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Joan Sedita - Writing Professional Development and Conference

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Joan Sedita - Writing Professional Development and Conference

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November 15th - first ever Keys to Literacy Write Now Conference!

And check out all of her writing resources across grade levels here: https://keystoliteracy.com/writing-professional-development/

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"Write Now: Keys to Effective Writing Instruction"

Practical, Evidence-Based Teaching Practices Aligned to The Writing Rope

Since 2007, Keys to Literacy has provided high-quality, engaging, professional development that is aligned to evidence-based literacy instruction. This conference brings together thought leaders and practitioners in the field of writing to share practical instructional strategies for teaching writing in grades K-12.

The conference keynote will be given by Joan Sedita, author of The Writing Rope, and will focus on the importance of integrating reading and writing instruction. There will be nine sessions designed for elementary and secondary educators, covering a range of topics from sentence writing to using writing to learn. The day will end with a panel of experts addressing student writing achievement, for a total of 11 expert-led sessions.

Complete speaker lineup and schedule to follow!

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Annual Write Now Conference - Keys to Literacy

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Practical, Evidence-Based Teaching Practices Aligned to The Writing Rope Since 2007, Keys to Literacy has provided high-quality, engaging, professional development that is aligned to evidence-based literacy instruction. This conference brings together thought leaders and practitioners in the field of writing to share practical instructional strategies for teaching writing in grades K-12.

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https://www.azed.gov/standards-practices

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From The Writing Revolution website.

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In the Resources section of The Writing Revolution website, you will find A TON of resources specifically for assessing writing. (You will need to create an account to access these resources but it is free!)

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Assessment Tools - The Writing Revolution

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©Copyright The Writing Revolution, Inc. All rights reserved. THE HOCHMAN METHOD®. THE WRITING REVOLUTION®, and ADVANCING THINKING THROUGH WRITING® are registered trademarks of the The Writing Revolution, Inc. for its education services and may not be used by others without its written permission.

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From ‘D’ to ‘A’ — Louisiana Educators Discuss Classroom Success With the Writing Revolution

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Breakout Rooms: Assessing Writing and Writing in the Content Areas Reflection

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Breakout Rooms: Assessing Writing and Writing in the Content Areas Reflection

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Writing Revolution Chapters 9-10 Breakout Rooms

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There will be two Fall book studies starting the week of Labor Day! Keep an eye out on the Literacy Professional Learning page for more information!

https://www.azed.gov/mowr/mowr-professional-development

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Chapters 9 and 10 Virtual Chat Slide Deck

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Chapters 9 and 10 Virtual Chat Slide Deck

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pgs. 6-7

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The feedback on the survey will help guide future related PD and book studies. (The survey link will be shared in the last book chat session, and link will be in final email if you weren't able to attend the session.)

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Chapter 9-10 Highlights- Assessing Writing and Putting It All Into Practice 

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Chapter 9-10 Highlights- Assessing Writing and Putting It All Into Practice 

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Assess writing 2-3 times a year - brief independent writing assessments in response to a prompt, assessing strategy use, assessing their ability to develop outlines and revising

Use your own judgement about your students' needs for how long to spend on a particular strategy or set of activities

Weave TWR activities into regular instruction and embed them in curricular content (reading and writing together!)

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For more, check out our session from TILC:

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For more, check out our session from TILC:

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Lesson for teaching difference between persuasive and argumentative

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Lesson for teaching difference between persuasive and argumentative

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https://www.readwritethink.org/professional-development/strategy-guides/developing-evidence-based-arguments

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Mentor texts for argument writing

Argument Writing Sentence Frames

Argument Writing Graphic Organizer

Argumentative Writing Self Editing Checklist

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6th grade – counterclaim not mentioned

7th grade – counterclaim not mentioned, however “acknowledge alternate/opposing claims”

8th grade and beyond – explicitly mentions counterclaim

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Opinion Writing Checklist (Peers)- Keys to Literacy

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Opinion Writing Checklist (Peers)- Keys to Literacy

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Opinion Writing Template from Keys to Literacy

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Opinion Writing Template from Keys to Literacy

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Mentor Texts for Teaching Argument Writing

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As a follow-up to our November 2017 #NCTEchat, Using Mentor Texts, we asked our social media community to share some of their favorite mentor texts with us. In the first part of this series, we've compiled educators' favorite mentor texts for teaching argument writing. To see the original messages this list is based on, click here.

