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Scaffolding Writing during an Inquiry Workshop

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Title: Scaffolding Writing during an Inquiry Workshop
Language: English
Authors: Spence, Lucy K., Mitra, Ayan, Easterday, Abby, Espinosa, Celina-Maria
Source: Reading Teacher. Sep-Oct 2023 77(2):268-272.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 5
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Scaffolding (Teaching Technique), Elementary School Students, Young Children, Writing (Composition), Writing Strategies, Collaborative Writing, Individualized Instruction, Inquiry, Workshops
DOI: 10.1002/trtr.2228
ISSN: 0034-0561
1936-2714
Abstract: Seven children ages five through nine engaged with two graduate student teachers after school in a university-based literacy lab. Based on a home interest survey, the essential question, "What is movement?" was explored. The children generated further questions, read a variety of texts, and wrote about their experiences. The teachers focused on scaffolding the children's writing through demonstration, collaborative writing, and individualized instruction based on children's needs. This article describes two teachers' processes of scaffolding during an inquiry workshop. This is followed by suggestions and examples for implementing inquiry and scaffolded writing in school-based classrooms.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392672
Database: ERIC
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  Value: <anid>AN0172001251;ret01sep.23;2023Sep20.06:17;v2.2.500</anid> <title id="AN0172001251-1">Scaffolding Writing During an Inquiry Workshop </title> <p>Seven children ages five through nine engaged with two graduate student teachers after school in a university‐based literacy lab. Based on a home interest survey, the essential question, "What is movement?" was explored. The children generated further questions, read a variety of texts, and wrote about their experiences. The teachers focused on scaffolding the children's writing through demonstration, collaborative writing, and individualized instruction based on children's needs. This article describes two teachers' processes of scaffolding during an inquiry workshop. This is followed by suggestions and examples for implementing inquiry and scaffolded writing in school‐based classrooms.</p> <p>Keywords: interactive spelling; inquiry; motivation/engagement; scaffolding; writing</p> <p>An inquiry approach to language arts instruction offers opportunities for scaffolding children's writing development.</p> <p>"My parents are going to be so proud of everything I've learned!" This quote from a fourth‐grade student expressed her motivation during an inquiry workshop focusing on scaffolding children's writing development. Seven children ages five through nine engaged with two graduate students after school in a university‐based literacy lab. The children attended three different schools near the city center with lower to mid‐range economic status. During literacy lab, the children generated inquiry questions, discussed concepts, read informational picture books, and wrote as they explored the essential question, "What is movement?"</p> <p>This article will first describe how teachers scaffolded the children's writing. We discuss scaffolding ideas, sentences, spelling, providing materials for research, encouraging group sharing during writing, and asking questions to clarify ideas. This is followed by suggestions for using inquiry to scaffold writing in school‐based classrooms, building on previous studies of inquiry in language arts classrooms (Spence, [<reflink idref="bib4" id="ref1">4</reflink>]).</p> <hd id="AN0172001251-2">Exploring Movement</hd> <p>On the first day of literacy lab, the teachers asked parents and children to spend time together filling out a home interest survey (Table 1). The survey revealed that various children enjoyed dance, back handsprings, jumping, flipping on the trampoline, skating, playing outside, cheer competitions, basketball, and soccer. Since the children all experienced activities that involved energetic movement, the teachers suggested using movement as an essential question and the children agreed. The essential question, "What is movement?" would invite curiosity and was broad enough to allow for additional questions and exploration. For 4 weeks, the children and teachers explored movement through an inquiry approach.</p> <hd id="AN0172001251-3">Kindergarten and First Graders</hd> <p></p> <hd id="AN0172001251-4">Generating Ideas</hd> <p>After discussing the essential question, "What is movement?" the children moved into small groups. A group of four kindergarten and first graders worked with Ms. C to generate further questions and ideas (all names are pseudonyms). Ms. C began by writing with marker on large chart paper as the children contributed ideas. She also drew pictures to help children connect the written word to an object such as wheels on a car or bicycle. The discussions provided a meaningful context for speaking, listening, and later, reading and writing.