EduCon 2.3--A Reflection

I am finally finding a few minutes to reflect on the past weekend at the Science Leadership Academy in Philadelphia.  Chris Lehmann (@chrislehmann) and the staff and students at SLA created an event that was energizing and inspiring.  Visiting Science Leadership Academy reminded me a little bit of the time I visited the Manhattan New School when Shelley Harwayne was principal.  I always learn so much from visiting schools that give me a vision for what is possible. Science Leadership Academy is an amazing place for everyone who is a part of it.


The conference was a combination of people I have been inspired by, people I know via Twitter, etc. but have never met in person, and new people who I was happy to get to know. It was fun to see people whose work I have learned from but it was just as fun to meet new people and to find new people to follow via Twitter, blogs, etc.  I took time to link to blogs and twitter pages of everyone I mention because each of these people has so much to share.  I feel lucky to have learned from them in person and am excited about continuing the learning online.

I have always heard that EduCon is a different kind of conference. Now I understand why. This is one of those conferences that sparked a lot of thinking.  I have put off writing this post because I can't really get my arms around what I learned.  Instead, I think Educon marks the beginning of new thinking for me--thinking that I will build on and new connections that I will learn from.

The way that the conference was set up, we had time to meet and talk to many people at the conference. I was happy to have time to meet and think with people at the conference.  Troy Hicks (@hickstro), Sarah Hicks (@yoopertechgeek) and Christina Cantrill (@seecantrill) added to my thinking in several sessions. All 3 are with the National Writing Project. I also had a chance to mee the Engchat girls, Cindy and Meenoo. (@CBethM and @mrami2). It was fun to meet these two in person and to have time to talk to and learn from them.

And I cannot possibly write about EduCon without writing about the @Educoncierge.  The Educoncierge took care of all things EduCon from the Tweets before the conference, to printing boarding passes to running the lunchtime Encienda sessions.  And, really, what a great name! You can learn more about the Educoncierge at The Clever Sheep--he has a great video interview with Jeff, the Educoncierge.

The EduConcierge at work.

I decided to follow the format that @mbteach used in her EduCon reflection and to focus on the takeaways.  I thought it would be a smart way for me to reflect on my learning.

Panel on Friday Evening and Reception
The event began with a panel of amazing people who shared their thoughts on Innovation. The opening event was held at the Franklin Institute. Panel members included Matt Berg (Millennium Villages Project), Aaron Gross (Farm Forward), Trung Le (Cannon Design), Neeru Paharia (Peer2Peer University and Creative Commons) and Standford Thompson (Tune Up Philly).

Some quotes that stuck with me from the panel included:

"If you do more with less, you can replicate it." Matt Berg
"We need science that reflects our values." Aaron Gross
"Novelists help us reimagine the world." Aaron Gross
"Let's stop calling them classrooms. The word has too huge connotations."  Trung Le
"Human interaction and engagement is part of good design." Trung Le
"Every step we make, we learn something." Trung Le
"How do we get students to think innovatively?  Give them purpose then they do it in their own way."Trung Le
"If we connect purpose to difficult problems, they rise to the challenge beyond what we think they are capable of." Trung Le

As you can see, I saved several quotes from Trung Le.  His work is where my thinking has been lately and it was so wonderful to hear him in person.  His book THE THIRD TEACHER has been a hugely powerful book for me and for many other teachers that I know. The other panelists were also amazing people doing important work and I am anxious to dig into their writing, sites, etc. to learn more about what they do.

Lessons for K-12 from the Best Preschools in the World
Gary Stager (@garystager) shared a great deal of his expertise about Reggio Emilio preschools.  One of the favorite take-aways from that session was this quote--"Use computers in exactly the same way they use seashells or finger paints."  He talked about creating incredibly deep, memory-making experiences. He also talked about project-based learning and how it was turning into anything these days and that was not what it should be. Loved when he said, "I guess if it's not multiple choice, it is project-based in some people's minds."  One of things that he focused on was the role of the teacher in Reggio schools as researcher--to really uncover the thinking processes of children. The documentation in Reggio schools is about far more than accountability and communication. It is the story of the learning.

I was thrilled to finally have the opportunity to hear Gary Stager after reading his work online for so long. I am anxious to revisit the presentation and digital handout that he has posted to his site.


