Spying on MY reading

This year I am teaching Reading 6 in Middle School so naturally, I am spending my time reading and spying on myself as I read. This was a trick I learned first from Ellin Keene in Mosaic of Thought, Heinemann, 1997 (a life-changing book for me and for the literacy world) and then reinforced by the staff developers at Teachers College Reading and Writing Project. Armed with the Pathways Reading book and more specifically focused the learning progressions of four skills (character traits, characters’ response to change, predicting, and author’s craft), I spied on myself as a reader Friday night.

Friday during the school day, author Alan Gratz visited my school promoting his newest book, Ban This Book.

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As I was leaving school with an autographed copy of his book, I stopped at the supply table in the back of my classroom and took time to set myself up for reading this book AND recording my thinking about it. I grabbed some post-it notes and added one to the last page of each chapter. Now for  this particular book, some of the chapters were short and the book itself is 243 pages long. And I will admit that many minutes went by as I armed my book with end-of-chapter note-taking space. However, now the book was ready. As soon as I heated up some dinner, I was ready, too, with pen in one hand and book in the other.

Friday night I sat and read the whole book! It IS a page turner and fun school story about one of my favorite things – books! And I found as I got to the end of each chapter, with that blank yellow post-it staring at me, I had a thought about the book at that moment and I jotted it down quickly before beginning the next chapter. I jotted character traits about the main and minor characters. I jotted down my predictions of what would happen next. I jotted that moment when the main character acted out of character. I jotted about times when I felt just like a character. I jotted about moves the author made to keep me reading.

It looked like this:

Then Monday night, I removed all the post-its. As I did, I sorted them into piles. All the ones about Amy Anne in a pile. Another pile for Trey and a third for Trey’s mom. I had a prediction pile and an author-craft pile. I had two favorite scenes, so I put those together. It looked like this:


During my many visits to Institutes at Teachers College Reading and Writing Project, the staff developers have encouraged the use of a Reading Notebook. Since the act of reading is so invisible, the notebook is the place to make one’s thinking while reading visible to themselves and others. It is the place to hold onto thoughts, review them, grow them, revise them, and have them close at hand during a book club discussion or in front when a literary essay is being drafted.

As I looked over all the piles on my dining room table, I asked myself, what are the big ideas? I decided I had enough thinking to make two double-pages. One would be devoted to characters, their traits, my connections to them and times they acted out of character. (These are all skills defined in TCRWP Pathways to Reading book.) It ended up looking like this:

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I then took the predictions I made, my author’s craft notes, my two favorite scene and fun things I learned while reading this book and added them to look like this:


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I can’t wait to teach my sixth graders today. My mini-lesson will be a reminder about how, when we read, we think. One way to make our thinking visible is to stop and jot it down. Then I’ll show them how I did it! First, I set myself up for success by having a book of my choice that I was motived to read. (Somehow meeting the author hours before at my school and holding a book, signed by the author is very motivating!). Then I took time to add post-its so I’d be reminded to stop and jot. Using post-its allowed me to sort thinking into piles. It allowed me to them organize my thinking into my notebook. At the end, I added some color for fun.

Now, I am on the lookout for others who read this book thoughtfully. With my notebook in hand, I’m ready for a book club discussion. Or maybe I’ll use these pages to write a literary essay. No matter what, I know I will have fun sharing my spying on my reading with my 6th graders today!


My Reflections – TCRWP Summer Writing Institute

From July 31-August 4, I had the pleasure of learning from Lucy Calkins and her staff developers at the Teachers College Reading and Writing Project during their Summer August Writing Institute.

Each day I got to sit and be inspired by a different Keynote Speaker.
Day One – Lucy!!!   I wrote about it HERE.
Day Two – Katherine Paterson; Day Three – Daniel Beaty; Day Four – Carmen Agra Deedy and then a bonus, Kwame Alexander was in NYC relasing his newest book. I wrote about all this HERE.

Each day I spend 2 hours in a small group advance section learning with Mary Ehrenworth who got me to generate LOTS of story ideas and take two of them through the writing process and share one at the publishing party on Friday. I wrote about it HERE.

Each day I also spend 2 hours in a small group advance section learning with Hannah Kolbo who got me to understand the power of Mentor Text in writing workshop. I wrote about it HERE.

