# data[].attributes.body
EKC

# data[].attributes.headline
Guided Reading with Agency and Transfer in Mind (A-J)

# data[].attributes.subject
Guided Reading with Agency and Transfer in Mind (A-J)

# data[].attributes.body
EKC

# data[].attributes.body
Connect with educators around the world!

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.body
Chris Gadbury

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.body
tonya@erinkentconsulting.com

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.attachment_link.embed_code
Tweets by Mrs_Gilchrist

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
TKS G1-G2: Inquiry-based Lesson Planning Sheet

# data[].attributes.body
EKC

# data[].attributes.attachment_link.description
From Readers'/Writers' Workshop to Reggio to UDL to IB, Tonya works with schools to tailor professional learning just for their specific contexts and their unique needs.

# data[].attributes.body
- We will listen to our students
- Our students see themselves as a reader and writer
- We can give them next steps to help them grow
- They will make progress as a reader and as a writer
- We will make connections to our students as readers and writers and communicators

# data[].attributes.body
Our students deserve...
* To be excited in what their learning - R, W, T
* Explicit instruction
* To feel comfortable, safe and encouraged in their learning environment
* For me as a teacher to be responsible in covering the students ZPD.
* For us to be there to identify their needs and to support them every step of the way
* Agency and voice in their learning
* to grow as writers, readers and thinkers

# data[].attributes.body
* Let them know we already see them as readers writers
* Opportunities to succeed
* Belief in their reading and writing ability
* Be their advocate
* Develop their reading and writing no matter what level they come in at
* Challenge them
* Build their passion for reading & writing
* I will read to you
`* Provide engaging opportunities in reading/writing

# data[].attributes.body
Engagement
Choice / agency
Build Stamina
Value all opinions / ideas/ starting points
Develop a love of literacy through structure, consistency and routine.

# data[].attributes.body
* Instill love for language - reading and writing.
* Understand their point of view as a reader and writer is unique, significant and important.
* Help children develop the keys to be readers and writers.
* Time and space to develop.
* Develop the courage to try, to confront fears, be risk-takers.

# data[].attributes.body
Build confidence
Opportunities to read, write and share thinking
To make a safe place
To show that their reading, writing and thinking is valued
Build on early literacy foundations
To Model explicitly
Provide timely feedback and feedforward for next steps

# data[].attributes.body
-Variety and choice
- Connection with teacher and peers
- Explicite teaching of tools and strategies for reading and writing
- Instill love not just the technical part
- Time
- Key words for writing

# data[].attributes.body
Opportunity to read and write - time to practice and have fun
Meet the children where they are at.
BE passionate and engaged. Honor their interests. Get to know them as learners
Make sure they know what their goals are - what THEY need to work on.
Allowing children to have more access to books in their own language - make those connections

# data[].attributes.body
* How can we ensure we are supporting our students and their needs whilst also keeping the lesson going?

* Thinking routines - use one of the thinking routines (see, think, wonder) and use during each lesson so students become used to them and well-practised

*How can we be more explicit with asking students to reflect

* Can we model our thinking as a teacher?

* What is the ideal time for demonstrating these thinking skills?

# data[].attributes.body
I appreciated how you showed how we can be intentional in applying the LP or ATLs in our teaching points during our literacy lessons.  I also enjoyed hearing how you continued to bring the language of the LP in your questions and when conferring with students.

# data[].attributes.body
Got - keep it short. Just in time not just in case.
Wants - some more ideas for online class lessons etc

# data[].attributes.body
Thinking about making the shift to an inquiry lesson by using a question/just shifting the language a bit.

# data[].attributes.body
How can we use this format for teaching in Math?

# data[].attributes.body
Learning more about the mini-lesson parts helped me to organize my thinking when planning. Also paying attention to the language used.