Towards an e-Book Quality Rating Tool for Early Elementary Literacy Instruction
Jeremy Brueck (@brueckj23)
I was thrilled to find out that Jeremy Brueck is from Ohio.  His research is critical to the things I have been thinking about lately. I haven't found many people who are really looking at ebooks for young children and learned so much from this session.  Jeremy Brueck is focused on not only rating ebooks but also to understanding what this means for young children and literacy. Although he stated early that he did not come at this from a literacy background at first, he has a strong sense of young children and their literacy development.   We spent time in this session examining ebooks on several iPads and iPods that Jeremy brought. We discussed the things that made them worthwhile, etc.  He shared several resources and much of the work he was doing with local Head Start programs there.  His presentation and resources are on his blog. Resources included an e-book Quality Rating Tool, a List of Early Elementary ebooks iOS Apps and more.  I hope to spend a great deal of time exploring these resources over the next several weeks.

The Future of Student Inquiry/Research 
Joyce Valenza (@joycevalenza), Gwyneth Jones (@gwynethjones), Shannon Miller (@shannonmiller)
I was thrilled to hear these three librarians at Educon.  Being fairly new to the teacher-librarian job, I have had a lot of learning to do. And these three librarians have taught me so much through their blogs, twitter feeds and constant sharing with the education community.  To see the three of them together in one place was quite a treat. And they are pretty fun in person--it was a lively session with lots of chat and debate.  I didn't get to write much down during this session because they had us up and moving around, really talking about what our thinking was about certain controversial issues around research in our schools. For example is Wikipedia and okay source for research?  What do we think about citations as links vs. in traditional standard formats? Which skills, dispositions and tools do we think are necessary for research today?  It was a great conversation and helped me to see that there are two sides to all of these issues. But it was clear that librarians are really thoughtful about the future of student research and how to best support students.  Really, I can't say enough about the gracious and generous sharing that these three women do in the library community.  I was thrilled to have a chance to hear them together live and in person. If you are interested in more about their presentation, you can find it posted at Joyce's SLJ blog.

One of my very favorite quotes from this session from Joyce Valenza: "Notebooks are no longer adequate for collecting research."

Laura Deisley on "Why Making Stuff Matters"

During lunch on Saturday, we had the opportunity to attend Encienda Educon in which several speakers created 5 minute slide shows about a topic.  I was able to hear sessions by Rod Corbett (Teaching With MindMaps), Laura Deisley (Why Making Stuff Matters), Jason Kern (Thanks Coach), Rodd Lucier (20 Things I've Learned on Twitter) and Karen Szymusiak (Where are the Children?)

Sunday Morning began with an amazing panel of educators including Sam Chaltain (@samchaltain), Kathleen Cushman, Karl Fisch (@karlfisch), Linda Nathan (@lindanathan), and Chad Womack. The panel's topic was, "Can Schools Support Student Innovation?" and was moderated by SLA's Zac Chase (@MrChase).

I can't even begin to share the passion of this panel. Karl Fisch was the only name I was really familiar with and I was thrilled to hear his insights. But I was also just as thrilled to discover new people to learn from.  I know much of their work (without having connected it their names) but I am excited to pick up some of their books. I am hoping to read AMERICAN SCHOOLS:  THE ART OF CREATING A DEMOCRATIC LEARNING COMMUNITY (Chatlain), and THE HARDEST QUESTIONS AREN'T ON THE TEST (Nathan). I have read parts of FIRES OF THE MIND (Cushman) but want to spend more time with it now that I have heard Cushman speak.  There is so much to learn from each of these panelists. I would highly recommend following the links and reading their work.


Why Johnny Can't Read:  A Conversation About What It Means to be Literate...Today
David Jakes (@djakes) and Laura Deisley (@deacs84)

I was especially interested in this session and it ended up to be a great conversation.  I know from reflecting on my own reading, that reading is changing. I don't think the definition of what it means to be literate has changed. In my mind, literacy has always been about making sense of the world around you. In the past, much of that has been centered on paper/pencil text.  But the definition of what it means to be literate has expanded a bit.  Jakes and Deisley asked us several questions that I will be thinking about for a long time. These questions included:
Does being literate just focus on reading and writing?
Have we (in schools) institutionalized what it means to be literate?
When was the last time you had a conversation at your school about what it means to be literate?
Does the tool and how they are using it affect how they are literate?
How do you read differently than you did 3-5 years ago?
Does the teaching of reading need to change?