I feel so grateful to have had this week! I now am reading and rereading my Units of Study kit books, especially the Guide and the Pathways book with fresh eyes, ready to be as strong a cheerleader and coach as ever for my students as Lucy, Mary, and Hannah were for me. I’m motivated to stand on their shoulders and guide my students to be the best readers and writers they can be. Then, they will read and understand how to live and will write to change their world.

Thanks to TCRWP. You helped me make a plan for this upcoming year.
Specifically, I will work on these three things.

1. grow strong partnerships in my classroom, providing them with lots of talk time and helping all to realize that they need to be a strong partner because I can NOT be the only teacher in the room.

2. work to make my classroom library look more like a bookstore, enticing readers to pick books to read and then also use these books to mentor them as writers.

3. use Pathway progressions with students to help them set goals to grow their reading skills.

What are your 2017-18 goals as a teacher?


I’ve been thinking about the kind of problem-solver I am. Teaching reading in 3rd grade and using the Units of Study for Teaching Reading is making me ponder this topic based on their anchor chart:

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I do think at times, I have been each of these kind of problem-solvers. But the first bullet point seems to be one I favor most. I don’t like drama. I don’t like unfairness. I don’t like negativity. When it occurs, I avoid.

I admire the woman I learned about today when I accompanied my class to their Spanish class. She solved problems head on and was awarded the Nobel Peace Prize in 1992 for her efforts. Her name is Rigoberta Menchu and her story can be read HERE. I was inspired by this woman. I wonder why I didn’t know of her already? In 1992, I was 29 years old and had a newborn and a three year old. I probably never took time to read the newspaper then. (I guess I was dealing with my own problems head on!)

I do find myself asking for help, bullet point #3. I’ll talk to family. I’ll talk to friends. I’ll read books. All will share thoughts on the topic. I seek validation in the way I plan to solve a problem. It feels better if someone else tells me my way of solving “it” is a good idea.

This weekend, a friend offered me advise. My friend said, “Life is like a revolving door. The opening will reveal itself. Just be patient.” I guess that is another way of saying the fourth and final bullet point.

So many ways to address a problem.
Which is your go-to way for solving a problem?

Inspired by PS58

My school’s teaching using the Units of Study for Teaching Reading and Writing for the first time this year. My friend works at PS58 in Brooklyn and they have been using the UoS for years. Today I observed a 2nd and 3rd grade class and chatted with a 5th grade teacher. Now I’m inspired to return to VA. It helps to see that I am going so many things well. It helps to see ways I can grow.


When I saw this sign on my walk back to my hotel, I smiled. I am feeling ready to keep practicing reading and writing workshop, not just talk about it!

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She called me a NERD!

In her post yesterday, my daughter called me a nerd. I LOVE it!!

To add more evidence to support her opinion, I was the first car into the school parking lot yesterday on a 2-hr delay. I still arrived on time so I could complete my sub plans for Friday. Taking a day off from school doesn’t make me a nerd. But, listen to why I’m taking the day off.

I’ll be on the 6:05pm train to NYC tonight so I can have a Nerd Weekend! First, on my Friday, a day I took as a personal day, I arranged to visit PS58, a school where my friend works. Yes, you read it correctly. I’m taking a personal day and still going to a school! Yep, that’s nerdy. This school has taught using the Units of Study for Reading and Writing in all grades for years. I want to be inspired by their work and bring it back to my school. It’s just our 1st year.

Another piece of evidence is where I’ll be on Saturday.  I’ll be getting up by 7am and in my seat at Riverside Church on the Upper Westside of Manhattan by 8am. I can’t wait to be surrounded by hundreds of other nerdy teachers, all gathered to learn from the very best literacy minds on the planet. I’ll spend the whole day learning on a Saturday, yep a Saturday. Each hour between 9-3pm, I’ll attend a different workshop in order to gain tips to teach reading and writing better. All on a Saturday. Yep, that’s nerdy. TCWRP generously offers a day of free workshops each October and March. I’ve attended all, but one  since 2009. I only missed this past October’s making this Saturday ever more precious. It has been a year since I was last at a Reunion.