# data[].attributes.body
Turn teaching point into a question

# data[].attributes.headline
GOTS                                             

# data[].attributes.subject
GOTS                                             

# data[].attributes.body
Love how the LP traits are so easily interwoven into literacy

# data[].attributes.body
a reminder of the think-aloud (modeling the behavior)

# data[].attributes.headline
Got. Getting the student being active while you are in the mini lesson

# data[].attributes.subject
Got. Getting the student being active while you are in the mini lesson

# data[].attributes.headline
A fun way to do turn and talk or reading out loud, using a stuff animal or pet.

# data[].attributes.subject
A fun way to do turn and talk or reading out loud, using a stuff animal or pet.

# data[].attributes.headline
Got- Remember to focus on being brief and clear

# data[].attributes.subject
Got- Remember to focus on being brief and clear

# data[].attributes.body
Making skills/practices transferable

# data[].attributes.body
Weaving the IB LPs and ATLs into the reading/writing workshop mini lesson.

# data[].attributes.body
Forever Language

# data[].attributes.body
It is not about the mini-lesson. It is about the students doing and the personalized interactions you can do within the reading or writing time.

# data[].attributes.body
Frame the main teaching point as a question to make it more inquiry based.

# data[].attributes.body
More ideas on how to confer with students. Examples on how to plan to confer with students.

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Jan Burkins & Kim Yaris

# data[].attributes.attachment_link.readable_text
Many thanks to for letting me share these books, co-authored with , as ebooks. For some ideas on how to use them and some descriptions of the ways they are connected, you may want to read this blog . These books are part of the Who's Doing the Work? collection for the K-2 Lesson Sets from Stenhouse. If you are interested in the lessons that go with them, you can download a set of free, sample lessons (reading art, read aloud, shared reading, guided reading, and independent reading) and learn more about the lesson sets,

More books are coming! To receive notification when additional books are added to this collection or other resources are added to this site, complete the form below.

# data[].attributes.attachment_link.title
Virtual collection of beginning reading texts by Jan Burkins and Kim Yaris

# data[].attributes.attachment_link.description
This pages includes flipbooks of fiction beginning reading titles by Jan Burkins and Kim Yaris. They are companion books for lessons in the WHO'S DOING THE WORK? K-2 Lesson Sets.

# data[].attributes.body
Jan Burkins & Kim Yaris

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.attachment_link.description
Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.attachment_link.readable_text
Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

# data[].attributes.attachment_link.title
Writing Strategies Book by Jennifer Serravallo.

# data[].attributes.attachment_link.description
Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

# data[].attributes.body
Matt Glover

# data[].attributes.attachment_link.readable_text
Special Offer: Save 30% off our list price automatically when you buy 15 or more.

Part One
Ch. 1: Increasing Engagement Through Choice of Genre
Ch 2: Choice of Genre Through Craft and Process Studies
Ch. 3: Teaching in Craft and Process Studies

Part Two: The Units
Ch. 4: Launching Writing Workshop: Fostering Self-Direction
Ch. 5: Reading Like a Writer
Ch. 6: Using Strategies to Find Topics
Ch. 7: Finding and Developing Independent Writing Projects
Ch. 8: Launching the Use of a Writer's Notebook
Ch. 9: Independent Genre Study
Ch. 10: Planning
Ch. 11: How to Have Better Peer Conferences
Ch. 12: Revision
Ch. 13: Genre Overview
Ch. 14: Illustration Study
Ch. 15: Using Illustrations and Text to Create Meaning in the Upper Grades
Ch. 16: How to Make Paragraphing Decisions
Ch 17: General Craft Study
Ch. 18: Using Punctuation as a Crafting Tool
Ch. 19: Using Text Structures as Crafting Tools
Ch. 20: Author Study

"How do you ensure that children become engaged enthusiastic writers? Read Matt Glover's book Craft and Process Studies. Delightful to read and highly practical, it shows us how to teach writing so that children become and continue to be engaged while expanding their writing repertoire. It is the antidote to orthodoxy in the writers' workshop. Thoroughly illustrated with concrete examples and videos, it offers multiple versions of units as flexible frameworks inviting us to innovate responsively and purposefully."-Peter Johnston

"After reading Craft and Process Studies, teachers will walk away with a thousand ideas to help them 'genre bust.' That's my term! Matt's argument that students need significant periods of time to write outside of conventional genres is strong, rational, and compelling."-Ellin Oliver Keene