The slides from this session can be found at David Jakes' Slideshare site. If you are interested in this topic, the presentation has many resources that you'll want to check out.

The Ethical Obligation to Teach, Learn and Share Globally
Dean Shareski (@shareski) and Alec Couros (@courosa)
I was a little starstruck in this session.  Both Dean Shareski and Alec Couros share so much on Twitter. I have learned so much from both of them that I was happy to have a chance to hear them in person.  The two of them facilitated a great conversation about what it means to share, the power of sharing and the importance of telling the stories of learning.  It was a session that reminded us the power of the network and the importance of sharing and reaching out to people who have contributed to your own learning.  It was a great session to end the conference for me because it was really the theme for EduCon for me. Here, at one conference, were people who have shared generously and who continue to do so.

HOW I NICKY FLYNN FINALLY GET A LIFE (AND A DOG) by Art Corriveau

One of my goals this year is to really read books that are good for 5th+ grade readers. So often in a K-5 library, I focus on books that are good for all ages and I have not been good about keeping up with the books that are best for the more mature 5th grade readers. I find 5th grade to be a tricky reading age.  As a teacher who spent many years teaching 5th graders,  I know that kids at this age are getting into Young Adult books. I also know that the range of YA is huge. There seems to be a younger group of YA for kids in grades 5-8 and then more high school YA.  As a mother of a 5th grader, I am seeing her interest move to a more YA focus.  And as a librarian, I want to meet the needs of all of the readers in the school.  So, a goal for me is to read more of the younger YA stuff this year.  Going to ALAN was the jump-start I gave myself to begin to do this.  I have always loved YA so this is a fun goal for me.


HOW I NICKY FLYNN FINALLY GET A LIFE (AND A DOG) by Art Corriveau was my first read of February.  I loved this book and think it would be a great addition for any 5th grade classroom library.  Nicky Flynn is a child whose parents are recently divorced. His life is in transition as he now lives with his mother in a new neighborhood and attends a new school.  Nicky's mother is in a little transition crisis herself and is not at her best during most of the story. It is clear that she is a good mother, cares about Nicky and wants to do what is best, but she is also in the midst of a huge life transition after having decided to leave her husband.  Nicky is certain that his mother is a liar when she tells him almost weekly, that his father is too busy to see him. Nicky works to prove this point.    The real story begins when Nicky's mother brings home a German Shepard (Reggie) from the shelter.  She is sure that this is just what they need. Although Nicky isn't so sure, he and the dog become fast friends. He soon learns that Reggie was a seeing-eye dog and he learns a bit about his past. In the process of settling in and getting to know his new dog, he learns to lie a bit.

This is a great dog story.  I loved the friendship between Nicky and Reggie. It is also a great growing up story.  There are so many real life issues in this--the pain of his father's absence, the newness of his life, the loneliness he feels are all pretty universal for kids in transition.  And when kids are having a hard time, they often make poor choices.  There is lots to talk and think about in this story. I found it to be a story with both humor and depth--my favorite combination for 5th grade readers.  I love this book because it is a realistic fiction book that will appeal to boys. I also think it would be a great read aloud.

In terms of the appropriateness, there are a few "bad words" and a bit about the mother drinking wine too often but this is all handled in a way that makes sense for 5th through 8th graders.

What to Read Aloud Next?

Seems only fair to follow the "Why Read Aloud?" post with one about the challenges of picking the next great read aloud!

We finished The Small Adventure of Popeye and Elvis by Barbara O'Connor last week, and had fun drinking Yoo-Hoo (my first ever!) and making Yoo-Hoo boats with secret messages in them (folded once, twice, three times).

I'd love to read another Barbara O'Connor book (especially after Carol's amazing post on the power of reading aloud How to Steal a Dog and The Fantastic Secret of Owen Jester).  Great for talking about an author's style.  Great stories. Fun characters.

If my students were two years older, I'd read Adam Gidwitz's A Tale Dark and Grimm or Lynne Rae Perkins' As Easy as Falling Off the Face of the Earth.

The book by which my class measures all books this year is Phyllis Reynolds Naylor's Emily's Fortune, so maybe they'd like the comic book-style superhero action of Jack Blank and the Imagine Nation.