A final piece of evidence I’ll share is that I also come to TCRWP during the summer. Yep, the summer when as a teacher I am off on vacation. Since 2009, I’ve attended their Summer Institute, a week of learning, all day long, Monday through Friday. During these institutes, they invite authors, my rock stars, to give keynote addresses. Because of this I’ve heard Kevin Henkes, Mo Willems, Kate Di Camillo, Ralph Fletcher,  Katherine Patterson, Sarah Weeks, Carmen Agra Deedy, Naomi Shihab Nye, Seymour Simon, Pam Munos Ryan, Ellin Keene, Stephanie Harvey, Tim Rasinski, Colleen Cruz, Jen Serravallo, Carl Anderson, Kathy Collins, Kylene Bears, Lester Laminack, Jacqueline Woodson, Niki Grimes, Matt de la Pena to name a few. I love authors! I love using their book to understand how to live. My summertime week at TCRWP feels magical to me because I get to meet authors.

Yep, my daughter, Anne, nailed it. I’m a nerd!


Grade 3 – TCRWP Unit 3 – Changing the World through speechwriting

Yesterday I started teaching a new Unit of Study with my 3rd graders. Last year, I taught this unit (but only Bend 1 and 2) for the first time. I refreshed my memory by rereading my blog post reflection at the end of that teaching. You can read it HERE.

I recalled that Session 1 has you experience the whole writing process from an idea to reading your flash draft it to your authentic audience, all in one class period. To help make it happen, an idea is given – Our School Needs More Magazines. I taught it last year using that prompt and it worked well. However, lately my class has been “caught” playing this game on their iPad that looks very mindless and noneducational. Plus, they are only to use links posted by me to Google Classroom or apps on their iPad that are approved by the school. This gave me a new idea!

I asked the class to prepare a speech that would persuade me to add more links to Google Classroom or add an app to the school app catalogue or to persuade me that no additional links are needed. Four kids chose the last option. A few wrote about why the Minecraft app should be added. LOTS wrote about mope.io, the game I had “caught” many playing before. A few about Discovery Education. And one about Math Playground.

WOW! After guiding them as suggested in the Session One mini-lesson, ALL wrote. All wrote long and strong. Just before the share, I placed the class in 5 groups and asked them to share with their group and pick a spokesperson to share aloud for their group, trying to convince my co-teacher and I that more links should be added to their Google Classroom.

After a 5 minute share, we gathered on the rug in a circle and the spokespersons shared!! So many reasons were stated. So much evidence. Statements included: It’s educational, it helps us be creative and use our imagination, it teaches us about food chains and ecosystems, it is fun.

After the share, I asked how they felt about writing their opinion. Many stated how it was easy because they knew the link they were trying to persuade me to add. Because they knew it so well, they could more easily write lots of reasons and examples. WOW! Their responses reminded me again of the importance of CHOICE when we write!

Last night I crafted this letter back to my class which I will share with them today as we continue on to Session 2 – Gathering Brave, Bold Opinions for Persuasive Writing!

February 7, 2017

Dear Students in Room 212,

Thank you for sharing your opinion in a speech related to adding or not adding some links in Google Classroom. Your speeches were very persuasive.

Cailtin’s bold and brave thesis statement that Math Playground should be added was followed by strong reasons. It will keep our brain working and it has challenging puzzles and it gives practice on 3rd grade skills like multiplication, fractions and money. Because of her strong reasons, we have added Math Playground to the MATH GOOGLE CLASSROOM! Go to the ABOUT page and give it a try to practice your math skills while having fun on your iPad. We just tried The Candy Challenge and recommend it!!

In addition, we were moved by those of you wanting a link to Discovery Education and Education World. You stated many reasons it is valuable to our learning and we are looking into adding it. But first we need to figure out if you need a password. Once we learn the particulars, we will add it, too.

We were very persuaded by the MInecraft argument. I would love to add a link to Minecraft allowing you to be creative, imaginative, and use engineering skills. However, the app and online link both cost money. At this time, I can only add links that are free. Sorry.

We are not totally convinced about the Mope.io game. We agree that a game that teaches about food chains and ecosystems could be beneficial to 3rd graders. However, we would need to hear a speech where the speech writer has studied the game and can prove that the food eaten by the animals is actually food that that animal would eat in the real world. We further suggest that if it is determined that the game is NOT accurate to the ecosystems, maybe a letter could be written to the game creators asking them to make adjustments so your teachers would approve it. As of now, we are not convinced of its educational value so we won’t be adding it.

