlets.  For each big idea I came across, I wrote my thoughts down.  I will share them below.  Please, if you have any thoughts or ideas, share them with me.  Right now, I am just at the early stages of processing all this information.  I hope to dig deeper in the next month or so before school is back in session.

  • We are a family!
    • We want everyone to find success in this classroom.  From my experience, younger kids have a natural ability to be happy for their classmates, and sad for them.  They love seeing people from their class win prizes in school-wide contests and become very concerned for them if they are sad or hurt.  This plays naturally into the concept that we are a family.
    • They still need to be reminded, however, that family members can argue, disagree, and even fight sometimes, but that we still need to be respectful.
    • This idea also fits in really well with our Catholic teachings of “we are all children of God.”
    • While reading this section, I started thinking about the “I can” statements that have become very popular as of late.  Could I transform these statements into “We can” statements?  Would that underline the idea that our goal is that we all can achieve the desired outcome?  It would eliminate the “I can do it before/better/faster/neater/etc than you” statements.  It would give the quick finishers a focused goal: make sure that everyone can do it.  I like the idea.
  • “Give me Five”
    • My first reaction, and continued reaction to this is that five, six and seven year olds wouldn’t get this.  They are just discovering what school is all about.  However, is there a way to adapt this idea?
    • I really like the idea of stopping a working session and asking a student to share an instruction, an idea, or a question.  I think that is I did the stopping but the student did the sharing instead of me, this is a happy compromise at first.  It would show the students that I value what they think, their ideas.
    • Many young students don’t quite know yet how to read time.  Perhaps I could travel with a digital clock on my cart and post the transition times so students would be able to keep us on task.
  • Setting goals collaboratively
    • Take five minutes to debrief that day with the kids and to set a goal for the next class.  In the book the kids run the show from leading the discussion to getting the supplies to writing the goal.  How can I make this work in a grade 1 classroom where at the beginning of the year they can neither read nor write?
    • Can I ask the “capitaine” to be responsible for getting the supplies (with the support of everyone)?
    • Since I’m travelling in and out of the classroom, how can I find a physical space for this?
    • Can I start the year with visuals of some standard goals? (speak French, stay on task, help a friend, …???)
    • Keep it simple!
  • Providing “space”
    • I don’t have control over the way that the classrooms are organized as I am just popping in and out.
    • I need to find a way to organize my cart in such a way that although the supplies on the cart may change, that each classroom has a “space” on my cart that doesn’t change.  Is there anyone out there that teaches from a cart that can share how they organize themselves???
    • Can I ask the teachers for a spot in their room?  A corner of a shelf or bulletin board?
  • Responsibility partners
    • For those that haven’t read the book, here is how Paul Solarz describes responsibility partners (page 54):
      • Responsibility Partners sit together and bounce ideas off of each other but still come up with their own products using their own ideas.  They check in regularly with one another to make sure they each understand the assignment and required tasks, ad they confer with one another whenever they have questions.  They also hold one another accountable for completing all the steps correctly.

    • This idea brings me back to the idea of family and helping each other.  The idea that WE CAN do things in addition to I CAN.
    • This supports French immersion’s goal of oral language development and gives students the opportunity to use French in a real-world way.
    • Paul Solarz also brings attention to The Cone of Learning which fits in quite nicely with the idea of giving the students an opportunity to talk about their work.  It takes the learning from passive to active.
    • I love this idea and am determined to give this a go in my classes.  The only difficulty I foresee is figuring out how to teach the little people the difference between helping by just giving them the/an answer, and helping them discover an answer on their own.  Little people truly believe they are helping their friends by telling them exactly what to do.  I am looking for lessons, books, ideas, ways to introduce this idea to my students?  Anyone have any they would like to share?
  • Conflict resolution
    • When you are asking kids to work together and collaborate, it is inevitable that there are going to be disagreements.  I love the three simple rules introduced in the book: Rock-Paper-Scissors; Compromise; Choose kind.  The work at all age levels and could likely solve most problems.
    • Paul Solarz also talks about using The Leader in Me and the 7 Habits of Happy Kids.  I really like what I’ve seen of these resources.  I would like to see if the classroom teachers would collaborate with me on some of these lessons at the beginning of the year.
  • Collaboration
    • I’m always on the lookout for new picture books to use to teach these kinds of lessons to my younger students.  I came across a lovely story of collaboration this summer: By Mouse and Frog by Deborah Freedman (@deborahfreedman).  Unfortunately, this is not currently available in French.  Do you have any suggestions for books?
    • I think that it is important to practice collaboration.  I like the idea of quality, not quantity.
    • In the book, it is underlined that learning, not perfection, is the ultimate goal of all collaboration.  I think this is super important.

