Presents three teachers' anecdotes concerning relinquishing control of the learning situation to the students: seeing through a child's eyes, letting a child write longer pieces with invented spelling rather than being concerned with neatness, and letting students select and interpret poetry instead of teachers doing it for them. (HTH)

Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)