We also were moved those of you who felt we have enough to do on our iPad and do not believe we need to add more. Your argument was convincing because you added the actual number of links and apps 3rd graders in Room 212 have available to them to use. Your argument helped persuade us to think you have enough.

Thank you all for writing bold thesis statements that clearly stated your opinion. Thank you for adding reasons and specific evidence related to your reasons. You are a convincing group of speech writers and it is only Day 1 of our Unit.

Look out world! I foresee some writing that will indeed change our world!!

Your teachers,

                                                                                          Mrs. Donnelly and Mrs. Cherry

PS – Special thanks to Lucy Calkins and Kelly Boland Hohne for writing the 3rd grade Opinion Writing Unit – Changing the World. Kelly taught me last summer at the TCRWP Reading Institute. If you ever get the chance to learn from her, DO!!

Still Teaching with Kathleen Tolan

I can honestly say I am a better teacher because I was taught by Kathleen Tolan. She taught me first at the TCRWP 2011 Summer Reading Institute and then MANY more times after that.

She died on December 4, 2016 at the age of 53. If you aren’t familiar with this amazing literacy teacher, the Heinemann Website offers this bio: For more than 20 years, Kathleen Tolan was a Senior Deputy Director of the Teachers College Reading and Writing Project. She had special responsibility for the Project’s work with reading instruction, organizing instruction for staff developers and the Project’s four summer institutes. She was also instrumental in the creation of the content literacy institutes and coaching institutes. Kathleen provided staff development at schools in the South Bronx, Harlem, Manhattan, and Scarsdale. A coauthor of numerous books in the Units of Study for teaching reading and writing series, she is also featured in many of the TCRWP’s online videos. Throughout her career, Kathleen remained a consummate professional and a champion for kids and for literacy.

I am still in a bit of denial that her name is now followed by “was“. As soon as I heard of her passing, I posted my remembrance HERE. I add my tribute HERE. I donated to her Memorial Fund HERE. And then I started planning an interactive read-aloud using a story she read to me – The Giving Tree.

I invited another class to join me so more kids would experience Kathleen’s brilliant teaching. I invited the librarian, the reading teacher, and the Gifted Resource teacher so they could help and also experience this brilliant teacher.

I dug out my 2010 Units of Study for Teaching Reading, 3-5 kit and found the included DVDs.


On the red CD, in Unit 1-10 is a sixteen minute video of Kathleen reading aloud The Giving Tree. She models so well how to stop and share the thinking she is doing to help students know they are to be reading/listening and thinking, too. She asks the best questions and then says “Turn and Talk” and the students erupt in talk.

My plan – Listen to Kathleen read The Giving Tree and then have a debate: Is the tree strong or weak?

Day One
First, the students enjoyed a read-aloud of The Giving Tree by watching the video of Kathleen reading it. When she says, TURN AND TALK, I paused the video and allowed the students in front of me turn and talk. Then I fast forward to skip the kid’s on the video turn and talks and we continued to listen to Kathleen read and ask us to turn and talk.


Then using the Debate Protocol taught to me by TCRWP, I reread the book and asked the students to take notes. We focused on the tree and noticed whether the tree is being strong or being weak.


Personally, I love how this protocol pushes ALL to gather evidence for both sides of an argument. And THEN has you choose a side. I will admit, allowing a group of 40 third graders to freely choose feels a little uncomfortable as the teacher. What happens if most pick one side? I learned at TCRWP that you just say, “Who feels like they could be brave and argue the other side? We need to have an equal amount argue that the tree is strong and that the tree is weak.” To help with this messy sorting part, I had those who thought the tree was weak to stand shoulder to shoulder in the front of the room. Then we counted. And it worked out – one person said he could argue either side so we placed him on the weak side. To help the 3rd graders remember, I made number cards and handed them out. Screen Shot 2016-12-27 at 9.07.07 AM.png

Then I sent Strong #1-10 with the librarian and Strong #11-20 with the other classroom teacher to caucus out in the hallway. I took Weak #1-10 and the reading teacher took Weak #11-20 and we took our groups to the front and back of the classroom. I also love how this protocol sets up all for success because within a caucus group, you have time to plan out exactly what to say. And if you aren’t sure, your group discussion helps all to brainstorm a collection of ideas. Using sentence stems, the students had this planning sheet:


And they all got busy planning!

