provides a safe space for students to make mistakes and grow to see themselves as writers. I encourage teachers to seek ways to surrender power to students by giving them choices and authentic experiences. When teachers support student voice development, primary students become confident writers.
References
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Christianakis, M. (2011). Hybrid texts: Fifth graders, rap music, and writing. Urban Education, 46(5), 1131–1168.
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Kissel, B. (2017). When writers drive the workshop: Honoring young voices and bold choices, K-5. Stenhouse Publishers.
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Moore, R. A., & Ritter, S. (2007). ‘‘Oh Yeah, I’m Mexican. What Type are You?’’ Changing the Way Preservice Teachers Interpret and Respond to the Literate Identities of Children. Early Childhood Education Journal, 35, 505–514.
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Ruben, B., & Moll, L. (2016). Putting the heart back into writing: Nurturing voice in middle school students. In R. Evers (Ed.), Annual editions: Education (43rd ed.) (pp. 55-61). McGraw-Hill Education.
Ring, M. (2020). Motivating Writers with Authentic Audiences. The Reading Teacher, 74(1), 101–102.
Schrodt, K., FitzPatrick, E., & Elleman, A. (2020). Becoming Brave Spellers. The Reading Teacher, 74(2), 208–214. doi:10.1002/trtr.1923
Singer, J., & Shagoury, R. (2005). Stirring up justice: Adolescents reading, writing, and changing the world. Journal of Adolescent & Adult Literacy, 49(4), 318–339.
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Spycher, P., Austin, K., & Fabian, T. (2018). The writing-centered classroom: A diverse elementary school put writing at the center of learning by focusing on demystifying language and promoting student voice. Educational Leadership, 75(7), 54–59.
Leah Koch is a second-grade teacher in a suburban public school in Missouri. She recently completed Master's of Science in Education degree from Missouri State University.
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