Argues that discourse knowledge (knowledge readers have of the way a text or story is organized) can be taught from the earliest grades using authentic contexts and quality children's literature as well as the children's own writing. Suggests specific books and specific strategies to foster the students' knowledge of three patterns of…

Describes a year-long study in a whole-language classroom of second-grade students' use of gendered language during informal interactions in writers' workshop. Points out the importance of intent in the process of communication. (SR)