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Thank you to Anthony Rosenberger for sharing this valuable resource!

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ProCon.org - Pros and Cons of 100+ Topics

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Explore both sides of debated issues. Presented in a non-partisan format with supporting background information, statistics, and resources.

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A great strategy you can use before your students work on an argumentative essay. It allows them to really decide what side of the issue they are on, and it blends speaking, listening, reading, and writing skills perfectly.

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Philosophical Chairs is an exercise that fosters careful listening and encourages every student to contribute their thoughts.

An exercise called Philosophical Chairs is a versatile way to get students speaking and listening to one another. It's a student-centered strategy that can be used in any content area around a multitude of topics. It's set up like a debate-and one explicit objective is for students to be open to changing their minds.

The other objectives-which can be tied to standards-are for students to practice respectful dialogue, provide evidence for claims using prior knowledge, organize their thinking and logical reasoning, and avoid disputable statements. The exercise also provides a venue to challenge students' assumptions.

Getting Set Up

The teacher or a student presents a statement for the class to consider;

All students spend three minutes writing their ideas about the statement;

They decide which position they'll take on the statement (yes, no, undecided);

They discuss their ideas and positions for about 10 to 15 minutes; and

They write a reflection that includes the comment that most challenged their thinking; whether they changed their mind or not; and how open-minded they were at the start of the conversation.

The basic outline of Philosophical Chairs is this:

One person speaks at a time;

Look at the speaker and use body language that shows you're listening;

Restate what the person before you said;

Let three people on your side speak after you before you speak again; and

Gently and quietly remind others if they're not following the norms.

Before starting any speaking and listening activity, it's important to have discussion norms. In my class, the norms generally include:

I provide students with a sheet of sentence stems for politely disagreeing, adding on to someone else's comments, and redirecting the conversation back to the topic. We use these for the first few discussions, but after that students generally don't need them.

An In-Depth Look

A more detailed explanation of Philosophical Chairs goes something like this. A statement about a topic is presented to the class by the facilitator-it can be either teacher- or student-generated.

It's a statement that doesn't have a right or wrong answer, but is relevant to the content. For example, in a health class, Philosophical Chairs could begin with this: "Tobacco products should be allowed for ages 12 and up if monitored by an adult." In math class: "Using a car-sharing service makes more financial sense than owning a car."

I like to give students at least five statements to ensure that we have some with sufficient disagreement to generate a good discussion, and they spend a few minutes writing their responses to each one-yes, no, or undecided-and providing a rationale. I quickly poll the class before we begin to ensure there's a fair division of opinion-if there is not enough for a robust discussion, I'll drop a statement, or participate with the side that has less advocates, but otherwise I'm an observer.

After students write their initial responses and thoughts, they move to sit or stand in a yes row and a no row facing each other. Undecided students stand at the end of the two rows, facing them.

A student facilitator moderates the discussion. They read the statement, call on students to speak, and gently remind students to stay focused on the topic. I coach facilitators ahead of time, teaching them how to ask clarifying questions, and asking them to call on those who seem like they have something to say but are not raising their hand.

The two sides alternate speaking at first. But as the year goes on, and the class gets better at listening and respecting each other, it's normal for students to relax about the order-everyone still contributes.

I give the facilitator a roster so they can mark off who they've called on, in an effort to broaden the number of students who talk at least once. Students are not required to speak. I ask for everyone to show that they're listening respectfully, but it's important to let kids not talk. Eventually they will-I've never had a student who never speaks, because their classmates eventually prompt them, and they do share their thoughts.

As the discussion begins, the first person to speak gives a clear rationale for their belief. The next student must then summarize what that person said before they share their own thoughts.

Students are allowed to switch sides at any time. They don't give an explanation-they just move. They frequently speak up soon after moving to share what point changed their mind, and then add their thoughts.

Students who are undecided never have to pick a side, but they do have to share what they see as the strongest points from either side and say why they thought those points were the most compelling, even it they were not ultimately convinced. The facilitator shares their opinion at the end of the discussion.

Occasionally, when I sense that both sides are not being open-minded about a statement, I'll have them do something I call a Lincoln Debate-everyone has to switch sides and argue for the opposing position. This challenges students' thinking and pushes them to see other perspectives.