I'm not sure they're up for a 400+ page read aloud, but I'm going to do my best to sell them on

The Search for WondLa
by Tony DiTerlizzi
Simon and Schuster, 2010
review copy provided by the publisher

I didn't read this book because Al Roker picked it for his Today Show Book Club, I read it because it was next up on the pile, but once I started it, I couldn't put it down (and luckily, because we had an ice day, I didn't have to).

This is my favorite kind of science fiction, with a whole new world -- plants, animals and landscape -- to explore and experience with the main character. DiTerlizzi does a fabulous job describing everything without overwhelming the reader (the frequent illustrations help, too).

Eva seems to be the last (only?) human on the planet. She has been raised in a subterranean sanctuary by a robot she knows at Muthr. Their home is attacked and Eva escapes to the surface of the planet where she must survive for real, not in a hologram practice session.  She depends on her wits and the help of her omnipod handheld (more-than-just-a) computer, a blue creature who speaks an unknown language, and a giant pill bug that communicates telepathically.

There are lots of questions that keep the story moving along: who is hunting down Eva and why, what do the letters "Wond" and "La" and the picture of the girl and a robot on the scrap of the paper Eva treasures mean, and where are the other humans who once lived on this planet?

The book ends with almost as many questions as it begins with -- it is the first book in a series and there is a serious cliffhanger at the end!


Tony DiTerlizzi reacts to THE SEARCH FOR WONDLA being picked for Al Roker's Today Show Book Club.
The book's website, including a trailer, games, and augmented reality.
A peek at how the augmented reality works.

Reviews:
Great Kid Books
Charlotte's Library

Why Read Aloud?

Children's author Rick Walton has started a blog titled Why Read Aloud? He's collecting stories about reading aloud and being read aloud to. He says, "we will figure out a way to get your stories to the administrators and teachers who need to hear them. Your story of how being read to made your life better might motivate a teacher to read to her kids and make their lives better."

Why read aloud? Because you never know if the book you choose to read aloud will become a landmark book for a student who, ten years later, will still quote from the book and count the copy you gave her as one of her most prized possessions. (Fig Pudding, by Ralph Fletcher)

Why read aloud? For the joy of sharing the hot new book you bought in a bookstore in London before it was released in the U.S.. (Matilda, by Roald Dahl)

Why read aloud? Because you could guess how rich the conversations would be, but you never could have predicted that some of your students would cry with you. (Walk Two Moons, by Sharon Creech)

Why read aloud? Because the torture of the first half of the book is SO worth the action and adventure of the second half. (The True Confessions of Charlotte Doyle, by Avi)

Why read aloud? For the sheer joy of the language and the pace of the story. (Emily's Fortune, by Phyllis Reynolds Naylor)

Why read aloud? Here's why:

"It is read-aloud time. The classroom is absolutely silent except for my voice and the muffled sounds of children playing on the playground that come in along with the puffs of fresh air through the open window. Some student sit with their chins propped up in a cupped hand; others lay their heads on their desks. Every student is relaxed yet alert. There is tension in the air, a simultaneous yearning for closure and for continuation. Some watch me. Others stare into space. Because they are each intently visualizing the story in their own way, the eyes of all of the students seem slightly out of focus.

My eyes are the eyes of all twenty-six students as I read the book.  My voice paints the story on the canvas of twenty-six imaginations. The story can pause for a question, a comment, or a short discussion to clarify or extend meaning without the spell being broken. Even when the book is closed at the end of a chapter or the end of the book, and the room erupts into cries for more or sighs of satisfaction, the magic of read-aloud is not gone. An individual connection has been forged between me and each student via the book. Just like a parent at the edge of the bed or with the child in my lap, my voice has personally delivered the story directly to each pair of ears and each imagination. The book also creates a collective connection, bonding me and all the student together as one through the common experience of having met the same characters, gone on the same journeys, and suffered the same losses and triumphs.

Read-aloud may look like an ordinary event in a typical classroom, but it feels extraordinary when the teacher who is reading is aware of the power of the book and the importance of her role in not only reading to her students, but leading them through the book--using read-aloud as a teaching time. Not only the teacher can feel the difference, but also the students. At the end of one school year when I asked my students to reflect on our read-aloud time, Mathias captured the essence of read-aloud in our classroom when he wrote, 'It is a time when we can learn without trying.' " (Reconsidering Read-Aloud,  p. 1-2)



Do you have a story about the power of read aloud, or a favorite book to read aloud to your children? Share it here, then go over and share it with Rick Walton, and then give the child on your lap or the children in your classroom the chance to "learn without trying" as you weave magic with words by reading aloud to them.