There are many other things in the book, but as with everything we learn, we can’t do everything at once.  Here is where I am going to start.  Please share your thoughts and ideas.  Please ask me questions if you think I’ve misunderstood or haven’t clarified enough.  Thanks for reading!



What sparks your fire? #saskedchat summer blog challenge week 2

Books are the spark

When I was in early elementary school, I was lonely.  I was a gymnast and was training 6 days a week so no time for school friends.  I also loved school, loved learning, loved reading.  None of those things were particularly popular with the other 8 year olds.  I remember vividly the first time I picked up an Encyclopedia Brown book.  I found in him a friend.  I remember thinking that it was okay to know things.  It was even cool to be smart.  It was the first time that I vividly remember a book having an impact on my life.

Fast forward many years and many books later.  I was in university, having decided to become a math teacher.  I was set in my reading ways.  I read a lot, but I was stuck and stubborn in which books I chose to read.  Many times already, my best friend’s brother had suggested Ender’s Game to me.  I had refused, saying over and over that “I don’t like science fiction.”  (Though, looking back, I had never actually READ any science fiction!)  Finally, he was tired of suggesting it, bought a copy, and mailed it to me.  The note attached said something to the effect of “Now that I bought this for you, your Catholic guilt will make you read it.  You can thank me when you are done.”  And I did.  I loved the book.  Ender’s Shadow solidified it for me.  I discovered a new genre. Once again, a book taught me that I could love any book.  That I need to try things, even if I don’t think I will like it.  That other readers know things too.  These books cracked open my reading world.


Skip forward another few years.  I had been teaching for a year, but had moved from high school to middle years.  Despite my awakening to any and all genres with Ender, I still had this mentality that I could only read adult books.  It was not, at the time as it is today, commonplace for adults to read teen fiction.  (Is it commonplace in the outside world, or is it just that I now surround myself with people who read #kidlit?!?)  I bought in to belief that adults don’t and shouldn’t read children’s books.  I was teaching grade seven.  Harry Potter and Goblet of Fire was being released and there was a LOT of buzz about this series.  My students asked me if I had read any of them.  They wanted to talk books with me.  I hadn’t and I felt like I had missed an opportunity to connect with my kids.  That day, I stopped by the library, got all three books that were out, and read them over the next week.  I went back the next week and had conversation after conversation about the books.  We talked about favourite characters, about plot, about good vs. evil, about our predictions for book four…  I went home and realized that so much learning, so many objectives (yes, they were called objectives at the time) were met in these informal conversations about reading.  I had connected with my kids and they were EXCITED to talk about their reading! I also realized that I enjoyed the books and was equally excited for the next book to come out.  I started asking the kids what they were reading and adding the titles to my own TBR (to be read) list.  We started having these conversations more often.  I developed great relationships with those kids; some that 15 years later, still endure.  It changed the way that I started thinking about reading.  I could read children’s literature for enjoyment.  It also changed the way I thought about teaching.  It got me thinking about how tapping in to what kids are drawn to naturally can create such a different learning environment.  I had been given flint and steel, but the sparks were not yet flying.