I think it's important to praise students for open-mindedness, and not for their excellent points. They get a lot of positive feedback on zingers, but how often do we acknowledge open-mindedness as a skill we want to cultivate?

It's illuminating for me to listen to the insightful commentary my students share. But the best part is reading their reflections, and seeing the growth on the page: "I changed my mind because...," or "I didn't change my mind because..., but I learned that...." I can see their growth in their own words.

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Philosophical Chairs is an exercise that fosters careful listening and encourages every student to contribute their thoughts. An exercise called Philosophical Chairs is a versatile way to get students speaking and listening to one another. It's a student-centered strategy that can be used in any content area around a multitude of topics.

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Pg. 180 - Completing sentence stems using because, but, so develops students' ability to connect a claim to evidence, introduce a counterclaim, and describe cause -and-effect relationships

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From HMH: Teaching Fact vs. Opinion: Tips, Activities, and Resources

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Learning to distinguish fact and opinion is one of the most important skills students can learn in school. It serves students for a lifetime and in all aspects of life-from knowing how advertisers get them to buy products to analyzing news stories and the sources. No matter their political leanings, students need to know how to analyze information and differentiate between fact and opinion. They need to be able to pick reliable sources when conducting their own research as well.

Unfortunately, many students do not learn this skill, and that has a negative impact on our country and on their own lives. Perhaps it is because we, as teachers, focus more on memorization than analysis. Students learn analytical skills by doing, not reading and memorizing. It is like learning how to ride a bike, swim, or read. You cannot learn to ride a bike by reading about it or by watching someone else do it. You need to do it yourself.

We cannot function as a democracy if people don't know the difference between fact and opinion-and how to speak up and make an informed argument. We need students in school to practice being an informed electorate. That is one of the challenges we are encountering today: students are not practicing in school, they are memorizing. They don't know whether to believe what they read or not. They don't know how to check to see if what they are reading is actually "fake news."

In a 2018 Pew Research Center study, U.S. adults had difficulty telling the difference between fact and opinion, with just 26% of those surveyed able to correctly classify a full list of five factual statements and 35% of adults able to correctly classify five opinions. According to Pew, "The politically aware, digitally savvy, and those more trusting of the news media fare better." It makes sense.

We all want to fare better. It is in the best interests of our country for all adults to fare better. Teaching this skill should begin in elementary school when kids are learning to read.

There is only one way to legitimately incorporate opinion into news, and that is to quote a source saying something. The source has a right to be opinionated. However, if reporters only quote one side of an issue, the story is biased. They need to quote credible sources on both sides to balance the story. That doesn't always happen, but the reader should be able to note that. They should ask, where is the information from the other side? News can be biased by citing sources from only one perspective.

"No matter their political leanings, students need to know how to analyze information and differentiate between fact and opinion."

Defining Fact and Opinion for Students

Use simple definitions to help kids-especially those in elementary school-differentiate between fact and opinion.

A fact is a statement that can be verified.

An opinion is an expression of belief about something.

You can add additional qualifiers to your explanation. Facts rely on observation or research and generally involve the use of empirical data and information. In many cases, facts also involve our physical senses, like hearing, seeing, smelling, touching, or tasting. Opinions are based on assumptions that cannot be proven and reflect somebody's views, beliefs, personal perspectives, or values. In a news story, all opinions must be quoted from a source, and sources from both sides should be cited. Even a statement like "it is too hot outside" can be an opinion. Some people prefer hot weather, whereas others do not. Opinions cannot be verified.

Fact Clues

The research confirms...

The doctors recently discovered that COVID-19 is airborne..., COVID-19 is ...

"According to [source]" is usually followed by a fact. But it can also be followed by an opinion statement. You need to know your source.

The source of a fact has to be credible. It cannot simply be your mother or your relatives-unless they are a recognized authority.

Opinion Clues

I think, I believe, I feel, In my opinion, Some people think, My friends think, My parents think, Some people claim, He/she claims

Always/Never, Awful/Wonderful, Beautiful/Ugly, Better/Best/Worst, Delicious/Disgusting, Enjoyable/Horrible/Favorite, For/Against, Good/Bad,, Inferior/Superior, Oppose/Support, Terrible/Unfair, Worthwhile

Fact vs. Opinion Activities

There are many fact or opinion activities you can use to teach these critical thinking skills. Here are some ideas.

