ABSTRACT
As professionals, as teachers, we listen to and read, not only the stories children write and tell, but the stories children are. We listen to how children talk to each other and to us; we observe them writing, responding, manipulating, contemplating. And, based on that listening and observing—that reading of each child-story—we make decisions about how Ruben, Sonia, and Jesse are progressing and how to best further each one’s learning.
