How can I, as the teacher, force a curriculum onto these students who have not yet acquired the necessary fundamental skills to understand and tackle it successfully?
Storytelling is perfect strategy to use with the students at my school because it also fits in with our international communication magnet theme and will honor the students? cultural roots and individuality. Formal language instruction is needed to assist our students to achieve the proficiency necessary to become successful learners in the classroom. Storytelling is a perfect avenue to explore when looking for ways to develop the oral language skills of second language learners in a classroom.
Storytelling has many key values for both the individual telling the story and the people listening to the story being told.
During this unit students will be given the opportunity to have daily language practice in the safe and relaxed environment of their classroom.
To introduce the unit on storytelling I begin by becoming a storyteller myself and I tell the students an intriguing, exciting story. As the students? first opportunity or trial with storytelling, I partner the students up into pairs. I have learned from past experiences that for my students? first time speaking in front of an audience (the class), they always feel more comfortable with a buddy or friend at their side, taking a bit of the attention off themselves.
After each pair of students chooses the short story they would like to perform out of this series of books, I tell the students the objective of the lesson.
During the week I allow the students time each day to practice reading the skits together with their partner.
My students get very excited with their skits and it gives them a sense of ownership over their story if they have a copy of it to take home and practice. Before concluding on Friday, I always ask the students if anyone would like to share anything that they enjoyed or learned. The students continue to take their stories home and practice telling them to their families at home. Next, I tell the students that this week the stories we will be telling are true stories about our own lives. I divide the class into groups of three and the students take turns telling the story that they did for homework last night. Using their graphic organizers, the students? job is to look at each box and add a sense to the box. Homework: I ask the students if they know what props are, then I tell them that props are used to help people imagine, understand, and get a better image of a story. The students will continue working on their family stories, now adding the props that they brought from home to help tell their stories. Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats. 1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
Students read and respond to classical and contemporary texts from many cultures and literary periods. 2.3Students recognize and appreciate that contemporary and classical literature has shaped human thought.
Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences. Students apply the conventions of standard English in oral, written and visual communication. 4.1 Students use knowledge of their language and culture to improve competency in English.
Ia€™m nursing three glasses of Marsala in La Sirena Ubriaca, a€?The Drunken Siren,a€? a wine bar in the port town of Marsala on Sicilya€™s western tip. My hata€™s off to wine-shop owner Salvatore Ruccione, whose enthusiasm for Marsala compelled him to create this chart (which really is quite helpful). Woodhouse suspected this complex wine would fit like a fine leather glove in the cultivated parlors of England where Port, Madeira, and Sherry were all the rage.
Other Englishmen followed: Corlett, Wood, Payne, Hoppes, and most importantly, Benjamin Ingham and his nephew Joseph Whitaker, who began exporting Marsala beyond Europe. It was during this period that Marco De Bartoli entered the fray, an artisan David among industrial Goliaths determined to resurrect Marsalaa€™s tarnished reputation.
Storytelling is the strategy I use to help obtain oral language proficiency among second language learners and students with deficient language skills. The students at my school have rich heritages and it is through this unit that they will be able to express themselves and learn about the diverse backgrounds of their fellow classmates.
In order to do this we need to bridge the gap between the informal language spoken at home and the formal instructional language they hear at school.
This unit will encompass many of the techniques and strategies used to increase language skills as stated by Crevola and Vineis (MONDO 2005). Among the values that storytelling instills in its participants as stated by Margaret Read Macdonald, in The Storytellers Start-Up Book, is that it ?hones our literary and imaginative skills.
This daily language practice will allow the students to interact on a personal level with both the teacher and fellow classmates.
In order to become successful teaching a unit on storytelling I had to be comfortable telling stories and had to become a storyteller myself.
I make sure to model all the important components of a great storyteller that I expect to see from the students during this unit. I put one student with high language skills and one student with low language skills together in a group.
In order to do this I use a series of books by Mary Anne Hoberman entitled You Read to Me, I?ll Read to You. I allow enough time for each group to read the skits at least three times through and discuss with one another how they can become great storytellers as they tell the story to the class. This gives the students with low language skills more confidence and the daily practice they need in order to learn to tell the story. This is the day the students will finally be able to tell their stories to the class and begin the process of becoming storytellers.
This allows the student to see where he or she needs to concentrate and what he or she can do to improve his or her storytelling. I ask if there is anything, as a pair, that they need to improve on, what they found difficult and what they enjoyed.