"In Craft and Process Studies, master teacher Matt Glover recovers a key, maybe the key, principle of writing instruction-choice. Too often, students are marched through genre units, often presented as distinct types, with little opportunity to write about what matters most to them. Genre becomes not a resource, but a constraint. A means becomes an end. Matt retains the idea of a units of study, focusing on processes and issues of craft that can apply to whatever genre the student might choose. In the best tradition of mentor texts, these units build insights inductively, by a careful study of what authors actually do. What's more-we get to see Matt in action, conducting conferences and mini lessons in over forty video clips."-Thomas Newkirk

"Matt has long been a passionate advocate for student choice, and in this book he shows teachers how to put choice at the center of all their planning and decision making. What a gift to be able to learn from Matt's years of experience doing this work in so many different classrooms. There's no question you will think so much more expansively about the teaching of writing after reading this book. If you've ever felt like your students were boxed-in by the narrow confines of genre study after genre study, you'll find so many possibilities for breaking out of that box and supporting student writers with smart, bold studies that lift the level of their work in genres they have chosen for themselves."-Katie Wood Ray

"Matt Glover's Craft and Process Studies is my new favorite book on the teaching of writing! Not only does Matt make a compelling-and essential-argument for including units of study in our writing curriculums that give students the opportunity to choose the genres in which they write, but he also shows us how to do this by detailing seventeen beautifully realized units of study on process and craft." -Carl Anderson

"Writing is a content area, and Matt's generous, joyous, crystal-clear, and thoughtful compendium of all things worth teaching about craft and process in addition to genres, will help teachers build a compelling and robust year of learning for young writers. Stunningly, if students could be in classrooms that follow his map for how such units could go, I believe that genre knowledge would take care of itself! After you read and underline every other sentence, as I did, you will want to meet with your colleagues immediately to begin planning your next writing study."-Katherine Bomer

# data[].attributes.attachment_link.description
Special Offer: Save 30% off our list price automatically when you buy 15 or more. Part One Ch. 1: Increasing Engagement Through Choice of Genre Ch 2: Choice of Genre Through Craft and Process Studies Ch. 3: Teaching in Craft and Process Studies Part Two: The Units Ch.

# data[].attributes.body
Jan Burkins & Kim Yaris

# data[].attributes.attachment_link.readable_text
Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

Educators everywhere are concerned about students whose reading development inexplicably plateaus, as well as those who face challenging texts without applying the strategies they've been taught. When such problems arise, our instinct is to do more. But when we summarize text before reading or guide students when they encounter difficult words, are we leading them to depend on our support? If we want students to use strategies independently, Jan and Kim believe that we must question the ways our scaffolding is getting in the way.

Next generation reading instruction is responsive to students' needs, and it develops readers who can integrate reading strategies without prompting from instructors. In Who's Doing The Work?, Jan and Kim examine how instructional mainstays such as read-aloud, shared reading, guided reading, and independent reading look in classrooms where students do more of the work. Classroom snapshots at the end of each chapter help translate the ideas in the book into practice.

Who's Doing the Work? offers a vision for adjusting reading instruction to better align with the goal of creating independent, proficient, and joyful readers.

Learn more about Who's Doing the Work? Lesson Sets.

Learn more about Who's Doing the Work? Independent Library Collections.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

# data[].attributes.attachment_link.description
Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

# data[].attributes.body
Grade Level

Teaching Point (Think: What+How+Why)

Potential tool idea?

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Teaching point:
What sequencing words can I use to show structure in my writing?

Potential tool idea:
Flow chart - set up on a jamboard.

# data[].attributes.body
teaching point: varying ways to start a sentence
start sentences with a time connective

potential tool idea:

# data[].attributes.body
Teachi

# data[].attributes.body
Fluency with G1: What should it sound like when I read?

TP: Readers read with expression.

Tool: Big anchor chart with ideas for what readers sound like.

# data[].attributes.body
Inquiring in to sounds (beginning, medial, ending)

Readers investigate sounds to figure out words.

Tool: Big anchor chart with ideas

# data[].attributes.body
Keep groups fluid

# data[].attributes.body
Love the more engaging digital guided reading books. Also keeping the groups based on need vs. level.

# data[].attributes.body
Wants - figure out how to do strategy groups fluently and to handle the time restraints

# data[].attributes.body
Got: Teaching Point (Think: What + How+ Why
Want: How can we do the strategy groups in the context we are dealing with now.

