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My school is just starting the IB process so I have tons of questions.

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My school is just starting the IB process so I have tons of questions.

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We connect all our interactive read alouds with our unit's theme, central idea, and lines of inquiry.  All of my book club books are also connected to our central idea.

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We connect all our interactive read alouds with our unit's theme, central idea, and lines of inquiry.  All of my book club books are also connected to our central idea.

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I connect my energy unit to evidence-based argument essay. I connect my conflict unit to the history research essay.

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What does your reader's and writer's workshop look like during Exhibition?

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All of our guided reading uses real world articles that connect to our central idea, theme, and lines of inquiry. Our guided writing is based off of our novel read aloud, 'A Long Walk to Water,' and how they can relate it to themselves and the central idea of our unit of study.

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We connect book clubs to our units of study. In our recent unit about systems, our kids read dystopian novels and in their summative had to analyze the government system put in place in their book.

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We connect our read alouds (chapter and picture) books to our units of study. We also connect our writing pieces to it as much as we can.

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We try to connect our mentor texts and novels to the central idea whenever possible.

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We try to connect our mentor texts and novels to the central idea whenever possible.

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We always try to connect our writing pieces to our current planner so that we can work on the Writing Process at the same time that they are responding to or reflecting on their learning.

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What do you do when you can't find "great" books that go with your units of study

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We choose read-alouds that fit with each unit. This has been one of the favorite parts of starting a new unit with the learners if finding out what our next read aloud is.

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We connect our book clubs to our unit of inquiry. I am also trying to connect my read aloud to my central idea in each unit to create more connections to the content we are learning.

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We have 90 minutes to teach reading and writing. I am struggling to fit in all of the components. What does your schedule for reading and writing look like?

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We are in our first year of PYP...I'm curious what the different options of portfolios look like. We want it to be consistent through the school.

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What unit of study did you fit your Patricia Polacco book study into?
3rd Grade?

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How We Express Ourselves. Our central idea is: cultural heritage influences expression. We discussed how her Russian, Irish, and Polish heritage influences how she illustrates or writes. We also discussed how our own cultural heritages impacts our lives :)

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We do guided reading three days a week and guided writing twice a week at teacher table.  This is done in small groups.  For our guided reading days we use NewsELA articles that apply to our central idea/them/lines of inquiry. Students love relating it to current situations. We are able to pull our flexible grouping while students are working on either inquiry or independent work assignments.  We have a 'contract' students complete each week that includes assignments related to our UOI.  We use the curriculum Empowering Writers and it wonderfully sets up a structure for us.

We also do whole group writing at the beginning of our 90 minutes each time before we have them start their contract and pull our groups.

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Do you do novel studies even when you are teaching non fiction? And, how do you work it into your schedule?

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Do you do novel studies even when you are teaching non fiction? And, how do you work it into your schedule?

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Our school district wants us to avoid chapter books in book clubs, but some of the kiddos are asking for chapter books.

Do you allow your students to choose any type of book for book club?
Do you have a selection of books for students to choose from?

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We do not do novel studies, as our guided reading groups continue to change and there are so many reading levels in our rooms. We have also found we can do much more targeted/deeper intervention/enrichment with out novels and using different topics more often. We do a study on the read aloud chapter book we read as a class. The novel fits our current Central Idea, fiction or non-fiction. Each unit is a different novel. We have students have different assignments in their 'contract' that apply to our read aloud novel while we are pulling reading/writing groups. We stick to non-fiction articles and some poetry at our TT for guided reading small groups. Any novel we study is always our read aloud.

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We have connected reading to our units of inquiry by using multiple genres when learning about the four types of conflicts.

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We pick books and articles that connect back to our central idea.

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We connect by using different types of book that reflect towards our units. Lots of writing in reflecting from our units

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We connect by using different types of book that reflect towards our units. Lots of writing in reflecting from our units

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We choose articles and selections that