In this lesson the students use a graphic organizer to clearly layout the story structure and to use as an aide when telling the story (see below for graphic organizer). On Wednesday and Thursday I pair each student up with a different partner and have them practice retelling their story to their partner using the graphic organizer as an aide.
I tell them that if no one is around to listen to their story they may want to tell their story in front of a mirror for extra practice. This is great for the students to see, so that they have a clear model of what a true storyteller is and the qualities that they possess.
These stories will be true stories coming from their own lives, including family history, traditions, personal experience, a time when they got hurt, a vacation, a favorite relative, etc.
With the students? help I make a list of the different types of stories they can choose to tell this week. When the students are finished telling their stories to one another I allow time for group members to ask each other questions, and to tell what they did well and what they could improve on. The students first need to write the name of the sense that can be used to enhance their story at the top of the box; then at the bottom of each box they need to write how they used it, either through something they smelled, what they heard or saw, what an object felt like or what they said. Students can work with a partner, when they finish their centers, practicing telling their stories including both the five senses in their stories as well as the props that they brought from home. The students this week will be able to choose one of the three stories they told in the past three weeks to share at the family storytelling festival.
To do this there will be a storytelling center, giving students time to practice and get their stories ready.
To make this as professional as possible I create a program listing the individuals who will be storytelling. Daniels is a dual language school and not all of the parents speak either English or Spanish a translator will be necessary in order for the students to tell the story in their second language and still allow all the parents to understand what is being said.
John Woodhouse, a merchant from Liverpool, was sailing to Mazara del Vallo on Sicilya€™s southern shore when a sudden scirocco storm forced him to seek refuge in the port of Marsala. These fortified wines came from what the British called a€?the sun belta€?a€” the Mediterranean region extending from Portugal to Turkeya€”and Sicily was smack in the middle.
Vicenzo Florio outgrew them all, with a fleet of 99 ships exporting Marsala to points around the globe. Old dusty bottles were occasionally brought out of kitchen cupboards to make chicken marsala or zabaglione, but Marsalaa€™s illustrious status as a meditation wine was gone with the wind. Hea€™d spent the previous decade in the family business, growing grapes to sell to Marsala firms Pellegrino and Mirabella. Concentrated but dry, blended in soleras, and aged an average of 20 years, Vecchio Samperi is truly a meditation wine, a siren song that pulls you in deep through waves of nut, caramel, dried fruit, and sherry-like oxidative notes.
Like its name implies, ita€™s virgin wine, with nothing added but neutral grape spirit, whose magic comes from long aging in wood. De Bartoli has taken the lead in privileging grillo, grown in Sicily since Phoenician times. Sweeter than a Vergine, with a luscious caramel, dried apricot, marmalade, and nut character, this wine has been fortified with mistella from insolia must and acquavite, then aged 10 years, versus the required 4. While Fine is fine for cooking, it takes years, even decades, to achieve a truly elegant meditation wine, one whose concentrated flavors come from slow evaporation and oxidation in casks, followed by further mellowing in barrique.
Our students? oral language skills are not developed enough to support the curriculum and objectives we teachers are pushing so hard. Storytelling gives the students the daily practice they need in order to advance their language skills. Because this unit is focused on second language learners, my partner teacher who teaches the Spanish component will be working with the students who are learning Spanish as their second language, while I am working with the students who are learning English as their second language.
It is through listening to other people that they gain much of their vocabulary and sentence structure. To do this, students need language instruction so they can learn to speak appropriately and to listen. The students are able to gain language knowledge from their participation both as speakers and listeners. This allows for the higher skilled student to act as a model for the lower skilled student. These include speaking in a loud, confident voice that their audience can clearly hear, making eye contact with the audience, speaking fluently, and becoming involved with the story through props, emotions, and actions.
The students, as they practice, each have a copy of the rubric in order to focus their attention on the objectives of this lesson. I tell the students that hopefully by Friday they will not need their paper any more to tell the story. This activity is great for increasing oral language because it allows the students to create a personal relationship with a fellow classmate.
Lastly, I tell the students that next week we will continue our unit on storytelling and be able to choose a story we would like to share with the class.
The students will be given the opportunity to choose a story from the pre-selected books that they will be using for this week?s storytelling experience. Today students will be telling the story to their group that they have been working on this week.
After generating a list and giving the students many options, I give the students two minutes to silently think of and choose a story to tell.