</p> <p></p> <ulist> <item> Ms. C We talked about movement in our mini lesson. Now, can we think of some things that move? And some things we wonder about movement?</item> <p></p> <item> LaTania (raises hand) Our bodies move. What makes our bodies move?</item> <p></p> <item> Sye Legs move when we run. Hands move when I dribble.</item> <p></p> <item> LaTania When we dance our bodies move. What does our spine do?</item> <p></p> <item> Ms. C What do you think?</item> <p></p> <item> LaTania Maybe it holds us up. Helps us move.</item> <p></p> <item> Ms. C What else happens to our bodies?</item> <p></p> <item> Sam Legs move fast when we run.</item> </ulist> <p>Ms. C wrote words on a wall chart to represent the children's ideas. Then the children read the wall chart together as Ms. C pointed at the words and guided the reading with her voice. Ms. C also attached sticky notes to the charts, which students could peel off and take to their table. The wall charts and sticky notes served as resources for the children's writing. Ms. C's instruction offers one example of idea generation for writing with young children. In the following list we provide more general steps for generating ideas.</p> <hd id="AN0172001251-5">Steps for Generating Ideas</hd> <p></p> <ulist> <item> Survey the class to determine their interests and experiences then find a recurring theme in their answers (for example, movement).</item> <p></p> <item> Devise an essential question based on the theme (for example, "What is movement?")</item> <p></p> <item> Introduce the essential question to the class and brainstorm related, yet more focused questions. Write the children's questions under the essential question (for example, "How does my body move?")</item> <p></p> <item> Guide the children to choose a question they can research (for example, "How does my body move when I play sports?")</item> <p></p> <item> Collect materials for students to research their questions (For example, informational picture books about sports).</item> </ulist> <hd id="AN0172001251-6">Scaffolding Individual Writing</hd> <p>One example of scaffolded writing involved Sye, who spoke Chinese at home and was rapidly learning English. Ms. C saw that Sye had written a list of words and asked him what else he would like to write. Sye dictated a sentence, and Ms. C helped him transfer his idea to paper. Sye wanted to write "I like" but started to write "like" without leaving a space, so Ms. C suggested he erase and leave a space. Because of this consonant blend and the consonant cluster in, "bble" Ms. C wrote a series of lines to segment the phonemes, "d‐r‐i‐bb‐le." Then she showed Sye how to represent the sounds by writing each phoneme on a line (Figure 1).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01sep23/trtr2228-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2228-fig-0001.jpg" title="1 Sye's Writing Notebook with Phoneme Segmentation for "dribble"" /> </p> <p></p> <p>Sye was motivated to spell the word "dribble" and acted out dribbling a ball as he discussed his basketball experiences. When Sye's mother and father came to pick him up, Sye eagerly read his notebook to them. He read four sentences, "I like to run dribble and shoot," "I swim in a race," "I win the race," "I can swim fast."</p> <p>Ms. C scaffolded Sye's writing at the word level. Scaffolding can also be used to assist children in writing information they have discovered from their reading and many other aspects of writing. There are many purposes and methods of scaffolding writing. Below, we provide some steps that can be useful for planning scaffolded writing instruction for young children.</p> <hd id="AN0172001251-8">Steps for Scaffolding Writing</hd> <p></p> <ulist> <item> Prepare a writing notebook for children to collect ideas from informational picture books.</item> <p></p> <item> Demonstrate thinking about the information (for young children this may be based on the illustrations). Then demonstrate thinking about how to write a sentence about the information. Demonstrate drawing a sketch that illustrates the sentence.</item> <p></p> <item> Tell students to use their informational picture books to think of their own sentences to write and illustrate.</item> <p></p> <item> After a few minutes, ask if someone has thought of a sentence they would like to write, and encourage children to share their sentences orally.</item> <p></p> <item> Circulate as students write their sentences and draw illustrations.</item> <p></p> <item> Ask, "What do you want to write?" Help them attend to each sound in difficult words by tapping out sounds, or using lines for each phoneme.</item> </ulist> <p>Even young children vary in their writing development, so although we focused above on illustrations, words, and sentences, many children will be able to write more extended prose. Writing can be scaffolded at all levels of writing development.