Fast forward one last time to 2010.  I had moved from middle years down to grade three.  My focus had turned from math instruction to a passion for reading instruction.  I started graduate studies and joined Twitter.  I started reading research articles and lurking on Twitter, searching reading and teaching hashtags.  I came across a conversation about teaching reading between two people: John Schumacher (@MrSchuReads) and Donalyn Miller (@donalynbooks).  John was a school librarian from Illinois and Donalyn was a middle school reading teacher from Texas.  I liked what they had to say about reading in general and specifically about teaching reading.  It somehow awoke the flint and steel that had laid dormant for ten years.  It was like sunshine and rainbows to my teaching soul.  I had been growing more and more uneasy with the way that I was teaching reading and seeing more and more kids come to “hate reading.”  I knew that things had to change.  I started reading their Twitter feeds (and those that they interacted with).  I started asking questions.  I started interacting on Twitter.  John sent me book recommendations as well as a few books too!  Donalyn helped me work through my jumbled hammering of ideas to help form my little sparks.  Imagine my embarrassment (and delight) when I found out that Donalyn had written a book about that exact topic!!!  I ordered it right away.  I devoured it.  I remember sitting in bed with tears rolling down my face feeling like I had found home.  I remember feeling the spark and support I needed to take my feelings about teaching reading and put them into practice.  It is amazing that finding a piece of literature which supports your philosophies can give you the strength to go ahead with it.  I started changing things in my classroom.  I started lending out the book.  I now own my fourth copy of the book (the first three have found new homes) as well as her second book Reading in the Wild.  I have continued to follow John and his blog Watch. Connect. Read.  I changed the way that I taught and have now moved in to the Teacher-Librarian position to further this passion.  This book solidified for me the idea that just like with teaching in general, readers and learners are made through connections and relationships.  Readers and learners are made through choice.  It is okay to not like a book.  It is okay to read comics, and magazines, and graphic novels, and non-fiction, and picture books…  Kids learn when they are excited about the topic.  Teachers should listen, learn, guide kids to books and validate, whatever the feelings and challenges are.  This book led me to my #nerdybookclub community, my #WOWtribe, and my job.


If books are the spark, people are the kindling

These books changed me.  However, I don’t think that I would have been able to sustain that change or continue on this journey for the last five years without the people with whom I have forged relationships during this time.

nerdybookclubTwitter has been an amazing resource for me.  My Twitter community started very virtually.  It started with finding John and Donalyn (whom I have yet to meet IRL (in real life), but hope to one day) and grew to the virtual #nerdybookclub community.  This is a community of adult readers, many of whom are in contact with students through the education world, but not all, who read, share and talk about what they are reading.  They share book and author recommendations.  They share ideas.  They share support.  It is an amazing community of readers.

tribeAfter a while, I started longing to connect with people IRL.  I started meeting and connecting with people in my grad studies classes (via Twitter).  It was nice to connect on Twitter then actually talk in person.  However, it wasn’t until my last two grad studies classes, which I took as a summer institute, that I found my tribe.  I used to call them my #WOW (Wine on Wednesday) group.  We met once a month to share, support, encourage and discuss teaching.  We share what we are doing, seek advice for things we are struggling with, offer support for ideas we want to try and help make plans of action for things we want to do but aren’t sure how to get there.  We are a group of teachers that span grade levels, teaching experience and interests but we have one thing in common: we want to become better teachers for our students.  It wasn’t until Sylvia Duckworth posted this sketchnote on Twitter that my WOW group became my WOWTribe.  They really are my tribe.

With the change in my teaching, something also changed in my school.  Conversations started.  I found in my colleague Natalie Mitchell, who was also doing her Master’s degree, an ally and a philosophical peer.  We started having planning sessions. We started collaborating.  We started sharing; between ourselves and with others.  Then, more people came on to the scene.  I have found a collaborating family at my school.  My current position as Teacher Librarian has allowed me to expand that collaboration tenfold! Again, as with my WOWTribe, we span a variety of backgrounds and grade levels, but we share the philosophy that we want to try new things for the betterment of our students.  I believe that our students have benefitted from that philosophy.

saskedchat tshirtAnd of course, the #saskedchat crew.  We connect virtually each Thursday night.  The topic range from things I am passionate about (like this coming Thursday’s chat about Literature, libraries and librarians – join us!) to topics with which I have little to no experience! We have connected in person through my WOW meetings, through edcamps, and even collaborative projects that started on Twitter and have moved beyond these virtual walls.  Look!  I’m even blogging again because of these connections!

Let’s start a fire!

So, after a novel of a story, what ignites my fire are books and relationships. Reading and sharing and learning together.  I continue this journey this summer with the #2k15reads summer book club.  We are reading Learn like a Pirate by Paul Solarz (@PaulSolarz) and Pure Genius: Building a Culture of Innovation and Taking 20% Time to the Next Level by Don Wettrick (@DonWettrick).  I encourage you to join in the conversation.


I also encourage you to check out the #saskedchat summer blog challenge and summer chat topics HERE.  Don’t worry about missing a few weeks here and there.  Jump in when you can.  Blog when you can.  If there is one thing that I’ve learned by undertaking this challenge, it is that we do what we can, we contribute what we can, and all our small contributions can create big change.