Analyze News Stories vs. Editorials: As a straightforward and effective activity, have students actively pick out the opinions and facts from an editorial they find themselves. Students share their findings with the class, and then follow up with a news story about the same topic after doing the same type of analysis. Have them compare what they found in each article. A teacher can also find a digital news story and engage the entire class with the same article. Students should have a routine where they find a news story and analyze it at least once a week for the semester. After a semester of doing that, they will have embedded that learning.

Have Students Practice Writing: Recognizing a biased story is one skill, but going one step further is being able to write balanced news. If students learn to write balanced news and then editorials, they don't forget the distinction. For example, have them choose a topic they are interested in and then write an objective article on that topic, followed by an editorial where they voice their opinion. When students actually do something, they tend to learn it.

Try this free activity from Human Geography for the AP® Course, which gives geographic context to global, national, and local issues while teaching students to think and write critically about them.

Give Students Examples: Are these opinions or facts? Give kids some examples. You can use the ones below or others you find or come up with, depending on their grade level.Chocolate is the best flavor for ice cream.The beach is more fun than the mountains.The fires are burning north of Sacramento.Football is a dangerous sport.Tennis is a great sport for kids to learn.Audio books are an easier way to read a book.School uniforms make kids happier.It is difficult for sea turtles to lay their eggs on land.A university education is the key to success.

Choose and Analyze Opinion Columns: Tell students to pick out two of their favorite columnists, analyze their writing, and state how the columnists supported their opinions. Just finding their favorite columnists will take a lot of researching, and they will learn a lot just in that process. They can then find news stories on the same topic and compare the two types of articles.

Analyze Speeches from Political Candidates: Have students look for examples of opinions in speeches given by various political candidates and determine whether they back up their statements with facts. What do they claim? Is it factual? How do they support their statements? I used a movie that is still available on Netflix called OutFoxed, which shows how Fox News treats opinion as fact. I had the kids watch Fox News and pick out an opinion that was treated as fact. It is easy to find. Here it is on YouTube.

Hold a Competition: Have students organize into groups or have classes compete in an activity where they earn a point for every fact or opinion they correctly identify.

Teaching About Fake News and Misinformation

Being able to distinguish fact from opinion is also related to being able to discern that a news story may be fake. Being analytical and knowing fact from opinion is the first step to making that determination.

How do you know if a news story might actually be fake? Here is a great list from Forbes:

1. Unusual or unknown web addresses

2. A lack of corroboration

3. An old date on a "breaking" news story

4. An obvious slant or bias by the authors

5. A sensational headline

You should also explain to students that when politicians say something is "fake news," they are usually trying to defend themselves. The facts may indeed be true, but the politician may just not like something that was said. For example, when authorities say, "We will have a vaccine very soon," they have to cite sources, or you should not believe them. The sources have to be credible. Be careful of politicians who make opinion statements sound like fact. No one can accurately predict with complete certainty that we will have a vaccine very soon.

How do we know if a story is factually correct? Here are some excellent resources for teachers and parents to help kids distinguish fact from fiction.

Here are sites to help kids determine whether something is fact or fiction. Have them pick out their favorite and use it on a regular basis.
The views expressed in this article are those of the author and do not necessarily represent those of HMH.
***
For a 6-12 ELA curriculum that offers daring texts and inspires confident writers, check out HMH Into Literature. This blog post, originally published in 2020, has been updated for 2021.

Jennifer Corujo
Shaped Editor

Alicia Ivory
Shaped Editor

Alicia Ivory
Shaped Editor

Jennifer Corujo
Shaped Editor

Alicia Ivory
Shaped Editor

Alicia Ivory
Shaped Editor

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How to Teach the Difference Between Factual and "Fake" News

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Learning to distinguish fact and opinion is one of the most important skills students can learn in school. It serves students for a lifetime and in all aspects of life-from knowing how advertisers get them to buy products to analyzing news stories and the sources.

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Breakout Rooms: Ch 8 Argument Writing Reflection

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Breakout Rooms: Ch 8 Argument Writing Reflection

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Writing Revolution Chapters 8 Breakout Rooms

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Chapter 8 Highlights - Opinion and Argumentative Writing

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Chapter 8 Highlights - Opinion and Argumentative Writing

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Scaffold argument writing from opinion pieces to pro-con paragraphs to pro-con essays leading to the argumentative essay

Explicitly teach fact vs. opinion

Should include claim using emphasis, illustration, and conclusion transitions, and integrate quotations with appropriate introductions and explanations

Use the topics/content they are already studying

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Rick Wormeli, one of the first National Board-certified teachers in America, brings innovation, energy, validity, and high standards to both his presentations and his instructional practice, which includes 38 years of teaching math, science, English, physical education, health, and history and of coaching teachers and principals.