The story might be how their families came to New Haven, a special cultural tradition they may have, a vacation they have gone on, etc. When they retell their stories again they will add in these details, making their stories more interesting and descriptive. The students need to go home and find two or three props that they can use tomorrow to help to enhance their stories. The students? parents, guardians, and relatives will be invited to attend the festival during the school day on Friday. Once the students have chosen the story they want to tell, the students will need to work on making it better, adding the five senses and props to the story. To begin the festival, I invite a professional storyteller to come into the school and perform for the start of the festival. Ita€™s reacting to a chart titled a€?29 Expressions of a Unique Wine,a€? which parses Marsala into its various categories. Look for De Bartolia€™s Vecchio Samperi, Pellegrinoa€™s Marsala Vergine Soleras Secco, or Florioa€™s Marsala Superiore VecchioFlorio Secco.
While there, he and his men dined at an osteria that served up its best special-occasion wine.
Like Vecchio Samperi, it uses the soleras system, as does another favorite of mine, Pellegrinoa€™s Marsala Vergine Soleras Secco.
They require formal language instruction before they can be expected to become fluent readers, writers, and thinkers. This unit will help the students understand how telling stories and story structure enable them to express themselves more clearly.
Oral language instruction will help students to be fluent and understand structured academic language. These personal interactions are meaningful because the students are able to interact with one another, carry on conversations, and hear significant rules being modeled involving sentence structure. There is no need to be nervous about this; there are many resources (as listed under my teacher references) available to help you become an effective storyteller. In my own research I came across Esme Raji Codell?s website where she suggests a good way to tell your students about what storytelling is. This is meaningful for the lower leveled student because they are able to hear correct sentence structure in a safe environment made up of his or her peer. One student reads the left side of the page and the other student reads the right side of the page, taking turns. At the end of the week, on Friday, each pair of students will have the opportunity to tell their story to the class.
As the students are practicing their stories, I circulate around the room, spending time with each group continually focusing each group on the mechanics of storytelling that we are focusing on this week. This gives the students with low language skills the opportunity to hear correct sentence structure, learn vocabulary, and practice using language in a safe and comfortable environment. I remind the students to be polite, and tell them that there is no talking during storytelling because in storytelling the audience also plays a very important part. I call on two or three students and encourage them to tell the group something they learned, what the group did well or something they think the group can improve on. This graphic organizer will help the students see how the story is broken down and what the important elements are to include when telling a story. This will act as a practice session so that each student will see what he or she did well, what was improved on from last week, and what he or she can make further improve on.
Once the students have come up with a story I ask them to think of the beginning, middle and end of their stories so that it is clear in their minds.
I have the students take home a storytelling graphic organizer that they can color and fill out to help them tell the story the next day in school. I tell the students that today?s focus will be using the five senses when we are telling our stories. I allow the students five more minutes to retell their stories again but this time using their five senses. We will have a ?dress? rehearsal on Thursday on the stage to get the students comfortable and ready for the festival the next day. After the professional storyteller is finished each student performing tells his or her story taking turns on the stage. Thata€™s right; 29 permutations, stacked in a multicolored pyramid, with age on the ascending side, color on the base, and sweetness levels wedged in between. Called il perpetuum, it was named after an aging process that involve a perpetual replenishing of wine in large wooden casks. When his father sent word that this Marsala was a smashing success, Woodhouse created a commercial operation, buying vineyards and farms in the countryside, anda€”like the British shippers of Port in Oportoa€”building an aging lodge near the Marsala port for easy shipping to England. Although boiled must was banished from most Marsalas, at least 1 percent is still required in the amber versions of Fine, Superiore, and Superiore Reservaa€”an industry shortcut to the rich hue and caramelized flavors that come with long cask aging. His first wine, called Vecchio Samperi, had more in common with the original perpetuum wine than Woodhousea€™s fortified Marsala, let alone the mass-produced Marsalas of the 1970s.
Add the words a€?Reservaa€? and a€?Stravecchio,a€? and that doubles the aging minimum, from 5 years to 10.