What’s holding you back? #saskedchat summer blog challenge

So, as you can see, my blog has laid dormant for a long time…  It has been an exciting but busy year for me.  I just completed my first year as a teacher-librarian and loved every second of it.  Having said that, I haven’t even opened this blog.  For me, this week’s topic for the blog challenge was a timely one, what’s holding me back?

The context in which it was asked, and the discussion held last night on Twitter under #saskedchat, meant for this question to be broad in its application.  What’s holding you back from doing what it is you want to do in your professional lives?  However, when Kelly Christopherson (@kwhobbes) first posed this question, I was thinking in the context of blogging.

I read blog posts every day.  I learn from them.  I’m inspired by them.  I get ideas from them.  I turn ideas into realities because of them.  I recognize their value and importance to my professional growth.  So, why haven’t I contributed back to this amazing community of sharing?  The simple answer is: I’m scared.

What I tell people is that I’m busy learning a new job.  I’m busy with my daughter.  I don’t have time to write.  I’m not a great writer.  I might have time today, but I probably won’t in the fall when we are back to school, so why bother starting.  I don’t have any ideas. I would rather be reading. (This last one just might be true!)Forrest Family (May 2015)

Deep down, however, the dialogue is different.  Who would want to read it?  My ideas aren’t worth sharing.  My ideas aren’t original.  What if what I write doesn’t match what I mean?  What if I get negative, or downright mean, feedback? (I have seen how mean people can be in the anonymity of the online world.

But really, I’m not being fair.  I’m not being fair to myself. I’m not being fair to my virtual colleagues who share with me.  I’m not being fair to my students who I encourage to step out of their comfort zone to give new things a shot.

So, today, I start my summer journey of blogging.  Today, I take the plunge.  I’m going to commit to 9 weeks of saskedchat blogging then we’ll see where things go from there.  I even contributed the topic for next week’s blog! I invite you to join in the journey yourself.

Clink HERE to see the blog challenge list and #saskedchat summer chat topics.


Crochet along moving along

Hello all.  It has been a long time since I blogged here.  Since my little girl started crawling, I have had very little time to do anything but ensure she doesn’t get into anything dangerous.  Even finding time to pee has been a challenge at times! She likes climbing, a lot, and pictures like the one below appear often enough that we have to keep high vigilance!

Our little monkey

In addition to this, sadly, my maternity leave is finished and I started back to work today. As a result, I am no longer able to run the crochet along.  HOWEVER, one of my dearest friends, Myra, over at itago sa bato has graciously agreed to take over the crochet along.  She has done a wonderful recap of the squares we have already finished and posted the next pattern here

I wish you well and happy crocheting!

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Week 10 break

Hello readers! This week is crazy busy for me and I’m feeling a little under the weather. I am sad to say that I need a break. So, I’ll be back next week…

Since the Week 9 square was my creation, you can see it here.

Here is Myra’s square.

See you next week!


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Week 9 Crochet Along

Welcome back! I’m going to try something different for this week’s square. But first, here are the week 8 squares! You may notice that I messed up on one round of the square (can you see where?) but I liked it so much that I didn’t bother going back to change it.

My square

Myra’s square


So, this week I wanted to try writing my own square… I called it Reflections! If this square exists somewhere else, I’m sorry. I don’t remember seeing it anywhere. This is my first time trying to write a pattern, so again, I’ll take suggestions… Please feel free to use, share, adapt, or pin it… Just please don’t say that it is your own creation!


Week 9 Square – Reflections

By Jamie Forrest, April 2012

Round 1a – Ch 4 and attach to form a ring. Chain 3, 2 dc in ring, ch 2, 3 dc in ring, pick up second colour.


Round 1b – with second colour, 3 dc in ring, ch 2, 3dc in ring, ch 1, sc in 3rd chain of beginning ch 3


Round 2a – ch 3, dc around connecting sc, dc in each dc from previous round, 2dc ch 2 2dc in ch2 space, dc in each dc from previous round, 2dc ch 2 in ch2 space, pick up colour 1


Round 2b – dc into ch2 space wrapping hook with both sides of colour you picked up, dc in ch2 space, dc in each dc from previous round, 2dc ch2 2dc in ch2 space, dc in each dc from previous round, 2dc in ch2 space, ch1, sc in 3rd chain of beg ch 3.