Then it was time!!! I had already set the desks in the room to stand alone and I numbered them #1-20. I asked the debaters to go to they numbered desk and meet their opponent. I reminded them how both had an important job to do now. When it was their time to talk, they were to use their notes and be as persuasive as possible to convince their opponent of their position. The listener had a job to do, too. After hearing their opponent, they need to write down the points they heard.

Using the chime, I commanded the STONG group to go and 20 students shared their opinion in a span of one minute.


Then I called time and told the WEAK group to first jot down what they heard. Then the WEAK group had their chance to persuade their opponent. 50 minutes had passed and so much listening, reading, writing, sharing had occurred, all taught with Kathleen Tolan guiding us still!!

Day 2: We got into our caucus groups right away. We planned out our rebuttal.


We followed the same procedure as yesterday – same caucus groups, same opponent, same desk, same fired-up spirit! Then all returned to their own classroom desk and wrote long and strong about this book, The Giving Tree.

I noticed ALL in my room easily putting thoughts to paper. They had thoughts that they had orally rehearsed. First during Kathleen’s strong interactive read-aloud. Then in a caucus group. Then one-on-one with a partner who thought the opposite of them over two days.

I feel so lucky to have been taught by Kathleen Tolan and her colleagues at TCRWP. I will keep having Kathleen teach with me in my classroom. My students will be better readers and critical thinkers and writers because of her teaching with me!

How about YOU? Do you see Kathleen’s literacy spirit in your classroom?

Why I Write

Inspired by the question posed by Margaret Simon’s #DigitLit and the upcoming National Day to Write on October 20th, I took the bait and thought about WHY I write.

I write to tell, not an anybody story, but MY story.
I write to have power.
I write to share and then read others’ writing to be inspired to write more.

I learned to write by attending Summer Institutes at Teachers College Reading and Writing Project. One workshop by Shana has stuck with me. She showed a first draft of Abraham’s story and then the revised story where he worked to make it not just an anybody story but a story only he could tell. (To see Abraham’s writing, click here and scroll down to my notes on Shana’s workshop.)

His revised story wasn’t something that anybody else could write. It was a story ONLY HE could tell. It was HIS story. That stuck with me. I write and as I do, I include the details of MY moment. It is my story that ONLY I can tell.

I was further reminded of this when both a friend, Catherine Flynn, and and I wrote about hearing Lucy Calkins’ keynote at the beginning of the 2016 August Summer Reading Institute. We both were at the same event. We both listened for one hour. Then we both wrote about it. Catherine here and Me here. Yet, both of us focused on very different parts. We both wrote that moment as our own story. This is ONE reason that I write. I experience the world, reflect on it and respond in a way that is unique to me.

I also write because as Lucy tells in this video, “Writing changes the world.” It is powerful tool. It is a way to get our opinion on a topic across in a peaceful way. At times, it will powerfully make change. I’m not writing The Declaration of Independence to create a county, but I am happy when I have changed a few things in my little world because of my writing!

Finally, I write and share. Teachers College Reading and Writing Project taught me the writing process and emphasized that it includes sharing/publishing. So I now write and on Tuesdays and every day in March, I try to post here  as part of the TwoWritingTeachers writing community. Because I know others will read my writing, I work a bit harder at it before posting. Because I am a part of this writing community, I get a good feeling when another reads my writing and leaves me a comment. I also take time to read others’ writing and leave a comment. Always, another writer inspires me to keep writing and often inspires a writing structure or genre or topic to write about. I write in a community of writers and in so doing, gain energy to keep writing.

As I get ready to celebrate National Day of Writing in two days, I can honestly say that I am a proud writer who writes to tell, not an anybody story, but MY story and I write to have power and I write to share and then read other’s writing and be inspired to write more. I am most grateful that I live in a place and time where I am allowed and encouraged to be a writer.

I will be celebrating this on Thursday, October 20, 2016 and every day!
Happy Writing!

Time Capsule Letter

I just finished my first year at Discovery ES, a brand new ES in Arlington County, VA. To learn more about this amazingly designed, energy-efficient and sustainable building, go HERE and HERE.

As we ended the year, students, staff and parents were asked to write a letter to themselves to place in a TIME CAPSULE that will be opened in 20 years – June 2036. (My Principal even sent out an Outlook Calendar reminder for June, 2036 – who knew Outlook even allowed accepting dates so far into the future?!!)