Unlike Vergine, which is always dry, Marsala Superiore can range in sweetness, so check the label for secco (dry), semisecco (off-dry), or dolce (sweet). The students will also learn through storytelling that their ability to listen to others will increase, expanding both their vocabulary, knowledge base and sentence structure. It is through our dual language program that students learn English or Spanish as a second language. These children require not only listening to others but also a safe and comfortable environment in which they can practice the skills that they have learned. Stories help explain different phenomena, cultural beliefs, attitudes, traditions, and much more. Macdonald continues on in her book to say that storytelling broadens our awareness of our own as well as other cultures, allows us to understand ourselves better, gives us a sense of belonging to a group and increases our vocabularies.
Each lesson within the unit will focus on a particular aspect or skill set of storytelling, each week building upon the last in complexity.
I choose this folktale because it is one that I remember hearing and loving myself as a child. Before the pairs begin to practice I hand out a rubric to each group so that they can see how they will be assessed.
I go through each of these mechanics with the pair, checking for understanding and asking the students what they are doing to make sure they are addressing each category.
Each of the stories has simple language, strong characters, and a clear beginning, middle, and end.
In each space provided on the graphic organizer, the student needs to draw in the story element. Once the student is finished telling his or her story their partner shows him or her the rubric. On the back of the graphic organizer I write a letter to the parents explaining the unit on storytelling and telling the date of the storytelling festival coming up. To begin, I start by asking the students to raise their hands if they can tell me one of the five senses. After the students have finished telling their stories I allow about fifteen minutes for food, drinks and mingling. Leta€™s repeat: Age (Fine = 1 year, Superiore = 2 years, Superiore Reserve = 4 years, Vergine = 5 years, Vergine Reserve = 10 years).
That barrel is replenished with younger wine from the barrel above, and so on, with the brand-new vintage added to the top row. By 1900, 40 firms were supplying the world with what was then the most famous of all Italian wines. As a result, in the early grades, many students? oral language skills in their second language, more so than in their primary language, are far below grade level. Children must learn to speak and carry on conversations before they can become active readers.
In this unit we will be focusing on folktales and traditional stories arising from the students? heritages. Jack McGuire lists the benefits in his book, Creative Storytelling, by stating, ?The specific educational and social benefits to storytelling from a child?s point of view are numerous and well documented? (Pgs.
The skills learned in this unit will help to develop the students? oral language, which is necessary to become successful academic learners in the classroom.
At times I need to model these mechanics and get involved with each pair, to increase the students? understanding.
The students begin this week of storytelling by reading the different stories until they find a story that they love or have some connection with. The group then has the opportunity to discuss the rubric and the listener can tell what he or she thinks was done well and what he or she thinks can be improved on.
When both of the partners have had a chance to tell their story, I have a discussion with the class. Once the class has named all five senses we take time to discuss each of these senses, one by one.
To end the festival each student is awarded a storytelling certificate, making them an official storyteller. The cask is then topped off with new wine, and so it continues over the years, creating a blend of multiple vintages within one cask.
But it also had no added alcohol, achieving 18% just through a combination of well-ripened grapes and evaporation in the soleras circle.
De Bartoli also pioneered grillo as a dry white table wine, kicking off a trend in Sicily with his crisp and lovely Grappoli del Grilloa€”a welcome trend, given the islanda€™s abundance of seafood.
When I formally tested my student?s oral language level based on the MONDO oral language assessment, I found that some of my students scored at a Kindergarten level. These stories are great because they are very short, including fairy tales, scary stories, stories from the 21st century and more. In addition, before the storytelling begins I go over the rubric one last time to focus the students on the objectives of the lesson. Before the students get into their groups I remind the students of the mechanics they focused on last week (voice, eye contact, volume, fluency, actions) so that the rubric or expectations are fresh in their minds. I start by asking the class if they used any of the techniques they have learned about storytelling. We also talk about how using the five senses in our storytelling can help improve our stories and make them more exciting. As a result, Vecchio Samperi falls outside the DOC rules, which require fortification, even for Vergine; thata€™s why you dona€™t see the word a€?Marsalaa€? on the Vecchio Samperi label.
Students at this level have difficulty following simple instructions and understanding texts read to them.
Some of the values McGuire touches upon are helping a child recognize patterns in language, stimulating a child?s powers of creativity, providing a child with problem solving and decision making activities, strengthening a child?s capacity to form objective, rational and practical applications, assisting a child to develop skills in dialogue and cooperative interpersonal behavior. This story is fun to tell because you can change your voice to fit and portray each character. They are perfect for the students? first storytelling experience because they are simple, and fun and they can be told with a partner. I try not to make it seem like I am grading the students because this is supposed to be fun, not an intimidating activity like a test. I give the students time the first day to choose the story they want to tell and to get used to the story. After each student has a turn telling his or her story, I allow time for questions and comments pertaining to each story.