Rounds 3-5 – Repeat steps 2a and 2b 3 times

I forgot to take a picture for the next two completed steps. Sorry! You can see them in the next picture. There are five smaller rounds, then you can see the change to the wider round.

Round 6a – ch 4, tr around connecting sc, tr in each dc from previous round, 2tc ch 2 2tc in ch2 space, tr in each dc from previous round, 2tc ch 2 in ch2 space, pick up other color


Round 6b – tr into ch2 space wrapping hook twice with both sides of colour you picked up, tr in ch2 space, tr in each dc from previous round, 2tr ch2 2tr in ch2 space, tr in each dc from previous round, 2tr in ch2 space, ch1, sc in 3rd chain of beg ch 4.


Rounds 7-8 – Repeat rounds 6a and 6b two more times


Round 9a – ch 1, sc round attaching sc, sc in each tr of previous round along the side, sc ch 2 sc in ch2 space, sc in each tr along the next side, sc ch2 in next ch 2 space, pick up other colour, finish off first colour


Round 9b – sc in ch 2 space, sc in each tr of previous round, sc ch2 sc in ch 2 space, sc in each tr of previous round along side, sc ch 2 in ch2 space, join with sl stitch to first sc, finish off. Weave in ends.



Happy crocheting my friends!


Week 8 Crochet Along

Welcome to another week. It has been a crazy one around here for me. My baby girl caught the worst stomach flu I’ve ever seen. We ended up in the ER twice with her this week. She is now finally starting to feel a little better, but she is living on Pedialyte and rice cereal. It is so hard to watch your baby cry and cry because she doesn’t feel good and know that there is really nothing you can do for her. So, crocheting has been my mental sanity this week.


I bought my first pattern this week. I normally stick to free patterns off the internet, but I kept coming back to this pattern over and over again, so I decided to go for it. It is called Realta by Olivia Rainsford. Click on the picture to link to her pattern if you are interested. I truly believe that this pattern is well worth the money. Included in the purchase is the full pattern for all pieces, including pictures for a more visual explanation, a printer-friendly version without pictures, information on planning with suggested layout and a blank layout page to plan your own colours if you want to deviate from her suggestion.


I love the bright colours in this afghan. I thought that this would be a great way to use up a bunch of my stash. Come on! You all know that you have one! So, here are the colours that I chose for my afghan. I had all the colours except for the lime green, which I bought at Walmart from the bargain bin. They are all Bernat or Lion Brand value yarns. I also had to pick up some black for the main colour.

So, as I said, crocheting was my mental saving grace this week. I managed to finish the first row of the afghan!


So, I also finished week 7’s square for the crochet along. Our afghans are coming along! First is my square and then there is Myra’s square.

Jamie’s week 7 square


Myra’s week 7 square



This week we will be crocheting the Kata square by Penny Davidson at The Creative Penny. If you click on the picture below, it will link you to her pattern. There is an update to the pattern on this page, but in order to get it, you must register at a third party website. Feel free to do this if you want. I decided to just follow the pattern on the webpage. I have already made this square as I wanted to test the pattern before I sent you there! However, I’m keeping my picture until next week. The one change that I did make is that for the final round, I had to do dc’s instead of sc’s. I love the final product. Can’t wait to see yours!

Happy crocheting!

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Crochet Along Week 7

I’m back! Last week was a little overwhelming for me. It was Easter weekend and the end of the M.Ed. class I am taking. The work was a little too much for me to keep up my blogging as well. Myra graciously accepted my invitation to host the week. So, now I’m back. I got my class work done and I’m all caught up with this Crochet along. Here are the updated afghan squares below:


Jamie’s Afghan



Myra’s Afghan



Amanda’s Afghan



The Week 6 square that Myra picked is just gorgeous! I loved the final product. What I didn’t love, so be warned about this, is all the ends there were to weave in! I am getting much quicker at this so it didn’t take me as long as it would have done in the past. Here is the result of weaving in all those ends:


Oh well. As I said, the final product is stunning!


Given that there were so many ends to weave in for week 6, I chose a one colour square for week 7. There are no parts (that I saw during my quick read) where you have to cut and rejoin. It is called More V’s Please. It is created by Melinda Miller. Click on the photo below to be linked to her website.

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Crochet along week 6

Hey there! As you might have gathered when no Sunday square appeared this week, things are a bit crazy around here for me. So Myra at itaga sa bato has agreed to host this week!

Check it out and I’ll see you Sunday!

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