# data[].attributes.body
Using texts that are authentic

# data[].attributes.body
Got: Simplify teaching point
Want: Become more efficient at this online

# data[].attributes.body
The brain that does the work is the brain that's learning.

# data[].attributes.body
Strategy lessons at independent level not instructional....
Wants
More re planning effective strategy lessons..

# data[].attributes.body
What + How + Why

# data[].attributes.body
the progression for help (Look to...) in a succinct form
Want: If possible more digital reading resources (trade book...)

# data[].attributes.headline
Got the idea for the chart for grouping strategies

# data[].attributes.subject
Got the idea for the chart for grouping strategies

# data[].attributes.body
How do we fit this all in??

# data[].attributes.body
Guided reading books

# data[].attributes.body
In a different session I was in the instructor shared that in grade 1, you would tend to do more with guided reading groups rather than strategy groups. I've seen Jennifer Seravillo do a strategy group with Kindergarteners.What are your thoughts?

# data[].attributes.body
authentic texts and given examples and places to find some great one.  I look forward. to reading the two books that were suggested:  This is Balanced Literacy andWhose Doing all of the Work.  I also loved the graphic of the 4 dimensions of assessment.

Wants: more time to play with lesson planning for strategy groups and resources for creating tools charts for the strategy.

# data[].attributes.body
IB PYP

# data[].attributes.headline
Planning a UoI with Literacy as a Vehicle for Inquiry

# data[].attributes.subject
Planning a UoI with Literacy as a Vehicle for Inquiry

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Grade Level:

Transdisciplinary Theme:

# data[].attributes.body
Group 3
Who We Are
W.8a w.8a With guidance andsupport from adults,recall informationfrom experiences
AERO W.5a
AERO: LS5 a. Add drawings orother visual displaysto descriptions whenappropriate to clarifyideas, thoughts andfeelings.
The sounds of spoken language can be represented visually. Written language works differently from spoken language. Consistent ways of recording words or ideas enable members of a language community to communicate. People read to learn. The words we see and hear enable us to create pictures in our minds.

# data[].attributes.body
Sharing the Planet

# data[].attributes.body
Who we are

# data[].attributes.body
Group 1
HWEO

# data[].attributes.body
Who We Are
* Illustrations convey meanings. *Showing the students books that focus on emotions.
*Print conveys meaning.
* Printed information convey about the real world.
AERO Standards R1.1 & R1.2

# data[].attributes.body
Grade 1
Sharing the Planet

# data[].attributes.body
How the World Works
Reading
-What we already know enables us to understand what we read.
-The structure and organization of written language influences and conveys meaning.

RI.2 Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas

R1.5.2 (DOK1)
a. Know and use various text features(e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate keyfacts or informational.

Learning Outcomes
realize that there is a
difference between fiction
and non-fiction and use
books for particular purposes,
with teacher guidance
• recognize and use the
different parts of a book, for
example, title page, contents,
index

# data[].attributes.body
How the World Works
Oral Language Conceptual Understanding:
- Spoken communication
is different from written
communication—it has its own
set of rules.
AERO: LS5 a. Add drawings or
other visual displays
to descriptions when
appropriate to clarify
ideas, thoughts and
feelings.

# data[].attributes.body
How the world works - writing

AERO W2. informative/explanatory text (procedural writing)
AERO L.6a - academic and domain specific vocabulary

# data[].attributes.headline
Got - a better understanding of the PYP writing continuum and where to apply it

# data[].attributes.subject
Got - a better understanding of the PYP writing continuum and where to apply it

# data[].attributes.body
Want - to have more time to discuss DL strategies that people are using in their lessons

# data[].attributes.body
I liked seeing the organization of how to build a reading unit that might be staggered or embedded within our transdisciplinary unit.  Lots of our conversations within small groups was the importance of gathering mentor texts.

Wants: All of the information is great, but I would love to have more time to dig deeper into the work we are doing. If we could walk away with something completed, it would be excellent because we could come back to it and use it to guide our future work.

# data[].attributes.body
Got:
Got a time to reflect on what we currently have, what is missing, and how can we improve our Language curriculum.