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When Writers Lead the Lesson: Students as Teachers in Elementary Composing Spaces.

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Title: When Writers Lead the Lesson: Students as Teachers in Elementary Composing Spaces.
Authors: Rowe, Lindsey W., Johnson, Julie
Source: Reading Teacher. Jul/Aug2024, Vol. 78 Issue 1, p86-89. 4p.
Subjects: Authors, Teachers, Students, Classrooms, Elementary education
Abstract: The purpose of this article is to describe how teachers implemented student‐led minilessons in writing instruction. We use observations from two elementary classrooms to provide examples of student‐led instruction focused on digital and translingual composing. Through these examples, we outline three steps teachers can take to support student‐led composing instruction: (1) look for innovative student composing practices, (2) yield the floor to students, and (3) lend support as needed. We conclude by discussing how student‐led composing instruction positions children as experts and models in the classroom. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: When Writers Lead the Lesson: Students as Teachers in Elementary Composing Spaces.
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  Data: The purpose of this article is to describe how teachers implemented student‐led minilessons in writing instruction. We use observations from two elementary classrooms to provide examples of student‐led instruction focused on digital and translingual composing. Through these examples, we outline three steps teachers can take to support student‐led composing instruction: (1) look for innovative student composing practices, (2) yield the floor to students, and (3) lend support as needed. We conclude by discussing how student‐led composing instruction positions children as experts and models in the classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/trtr.2331
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        Text: English
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              Text: Jul/Aug2024
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