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May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).
FIG. 2–1 Story examples of writing about Wringer. A strong entry begins with a short, clear, question that you will then give students the opportunity to explore and answer. Inquiry questions generally don’t have “yes” or “no”
answers, but instead open up a variety of possibilities to be explored.
May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).
FIG. 2–1 Story examples of writing about Wringer. A strong entry begins with a short, clear, question that you will then give students the opportunity to explore and answer. Inquiry questions generally don’t have “yes” or “no”
answers, but instead open up a variety of possibilities to be explored. (continued)
May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).
FIG. 2–1 Story examples of writing about Wringer. A strong entry begins with a short, clear, question that you will then give students the opportunity to explore and answer. Inquiry questions generally don’t have “yes” or “no”
answers, but instead open up a variety of possibilities to be explored. (continued)
May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).
FIG. 2–1 Story examples of writing about Wringer. A strong entry begins with a short, clear, question that you will then give students the opportunity to explore and answer. Inquiry questions generally don’t have “yes” or “no”
answers, but instead open up a variety of possibilities to be explored. (continued)