As a last day of school activity, my students wrote a letter to themselves, with this first line: Dear _____,  If you are reading this, it is 20136….

As I collected them, I noticed that many wrote down questions: Am I married? Did I go to college? Have the Caps won a Stanley Cup yet?!!

I wrote my letter the week before at the beginning of a Planning Day with fellow colleagues to plan out writing instruction for the next year. Here’s my letter:

June 16, 2016 (6-16-16)

Dear Sally,

Today I sit in the Blue Sky Studio. I am 7 days away from ending my inaugural year as a 3rd grade teacher at Discovery ES. I am given today to work on a plan to implement a writing curriculum called Units of Study for Teaching Writing written by the BEST educator in the world (in my opinion), Lucy Calkins and her staff at Teachers College Reading and Writing Project. I sit today with a pretty great group of co-workers at Discovery – Principal Erin Russo, Assistant Principal Judy Concha, Reading Specialist Jen Dodd and Instructional Lead Kathy Olmstead. It is our hope to pour our collective knowledge and passion for strong writing instruction into this day, which then can wash over our school, providing Discovery Explorers time to write daily the stories that only THEY can tell!

Erin begins by saying, “Can I add to our agenda? I want us to write for 20 minutes a reflection to be added to the time capsule to be opened in 20 years.” My eyes well up. 20 years. I’ll be 72. 72, going on 73. Many questions enter my mind: Will I be here, still living at 5218 N 12th Street (the house I started living in just 6 months ago) or in a nursing home? Am I still teaching? Am I still alive? Looking ahead 20 years when I’ve already lived more than twice that makes me pause…. makes my eyes well up a bit.

However, I hope I am here. And that, after opening this letter, I happily walk the halls of Discovery ES, now a 20-year old school and see the 2036 kids still sharing their stories and still using the latest tools to create, design, and produce. I look forward to seeing all the enthusiastic faces exploring their world  to solve the current issues of the ’30s and their excitement for what they can accomplish in the 2040s.

In 2016, I can confidently say that I am proud of all my 3rd graders accomplished this year. My 3rd graders wrote and wrote and wrote this school year, 2015-2016. We used a composition notebook and we used kidblog, a kid-friendly blogging site with easy access because every 3rd grader in our school (and 2nd, 4th and 5th graders) was given their own iPad to keep and use all year long. We also did research and shared our knowledge by standing in front of the Green Screen in the broadcast center. We made Google Slide shows about our visit to the National Gallery of Art. We used Google Docs to write an adapted fairytale. We made iMovie trailers. My favorite one was Jackson and Will’s Epic Failure with a Ball! I wonder what tools will be used by the students in 2036? I wonder what Jackson and Will (and all the Room 212 friends) are doing in 2036?! I believe all will be doing GREAT things because as 8 year olds, they were doing great things!!! I hope many come back to Discovery in 2036 so we can reconnect!

I am very proud that I  had a part in the opening this new school this year. I am proud that this school is built with sustainability in mind. It is very much like the house my husband, Brian designed and had built for us and that we moved into on December 23, 2015. I wonder if both spaces are working well in 2036? My hope is YES.

And my real hope is to have 20 more years beyond this letter, taking me to 92 years, to tell the stories that only I can tell!! Now back to curriculum planning for the 2016-17 Discovery Explorers! While it is fun (and a little scary, too!) to think long-term, it is the day-by-day short-term plans that get us there!



About my writing process: I made an effort to NAME things. Since my audience is the 20-years-from-now-me, I revised to name the people and the tools and the spaces in our building assuming that my memory may not be as sharp 20 years from now! And I’m so curious to compare the tools listed here with those used by the class of 2036.

What will YOU be doing in 2036??!!!

Not an Orange story but a Slice story!

Last week, I prepared my students to write their final on-demand personal narrative story as a 3rd grader. We gathered on the carpet first and I reminded them to use all they now know about writing a strong personal narrative to write this piece.

“What will you do?” I asked.

We generated this list that I jotted on the white board.


Then R said, “We should write Not an Orange.”

Confused, I suggested, “Say more.”

“We’ve been saying, ‘write a seed story, not a big watermelon story.’ But we’ve been zooming in to write a slice. So we should say Write a slice, not an orange.”

My confusion cleared. I got it!

And I’m happy to be a part of THIS writing community as I write this slice of life, my slice today of the larger orange story!