After I have told my story to the class, the students are usually very talkative, each student wanting to tell his or her own story relating to family. After we have discussed the advantages of using the five senses to elaborate and make our stories more descriptive, each student returns to his or her seat and takes out his or her graphic organizer. But as codified in the 1969 regulations, Marsala producers could also use mosto cotto, or unfermented grape must boiled down to a concentrate to increase potential alcohol, as well as sifone, or must from late-harvest grapes whose sweetness was fixed by the addition of alcohol. The majority of my students scored at a beginning First Grade level, meaning they have difficulty comprehending texts above a DRA level of 6 read in class.
It also familiarizes and introduces a child to symbols, and traditions of different cultural heritages shared among the people around them. Then, I give it my best effort and tell the story to my students as if I were a professional storyteller. So the trick is not only to know the story, but to make people remember the story, so it will live on and on.? After telling the students this about storytelling we discuss what she means. The students should have enough time to read the story twice silently to themselves and once out loud.
Peers usually act as good teachers as long as they know the difference between negative criticism and constructive criticism. If time allows I have the students fill out the graphic organizer used previously as an aide for future use. Both bolstered sweetness and color, but could also dilute the essential character of the wine.
Only a few of my students scored on a second grade level, in part because many of my students learned to read in Spanish.
There are tremendous gains to be made through storytelling as a strategy to increase the oral language of second language learners in particular.
It is exciting watching the students listen to my story and seeing their ears and eyes perk up with excitement as they listen.
I also ask the students what makes a good storyteller, how do you become a storyteller (I let them know that some people?s job is to be a storyteller), and why stories are important?
I let the student know that this is the story they will be using this week as they continue the quest to become a storyteller. I give the students a few minutes to talk to their friends and tell each other their stories before moving on.
I ask the students if they learned anything new today in storytelling and allow time for positive comments.
I then ask the students how the graphic organizer was able to help them become better storytellers.
She has great conformation, exceptional movement and is the happiest dog I have ever owned. Continuing the discussion, I ask how they think they could become better storytellers and what types of qualities make a good storyteller? Her job as a therapy dog for an 83 yr old woman that had is stroke is one she takes very seriously. We continually have Home Health therapists in daily and she greets each of them then quietly goes to her spot to watch everything that goes on.
She accompanies me into the chicken coop and is great with the chickens as well as with her cat ( yes her cat that she found in a ditch). She passed her Herding Instinct testing at 5 months of age and now working on her Canine Good Citizen certification. I have owned and worked with many breeds of dogs and Arya is by far one of the most intelligent, willing and trainable. I would totally recommend PATCHWORK SHEPHERDS and have friends now that have bought puppies from here as well and all of them are as wonderful as Arya. A He said, "she is really a love," and described her gentleness and cuddling even from the get-go. A She is very playful with her 'brothers' (two older choc labs), but is extremely responsive to me and is my 'watcher.' A No matter where I am, she is A watching over me. A When we settle in the evening to watch a movie, she will quietly peruse the house, coming back to my side after she has checked everything out. A If she could, she would hop up on my lap and sit there, just as she did when she was a fuzz-ball pup!
It was serendipity that brought you all the way over the mountains on Monday so we could get her!Also a couple of short videos if you're interested.
I was just getting to the serious stage ofshopping for a black coated GSD to raise for my own pet and protection dogwhen my nephew T.J.
BlackJack (Zoey x Drake 2009) is doing fine, being a good boy that loves to be around us (Right now he is under my desk sleeping at my feet). We had many family gattering and other partys and he is always good around people in the house. When my kid gets around to it she will send you pictures, sorry Ia€™m not the computer savvy one.
Thank you again for Morgan, she is a gem, here is her 9 week picture (the ear did come down). I think he will excell, and it will be good for the boys to learn how to deal with him (other than play). We purchased Pruett (black collar male from Zoey x Doc August '08 litter) and were so thrilled with him that we had to get another! A few weeks later we welcomed Daphne (hot pink collar female from Anna x Doc August '08 litter) into our lives. He quickly learns new commands and we are currently practicing, "seek", where we will tell him to "sit and stay" and then we go hide his ball and tell him to "seek" and he finds it.