January Mosaic

In January, many people make resolutions to watch what they eat. I guess you could say the same was true for me this month...more than half of my photos are of food or food events! It's got to be a good month when you end with fresh pineapple (10 for $10 at Kroger -- WOW!) and a bourbon ball-making party!

Sunshine and blue skies have been quite rare this month -- that skyline shot in the next-to-last row really shines out, doesn't it? I took it from a Metro Park I never knew existed. We ate brunch at Skillet (details of the Reuben and the Omelette here) and on the way home, I asked where Whittier St. took you if you stayed on it and crossed Front Street.  Come to find out, this is Columbus' newest Metro Park -- Scioto Audubon Metro Park. We'll go back in the spring with our bikes and do some exploring to find out how the bike paths there connect to Grandview, German Village, and Downtown.

The Christmas Cactus has been making appearances every month since November, but I think the last, shriveled, dried bloom will be dropping off soon. On Friday afternoon, when I watered the front porch geraniums that are living on my classroom windowsill again this winter, I noticed that the crocus that made an appearance in one of the pots last February is coming up again.

And so the seasons go round and round.

Poetry Friday -- Balance

photo by alittlething from Flickr Creative Commons

Books are piled everywhere, clamoring to be read.

A perpetual to-do

List (never completed, never shorter) sits

At my place at the table. I

Need to vacuum and dust, not to mention

Check papers and write lesson plans. But

Everything can wait while we have this cup of tea together.

©Mary Lee Hahn, 2010

Last spring, we took our fourth graders to a leadership camp, where they took part in all kinds of team-building activities. One activity was a giant platform teeter-totter that could hold an entire small group of students. Their goal was to arrange themselves on the platform so that it was still and balanced. The group I was with was not having an easy time with teamwork, and they attacked this challenge, as they had the others, without communication and planning. The camp counselor and I watched as the platform tipped up in one direction and they all moved to the other side of the platform,  tipping it up in the other direction. Back and forth, crises after crises, no communication, no planning, no balance (but lots of squealing and bouncing and fun).

Balance, to me, is NOT when the platform of my life is completely still and level. That would be impossible to achieve for more than about 5 minutes at a time. But balance is also NOT those times when the platform of my life tips back and forth wildly. What I'm trying for is a life that dips slightly on the one side when work piles up a little too much, but that also dips slightly the other way when I put all the work aside and take time for me -- for exercise, time with friends, blogging, sleeping in. The tilt has been towards the work side the past few weeks. I'm inching my way over to the "me time" side, beginning with a cup of tea, and Poetry Friday!

Elaine has the roundup at Wild Rose Reader this week. I'll be putting aside my to-do list tomorrow morning to come and read the week's offerings. See you then!

How-To Writing

Our 4th graders are working on a project that integrates several pieces of the curriculum. One of the things they will be doing is making objects to sell for a charity of their choice.  To go along with the items, they will pass out How-To sheets to let buyers know how they can make the items at home.

To get started with this part of the project, we began looking at How-To books as mentor texts. I like How-To writing because I think it is a genre that can teach a great deal. I find it to be a good genre for teaching sequencing, reading like a writer, using clear sentences, and determining what is/is not necessary information.  Because this is a quick piece of writing, I feel like some good revision strategies can also be practiced. I find with shorter text, kids are much more willing to go in and reread and play with things. When they have written long, it is usually not so fun to go back and revise.

We started to study How-To writing this week. I used several of my favorite How-To Books from the library.   They included:


Better Homes and Gardens Snack Attack 
This Book Made Me Do It See How It's Made
365 Things to Do and Make (Usborne) 
Show Off
The Cookbook for Girls   

These books are all a little bit different in terms of their layout and the things they include in each set of directions. But they all have effective how-to pieces. Kids have looked at these books before--as readers and as they were looking for ideas of things to make for this project. Today, we looked at them as writers. My first thought was to give them the actual books to look at but they are so full that I knew that would get distracting. I knew that if I really wanted them to focus on both craft of the writing and the craft of the layout, I would need to choose some great examples.  So, I chose an example or two from each of the books and copied/laminated them. I gave each table a set of 8 of the same set of directions to explore and read-like-a-writer.