Wormeli's work has been reported in numerous media, including ABC's Good Morning America, MSNBC's Hardball with Chris Matthews, National Geographic and Good Housekeeping magazines, What Matters Most: Teaching for the 21st Century, and The Washington Post. He is a columnist for AMLE Magazine and a frequent contributor to ASCD's Educational Leadership magazine. His classroom practice is one of the showcases for ASCD's best-selling series, "At Work in the Differentiated Classroom."

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Summarization in Any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning, 2nd Edition

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Rick Wormeli, one of the first National Board-certified teachers in America, brings innovation, energy, validity, and high standards to both his presentations and his instructional practice, which includes 38 years of teaching math, science, English, physical education, health, and history and of coaching teachers and principals.

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Transition Outlines

Multiple Paragraph Outlines

Multiple Paragraph Outlines - Book Report

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Sentence Summary

Combined Outline

4 Questions to Ask Before Summarizing (can use as an anchor chart)

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Breakout Rooms: Ch 3-5 Ch 6-7 Summarizing and Outlining Essays Reflection

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Breakout Rooms: Ch 3-5 Ch 6-7 Summarizing and Outlining Essays Reflection

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Writing Revolution Chapters 6-7 Breakout Rooms

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Chapter 6-7  Virtual Book Chat Slide Deck

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Chapter 6-7  Virtual Book Chat Slide Deck

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Chapter 6-7 Highlights - Summarizing and Essays

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Chapter 6-7 Highlights - Summarizing and Essays

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Summarizing aids in reading comprehension

Summarizing builds on skills students have developed

Before creating multiple-paragraph outlines, students need ample experience developing topic sentences, writing supporting details, and constructing coherent paragraphs

Variety of outline formats to scaffold for each students’ needs

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Keys to Literacy founder, Joan Sedita, is the creator of framework for writing instruction. Based on research findings, the framework organizes effective writing instruction practices into five strands. Educators can use The Writing Rope to determine if their writing curriculum or program addresses all essential components of writing instruction.

View the 2019 article The Writing Rope: The Strands That Are Woven Into Skilled Writing published by Keys to Literacy.

Joan has written a book published by Brookes Publishing titled The Writing Rope: A Framework for Explicit Writing Instruction in All Subjects. The book delves into each strand in the rope and includes teaching suggestions drawn from Joan's writing professional development courses.

About the Book

From the back cover:
Joan Sedita's innovative Writing Rope weaves multiple skills and strategies into five fundamentals of a comprehensive writing curriculum: critical thinking, syntax (sentence structure) text structure, writing craft, and transcription (spelling and handwriting). Teachers will get crystal-clear guidelines that demystify the process of helping students learn to write and write to learn across academic content areas. With dozens of included templates, handouts, and other resources - available for download online - teachers will have all the tools they need to design and deliver explicit, high-quality writing instruction.
The target audience for the book is grades 4-8, but many of the instructional suggestions can be used with children in younger grades and with high school students, especially those who have writing difficulty.

To Order the Book

Click here to order the book at the Brookes Publishing store.

Free Book Study Guide

Joan has prepared a set of questions designed to help individuals or groups of educators reflect on the content of the book. Click here for a free set of the book study questions.
Archived Book Study
Click here to access free recordings of a 5-part webinar series of Joan Sedita's book study sponsored by PaTTAN (PA Training & Technical Assistance Network).

Are you interested in professional development related to The Writing Rope?

WORKSHOPS: If your organization is looking for a 60- to 90-minute overview workshop for a conference or school-district professional development day, contact Keys to Literacy to schedule one of our writing consultants. This workshop begins with a brief overview of research related to effective writing instruction, followed by a review of the five strands in The Writing Rope: Critical Thinking, Syntax/Sentences, Text Structure, Writing Craft, Transcription Skills. Examples of effective instruction for each strand are highlighted.

MORE IN-DEPTH TRAINING: In writing the book, Joan combined the research on effective writing instruction with her decades of experience teaching students and training teachers. Many of the instructional suggestions in The Writing Rope are part of Keys to Literacy writing professional development programs. Click on each title below to learn more about the professional learning options, online courses, and books, or contact us to discuss professional learning options.

