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In the final section of Craft Lessons, the authors provide an informative question and answer section. The authors address issues like the time it takes for students to adjust to this type of program. They also touch on the absence mini-lessons about  run-on sentences and fragments, ect. They give suggestions on how to encourage the students to apply the elements of good writing to their own compositions. The book ends with the authors providing several student-generated models to give teachers an idea of what to expect. This book had some very good suggestions to incorporate into the teaching of writing.

In the second section of Craft Lessons, the authors provide a large quantity of mini lessons to help students become better writers. The main focus of these mini lessons is incorporating literary elements into the student's own personal writing. These lessons help the student see the importance of finding his/her own voice, understanding setting, and utilizing sensory details. They also stress the importance of a student's work having a clear beginning, middle, and ending. The parts of speech are just a list of memorized terms until the student actually begins to make connections with his/her own writing. Grammar becomes a tool to make writing better when children examine its elements in their compositions. This book is very helpful because the ideas for the minilessons are right here in this section of the book.

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In the first portion of Craft Lessons, the authors stress the importance of teaching students to revise and reread what they have written. These ideas are not based on any type of formula or pattern. Many students find revision difficult because it requires them to utilize so many skills like sequencing, organizing, ect. The classroom environment needs to support young writers who are attempting to develop and polish these skills. Teachers need to devote time to write by making writing a planned time each day. The one-on-one conference provides a great time to offer advice while concentrating on one or two aspects of the child's writing. Young writers need to reread texts and learn to read like a writer by examining the setting, voice, details, ect.

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