Then, together we came up with what made good how-to writing.   We then moved to talk about what made a good layout for how-to writing.  The conversation was interesting and I think we all learned a lot. Although this is only one piece of the writing for this project, it will be a fun one. I am excited to take their learning to the next level once they begin writing.

The Homework Help Center at the Dublin Branch Library

The Columbus Metropolitan Library did not get to be the 2010 Library of the Year for no reason! I am constantly reminded of how lucky I am to have such a resource in my city.

This week, during library classes, each group was able to meet and learn from Miss Val, who runs the Homework Help Center in Dublin. Miss Val was able to meet each class, read some books and poems, and share information about the new Homework Help Center.  The kids were all excited and I am sure many of our students will visit the Homework Help Center soon.  Our students love knowing the librarians at the Dublin Branch. They love to see Miss Loren, Mr. George and Mr. Ray on their visits to the library. They will now know 4 people during their visits.  The outreach they have done has really helped our kids get excited and feel welcome in the library.

Miss Loren shares her Caldecott predictions
 in December. And she was right!

I think the Homework Help Center is a brilliant idea. Kids can go in and get help with their homework. The center is filled with tables, computers and supplies such as markers, scissors, etc.  Miss Val, Miss Jeanie and the volunteers help students from grades K-12 with their homework.  Having that little bit of support can make a huge difference for kids. And Miss Val helped the kids see that it was a fun place to hang out.   I know as a parent, it is often easier to have someone else help with homework after school on some days. And most days, kids don't need much help--so a place like this would help them be efficient about getting it done.  I also love that kids can use the resources in the library--if they are doing research, they have so many resources available to them. I also love that it gets them to library and most likely, they will start to love it there.  And parents can do their own thing in the library while kids are there. It is not a babysitting service but kids can be in the Homework Help Center by themselves while parents read, browse books, etc.

My big goal for the past three years as librarian at Riverside has been for my students to see the library as a hub for learning and thinking.  A place full of resources and possibilities.  A place where you are in charge of your own learning.  The Homework Help Center and the other programs that our CML children's programs offer supports that message completely.  I am excited about this opportunity for our students and our community!

Gabby and Gator by James Burks

GABBY AND GATOR by James Burks is a great new graphic novel. It is the story of Gabby, who doesn't quite fit in. She has lots of interests and talents but the other kids don't quite understand her. And it is the story of Gator, an alligator who also has no friends. Gator and Gabby meet and hit it off right away. They understand each other and they understand what it means to be friends.

The book is amusing. Gator is always hungry-trying to eat things like dogs and squirrels.   In the meantime, Gabby is being bullied. Luckily Gator saves her a few times.

The story is a fun one and has good messages about friendship, acceptance, bullying, etc.

The reason I most like this book is that it is a graphic novel that is appropriate for young readers.  I find that our youngest students love the idea of graphic novels, but so many are meant for older readers. I think the format of a graphic novel is perfect for young readers--so much of the meaning comes from the illustrations.  This particular graphic novel gives kids lots to think about but is written in a way that makes it very accessible to younger children.  And, because it is a graphic novel, the book will also appeal to older readers. It is a fun story and the illustrations will draw in readers of many ages.   The book is a bulky book--lots of pages and a larger than usual graphic novel size.  Many of the spreads have  very few, if any words while other spreads contain more dialogue.  

The characters are well developed and the story is a good one. I am thinking this might become a series. I can see Gabby and Gator going on other adventures.  I am hoping that we see more graphic novels like this in the future--graphic novels that are more appropriate for younger readers, but that will still appeal to older elementary kids too.

Other Reviews:

School Library Journal: Good Comics for Kids

Bookie Woogie

Kid Lit Frenzy

OUT OF MY MIND

My 11-year-old daughter wrote this poem tonight, thinking about the book that is the read aloud in her classroom, OUT OF MY MIND by Sharon Draper.

out of my mind

a word may seem so ordinary
every step you take is as easy as breathing
each movement moves so easily
well, not for me
a word is a gift
a step can be so special
a movement can be so hard
i unlike other people have a boundary
i can only move if you move me
i have never said a word
each movement takes so much work
for what
a stupid looking movement
that looks like nothing
all my life all i see is pointing
staring laughing
you think i cant hear
but i can
i too have feelings
don’t just focus on what i look like
get to know i’m a normal girl
just like you