</p> <hd id="AN0172001251-9">Third and Fourth Graders</hd> <p></p> <hd id="AN0172001251-10">Generating Ideas</hd> <p>In Ms. A's small group, the children generated ideas and questions about movement while Ms. A wrote on chart paper. The children began to wonder about the interactions of their movement within water and the motion of waves. They also wondered about how animals move in the ocean and quickly decided on several sea animals to study. For the next session, Ms. A brought in a box of library books to explore. As the children perused the books they spoke excitedly.</p> <p></p> <ulist> <item> Demi Well, aren't all sea animals able to move around because of their fins?</item> <p></p> <item> Zara No because my animal is a starfish, and they don't have fins.</item> </ulist> <p>Based on their wonderings about the movement of animals in water, the children chose to explore the shark, seahorse, starfish, and dolphin. By allowing them to choose their topic and providing time to explore their own questions, Ms. A. developed a meaningful context for writing. Using the library books, the children began collecting information in their notebooks. Then the group wrote a collaborative text (Figure 2). Each child suggested a sentence to write as Ms. A scaffolded their thinking. As they wrote, the group discussed ideas, spelling, and punctuation.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01sep23/trtr2228-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2228-fig-0002.jpg" title="2 Ms. A's Collaborative Writing" /> </p> <p></p> <hd id="AN0172001251-12">Scaffolding Writing in Collaborative Groups</hd> <p>In the following weeks, the children continued to read library books and internet sources. They wrote independently and with scaffolding from Ms. A as she worked beside the three children. Ms. A sat next to Adam and asked him to read what he had written on one page.</p> <p></p> <ulist> <item> Adam They have fins.</item> <p></p> <item> Ms. A What has fins?</item> <p></p> <item> Adam Sharks...oh. (Adam erases "They" and writes "Sharks.")</item> </ulist> <p>Ms. A scaffolded Adam's writing by acting as his reader, she demonstrated that a reader may not know the referent for "they." Adam immediately understood that he needed to specify that "Sharks have fins." (Figure 3). The children were not solely dependent on Ms. A. They also used resources such as books, internet sources, and wall charts to develop their writing. The children eagerly helped each other with ideas, resources, and spelling advice. Ms. A. scaffolded the group as they worked together on their individual projects.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01sep23/trtr2228-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2228-fig-0003.jpg" title="3 Adam's Notebook Page" /> </p> <p></p> <hd id="AN0172001251-14">Steps for Scaffolding in Collaborative Groups</hd> <p></p> <ulist> <item> Prepare writing notebooks for children to collect information related to their inquiry.</item> <p></p> <item> Group children who have similar topics together. The children may also form these groups spontaneously as they decide on their individual topics.</item> <p></p> <item> Encourage the children to use resources in their writing including previous demonstration writing and interactive writing the children have completed with guidance.</item> <p></p> <item> Draw the group's attention to children's productive talk about their work. Encourage collaboration.</item> <p></p> <item> As children begin to fill their notebooks, ask them to read their writing to you and to each other. Model questions that help move the writing forward or prompt revision (What else can you say about sharks?) Encourage the students to question each other.</item> </ulist> <p>Exploring the movement of human and animal bodies provided the literacy lab students with a purpose and motivation to learn. After the 1‐hour literacy lab, the children proudly shared their writing with their parents, including them in the learning process. The literacy lab was a supportive environment for inquiry, questioning, discussing, reading, writing, and sharing their work with each other and their parents. A larger classroom can also be a supportive environment for inquiry. We offer some suggestions from Spence's previous work and other studies of inquiry in classrooms.</p> <hd id="AN0172001251-15">Inquiry and Scaffolded Writing in Classrooms</hd> <p></p> <hd id="AN0172001251-16">Asking Questions</hd> <p>Inquiry and scaffolded writing provide positive learning conditions including purposeful engagements through inquiry, reading, demonstrations of writing, and scaffolding (Lammert, [<reflink idref="bib2" id="ref2">2</reflink>]; Roth & Dabrowski, [<reflink idref="bib3" id="ref3">3</reflink>]). Teachers can create these conditions in a school‐based classroom. The classroom teacher first surveys students about their experiences then finds connections between the survey results and grade‐level academic standards. This process leads to generating an essential question. A broad essential question provides possibilities for addressing multiple standards across language arts and subject areas such as math, science, or social studies. Below are a few examples of essential questions that connect students' prior experiences with academic topics.