It’s late, so this is probably my Friday post on TwoWritingTeachers’ March SOL Challenge because it’s after midnight on the East coast. It feels like after midnight here.
So, I made it to the desk after a full day of Instructional Coaching Training, a check in at my school and then hors d’oeuvres and a glass of wine with my friend and former principal. I just had an apple and checked in with Mom, and I got her SF Chronicle subscription back on her ChromeBook and we discussed upcoming plans.
The high point, or moment in my day may be too hard to write about. I was in the IC Training and at the end of the day teachers paired up to role play coaching planning a lesson or unit. I have been working in my head recently on a series of lessons to support students who are asked to construct a response to multiple texts on the CAASPP and produce a narrative. Take informational texts and produce narrative nonfiction, essentially, which is a tough writing task.
My colleague today in the role play was such a good listener and prompted me so well — and took notes while we talked — that we actually got a good start on the unit. It was exciting to think and talk about something challenging, and I love trying to wrap my head around how students think and approach writing.
I realized the unit would be multimedia and that the students would enjoy it. Now, to put it all together is another thing. But the point is, I was developing curriculum for writing and planning for writing, which I don’t do in the F & P Leveled Literacy Intervention program.
In this role play I saw again the power of good collaborative listening — guided listening was what I experienced. It expanded my thinking. Both the coach and I were exuberant when we finished. Her resources and ideas were en point.
Even though I don’t have a class to teach it to, I think it might be a good entry point into some of my teacher’s planning, by offering it as a first draft and getting their opinion and what they would change about it. Of course, then, if they decided they wanted to teach it, I’d be happy to let them do so.