Donald Graves's early professional books inspired Koshewa to look more deeply into student writing during the 1980s, and to value all phases of the writing process. Graves's perspective on uncovering and celebrating voice elevated Koshewa's writing instruction to a new plane. In this article, he writes about the impact that Donald Graves's work…

This teacher research study took place in a bilingual second-grade classroom in the southwestern United States. The study investigates the "cuentos" told during "platicas literarias"/literature discussions and explores how five young Latinas used their cuentos to communicate meaning through intertextual connections. These…

This article presents a review of the author's long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public…

Describes the use of dialogue journal writing in intermediate grade mathematics classrooms as a way to gain insights into students' thinking. Notes that teachers and students became a community of learners. (RS)

Examines the discrepancies between what undergraduate language arts methods students think about writing and their actual responses to children's text. (SR)

Presents a series of e-mail conversations between the two authors as they debate some of the "sacred cows" of writing instruction in elementary language arts: (1) Do teachers need to be writers?; (2) Do students need to keep journals?; (3) Is writing a political act?; and (4) Do students need to publish their work? (SR)

Shares an account of one student's writing journal and how he developed as a writer. (MG)

Reviews ten books in two major categories (Professional References and Instructional Materials), which can assist teachers in helping children develop critical power in literacy. (SR)

Discusses how writing and reading came together in response journals for first graders, motivating a variety of reactions to literature and showing that even young children have a range of responses to literature that they can express through writing. (SR)