She loves to play in the snow!!She has been doing really well in the house, she is a very quick learner.
I know the "puppy stage" lasts for awhile, but if it continues to go as smoothly as it has been going, it will definitely be a breeze. She loves to play fetch and she is really good at it, which is surprising to me for her age. She is such a sweet puppy, she is always trying to make friends with all the animals she meets, most which unfortunately haven't been too fond of her. Miah is starting to be a little friendly, not much, but like I said, Tymber is a persistant little pup and I believe that eventually they will be pals. We will be taking her on her second fishing trip tomorrow, which is always very exciting for us.
She loves playing with any kind of plants and grass- we are hoping she grows out of that stage for our landscape's sake! Anywho, I just wanted to let you know what a great pup she is and how much Tyler and myself enjoy having her. He is everythingA I could have ever hoped for in a German Shepherd and I am really happy that I got him.
Several people in our training class have commented on his lovely conformation as he trots across the room while playing with the other pups. He's a great dog!A Anyway, hope all is well in your part of the world and that you are enjoying the holiday season. Although I had some concerns on how Gracie would react, from the first walk that we did on the way home from Patchwork, she has been wonderful.
Already they play together, with Gracie laying down so that she is on Argus' level, letting him crawl all over her.
He already knows his name, figured out how to negotiate the step up the deck, and how to run from me when he picks up something I don't want him to have. He follows us around from room to room and always sleeps next to us when we are in the room.
I do have a crate and have used it but not very much, mostly I just watch him and when I catch that certain look I just take him out and tell him to go potty.
When I was in shop he would play under my bench and when he was tired he would sleep under my stool. He and Gracie had a good time exploring and finding just about every kind of poop there is out there.
Everyone that meets her is in awe of not only her beauty and structure, but even more so of her super sweet and willing disposition.A  I cannot say enough about her.
She is very gentle, smart, intelligent, super athletic, and just wants to please and love everyone.A  She loves to crawl into our laps and pretend she is a tiny lap dog.
A His big brother Jackson and he are the best of buds, they have really bonded into something special! A Also, wea€™d like to thank you for letting us come out and see him when he was a puppy, and for giving us little updates on how he was doing when he was just a lila€™ guy.A  (10lbs when we picked him up to take him home seems little compared to the size he is now!
After working for a vet for more then 10 years my husband had to really talk me into getting a GSD. She has gone though a basic and advanced off leash obediance class and this comming year brings more fun with tracking and agility classes signed up. We are now thinking of getting her a little brother and look forward to coming out to visit and meet more parents. He is adapting quickly to his new home on Orcas Island, WA A and after 3 days already knows his new name. We have had him for two days now and he has already learned his name, learned how to come when called, walks great on a leash, has learned the command "gentle" for when he takes things with his mouth, is completely potty trained and sleeps all night long in his crate with no problems. We have never seen such a loving, well behaved, intelligent puppy before and we feel so lucky that he is now a part of our family.
John and I were so pleased to see the safety measures that you take prior to letting anyone be near or handle any of the puppies. Because of your loving care for your dogs we now have two of the greatest puppies that anyone could ever ask for in life! I am grateful for the time that we were able to spend with the puppies getting to know each and every one of them. You are wonderful about keeping everyone informed through your website just as you did while we were waiting to be able to take the Sebastian and Kasia home. We were also very impressed that you were so willing to let us come visit and you even encouraged us to do so. We thoroughly appreciate that you allowed us to be a part of the puppies lives even before they were in their new home. Through your attentive behavior to each and every one of your puppies we new the silly things they did, what they liked to play with all the way down to their little itchy spot that they liked to have scratched. Because of all your love and attention we have two beautiful, healthy puppies that we will get to love for years to come.A A Thank you so much for our beautiful puppies!
A  I got hopeful when I found your pages, with your dog Penny, who reminded me so much of our Isis, who was a beautiful, athletic,and loving black and red blanket pattern longcoat.
You DID say on your page that your goal was to find the right dog for people, right down to the color.
The way you described the parents of different litters, and later the pups themselves, was exactly right.A  Patiently, you discussed all the little characteristics of each pup in a way that just about made up for our never being able to actually see the pups in person or hold them in our arms. Pashi learned every trick all of my other dogs know in one 10 minute session at age 11 weeks, and never forgot them.A  She and Itta (9 weeks) both sit at the door automatically now, better than any of our other dogs who have been working on it for ages.

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