ABSTRACT
This chapter traces the histories of two young children's texts in order to explore the role of time in defining and disciplining young writers in the social spaces of school literacy during; No Child Left Behind Act (NCLB) time. It discovers the writing of Jewel and Rebeca, young girls whose families had immigrated from Bangladesh and Mexico, respectively. The chapter analysis addresses questions of how children navigated these timescales, how these timescales framed teacher's readings of the children's textual artifacts and learning, and how these readings contributed to the labeling of some children as struggling or at risk for school literacy success. Both personal and institutional identities are then linked by the social interactions and processes that are constructed in complex ways, integrated across timescales, as authoritative and sanctioned or in need of remediation. Time and space disciplined children's bodies throughout the day. Children knew where they could and could not go and at what times of the day.
