Fall 2021      Volume 49, Number 4

Honoring Young Children’s Sense-Making: How Expanding Ideas About Writing in School Can Help Teachers to See Children’s Sense-Making
By Rebecca Woodard and Kristine Schutz

Document: Column 

Introductory Paragraph:  Young children are sense-makers who draw from multiple literate, linguistic, and cultural resources as they read and write texts. Attention to sense-making recognizes the ways children are witnessing and participating in language, texts, and the world, and how they are constantly developing and applying theories about how they work. In the fourth “Honoring Young Children’s Sense-Making” column, we consider how expanding our ideas about writing (and reading and texts!) can help teachers to see children’s sense-making.

DOI:    https://doi.org/10.33600/IRCJ.49.4.2021.59

Page Numbers:   59-66