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The teacher is furthering student discussion by asking critical thinking questions and observing student conversation and interaction.

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Students are engaging in meaningful dialog that is enhanced by teacher commentary that furthers their engagement.

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Teacher is guiding students along during a workshop to be able to best benefit all of their individual needs.

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The teacher allows the students time to interpret the information shared during the book, and allows them to converse with one another and increase their understanding

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Students are using this time to work on their writers notebook and to follow the guidelines from their teacher to write to the best of their ability

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Students are listening to a read aloud, and are given time to fully understand the concept of breaking down gender norms, and conversing with their peers to better understand and hear other perspectives.

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Students are taking the information they learned while reading Princess Boy and connecting it to experiences or feelings they may have experienced or witnessed

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Students are given time during each day to practice writing in their writers notebooks. They are given freedom to write about topics that interest them, which increases their engagement.

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students can take ownership of their work, and their peers help make suggestions but overall it is the student that is the author of the work to makes the final decisions

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Specifically, during the read aloud the teacher was more so listening to the student's thoughts around the The Princess Boy and providing prompts to help dive deeper into their thinking.

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Teacher is having a conversation with a student and asking them questions about what they are saying/writing, without guiding them to a certain answer or making an assumption.

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students were shocked at first after reading the book "the princess boy" but they eventually made meaning of it once they compared "boy and girl" activities, for example dancing, and some students said dancing was for girls but then some boy students said that they like dancing too and its not just for girls. this is how students made meaning of this concept.

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The teacher is taking the time to think through with the students about their writing and finding ways to improve further than just receiving a grade.

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Student is able to fully go through their thought process out loud without being redirected.

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The article I read had to do with gender norms and how these are perceived among younger students. Students are supportive of one another at a younger age and tend to coexist, they more so care about the well being of their classmates and not what they believe in or what they wear to school the next day.

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The teacher is providing a guided conversation and letting the students lead with a discussion involving everyone.

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In my article reading is supporting the thinking by presenting new ideas or new concepts and asking the students to critically think about it. They are asked to consider their thinking, their ideas, and communicate with their classmates about their thoughts.

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Students look at what they designate as "boy things" and "girl things" and they connect and talk about how things do not fall easily into these categories. They notice and make altered opinions after communicating and learn from each other.

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The students are using dialog as a lesson rather than just the teacher teaching a lecture. They are conversing back and forth about the lesson at hand

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Teachers are guiding discussion by asking critical questions this makes for students to think critically and contribute their thoughts

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Sharing their thoughts and conversing with peers

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Sharing their thoughts and conversing with peers

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As students were listening to the story, they were expressing their thoughts and opinions. Their thoughts tended to build off each other and lead to more conversing/ thinking about the book.

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Mean Making is supported by the teacher allowing the student/s to talk through their thought process, by asking simple and open ended questions.

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Personally, while reading "And He Could Wear a Dress" I thought the students were engaging in a group discussion to try to understand the meaning of the text and relate it to aspects of their life.

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In a writer's workshop, students should have the capacity to take ownership for their writing in a dynamic collaborative approach with the teacher as a guide for growth.