These professional development courses provide detailed suggestions and guided practice for using many of the instructional practices that are introduced in The Writing Rope book.

Permission to Use The Writing Rope

Joan Sedita holds the copyright and trademark to The Writing Rope. To ask for permission to reference The Writing Rope, send an email including a contact name and email, and a brief description of how The Writing Rope will be used to: info@keystoliteracy.com

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"The Writing Rope" by Joan Sedita - Keys to Literacy

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Keys to Literacy founder, Joan Sedita, is the creator of The Writing Rope framework for writing instruction. Based on research findings, the framework organizes effective writing instruction practices into five strands. Educators can use The Writing Rope to determine if their writing curriculum or program addresses all essential components of writing instruction.

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Breakout Rooms: Ch 3-5 Planning and Revising Reflection

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Breakout Rooms: Ch 3-5 Planning and Revising Reflection

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Writing Revolution Chapters 3-5 Breakout Rooms

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Chapter 3-5  Virtual Book Chat Slide Deck

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Chapter 3-5  Virtual Book Chat Slide Deck

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Chapter 3-5 Highlights - Paragraphs, Planning, and Revising 

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Chapter 3-5 Highlights - Paragraphs, Planning, and Revising 

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Spend the most instructional time on planning and outlining and revising

Outlining format - linear and simple, enabling students to rank material in order of importance, eliminate irrelevant information, put points in a logical order

Revising vs. editing - revising is making structural improvements, do before editing - consists of correcting mechanical errors

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Helping Students Write Strong Sentences- IES Guide

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Helping Students Write Strong Sentences- IES Guide

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Sentence Revision Chart- Keys to Literacy

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Sentence Revision Chart- Keys to Literacy

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Use this padlet each week to share your golden lines - feel free to add them before the session and throughout the week! Make sure to include page numbers so your colleagues can find them. By the end of the book study, we will have a valuable collection of important lines!

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The Strategy:

Golden lines are an opportunity for each reader to share their learning from the text. It allows readers to collaborate and share their own learning and knowledge.

A golden line can be a line from the text that:

•raises questions for you

•confirms what you already believe

•makes you say aha

•conflicts with your beliefs

•causes you to reconsider prior assumptions

We will use this strategy at the beginning of every book study session moving forward - sometimes we will do breakout rooms like we did this evening, sometimes we will use chat.

So come ready with 2 golden lines from the chapter each week!

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Useful set of ground rules for discussing a text in a collaborative space.

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Because, But, So Activity from Chapter 1

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Because, But, So Activity from Chapter 1

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"Because, But, So" is an activity described on page 40. Worksheet from The Writing Revolution resources page.

See it in action in a high school classroom - Video

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From American Educator magazine

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Chapter 1&2 Virtual Book Chat Slide Deck

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Chapter 1&2 Virtual Book Chat Slide Deck

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Chapter 1-2 Highlights - Sentences and Note-Taking

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Chapter 1-2 Highlights - Sentences and Note-Taking

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Introduction to the text and the 5-week book study format

Students need explicit instruction in writing

Sentences are the building blocks of all writing

Golden Lines Strategy

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**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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https://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards

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ADE APLD - http://azed.geniussis.com/Registration.aspx?CAT=%2032

Use search term "secondary ELA" to narrow down your search for Secondary ELA opportunities.

Use search term "K12-AS-ELA" to narrow down your search for all ELA opportunities.

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Make sure you register for ALL of the sessions!

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Make sure you register for ALL of the sessions!

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Each session is worth 2 hours of PD. Make sure you register for each session to get the credit.

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Arizona Professional Learning and Development

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This page has many useful resources - including resources that you can use in your classroom (does require an account creation but it is free!)

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The Writing Revolution - Empower teachers to help students

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By training educators in The Hochman Method©, The Writing Revolution (TWR) aims to help all students become proficient writers, readers, and critical thinkers.

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Lauren Spenceley

Secondary ELA Specialist

Arizona Department of Education

lauren.spenceley@azed.gov

Katie Lewis

K-5 Literacy and Dyslexia Specialist

Arizona Department of Education

katie.lewis@azed.gov

Thank you for joining us for this amazing book study! So excited to collaborate with you all!