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)