More from the Blue Ridge

''Also they had hot chocolate,'' fifth grade Julio writes as the fourth box in his story flow-chart, mapping the plot of The Polar Express.

Teaching is trying to help kids understand story-sequence, yes, and picking out what is important, but it is also first grade playground mediation and addressing the constant complaints of, ''Teacher, he cutted.''

It is playing Hide and Seek with kindergartners at recess, which really just means I chase them around while they scream with pleasure, and doing ''work-outs'' with second grade girls--jumping jacks, high knees, lunges.

It is covering a smile when little gangsta Sirgio tells me he has the ''chicken pops,'' rolling up a baggy sleeve on his skinny arm to show me the little bumps.

It is trying to figure out what to say when later we are reading a story and Sirgio looks at the picture of the reindeer and wants to know, ''Is that reindeer Chinese?'' He is laughing because he thinks this is funny, the reindeer's eyes narrowed in sleep. This is the little guy in Timberland boots who I often hear say things like, ''Girl, I'm Mexican,'' and, ''I'm half-Indian.'' He is six.

How do you talk about race with six-year olds? How do you teach appropriate playground mediation? How do you address poverty and resources when A. and F.'s parents donate Christmas ornaments and pencils and candy to all their first-grade peers for the Christmas party, and A. and F. are thanked in front of the class by the teacher? Or when some kids' parents come to the holiday concert, while other kids are left to perform alone? Do six-year-olds notice things like this? They are so much more astute than you'd think.

Oh for wisdom! And blessings to those little ones these two weeks we don't see them. They are so precious.