</p> <p></p> <ulist> <item> What is movement?</item> <p></p> <item> How can humans help animals?</item> <p></p> <item> Why do people speak different languages?</item> <p></p> <item> Why do people play?</item> <p></p> <item> Why does the weather change in summer and winter?</item> </ulist> <p>Once the class agrees on an essential question, students brainstorm additional questions. Teachers guide the students to ask both broad and focused questions (Table 2). While generating these broad and focused questions, the teacher can guide students toward questions that relate to academic standards.</p> <p>2 Table Broad and Focused Questions</p> <p> <ephtml> <table><thead><tr><th align="left">Broad questions</th><th>Focused questions</th></tr></thead><tbody><tr><td align="left">How do our bodies move?</td><td align="left">How is your spine connected to your arms and legs?</td></tr><tr><td align="left">What other things move?</td><td align="left">What makes the wheels on a car move?</td></tr></tbody></table> </ephtml> </p> <p>1 Table Student and Family Interest Survey</p> <p> <ephtml> <table><thead><tr><th>Student and Family Interest Survey</th></tr></thead><tbody><tr><td>What do you and your family enjoy doing in your spare time?</td></tr><tr><td>What abilities and talents do you and your family have?</td></tr><tr><td>Tell me about your family background. Where do you come from?</td></tr><tr><td>What are your family's favorite stories, jokes, or sayings?</td></tr><tr><td>What kinds of things does the family talk about?</td></tr><tr><td>Does your family participate in activities you feel are educational (e.g., folk dance classes, scouts) What are they?</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>. Adapted from Vasquez, O.A., Pease‐Alvarez, L., & Shannon, S. (1994). <emph>Pushing Boundaries: Language and Culture in a Mexicano Community</emph>. New York: Cambridge University Press.</p> <hd id="AN0172001251-17">Mini Lesson and Independent Writing</hd> <p>Inquiry workshop begins with a 10‐minute mini lesson. This lesson often involves demonstration writing. Then the teacher provides clear directions for the students to begin independent writing. As children write independently, teachers may need to nudge them toward getting help from one another rather than relying heavily on the teacher. This helps children move toward independence (Lamme et al., [<reflink idref="bib1" id="ref4">1</reflink>]). Working in small groups, children can help each other find resources and assist with spelling or other mechanics of writing. As the children work in groups, the teacher circulates to monitor their progress, noting who might need additional help, or noting issues to address in a future mini lesson (Spence, [<reflink idref="bib4" id="ref5">4</reflink>]).</p> <hd id="AN0172001251-18">Steps for Scaffolding Collaborative Groups</hd> <p>Writing can be scaffolded through demonstration, collaborative grouping, and discussing individual children's writing (Spence & Cardenas‐Cortez, [<reflink idref="bib5" id="ref6">5</reflink>]). These are some steps for working with collaborative groups in the classroom.</p> <p></p> <ulist> <item> Use mini lessons to demonstrate aspects of the writing process, from generating questions to organizing information in a folder system.</item> <p></p> <item> Group children with others who are researching similar topics.</item> <p></p> <item> Allot time for sitting with each group to observe their process. Encourage the children to help each other with ideas, resources, and the mechanics of writing.</item> <p></p> <item> Scaffold individual children's writing needs within the small group setting so that others will learn from the discussion.</item> <p></p> <item> Draw children's attention to strengths in their writing and encourage the whole group to use these strengths.</item> </ulist> <p>Children are motivated to develop new concepts related to their existing and new interests when teachers scaffold their writing during inquiry. The children begin to develop tools for transforming new ideas and concepts into meaningful written communication. Many of the teaching practices used in inquiry workshop are already familiar to teachers who implement mini lessons and independent writing. Teachers can leverage these practices to develop high‐level thinking and motivation to read and write by teaching students to ask and explore their questions.</p> <hd id="AN0172001251-19">Conflict of Interest</hd> <p>No conflict of interest.</p> <hd id="AN0172001251-20">NOTES</hd> <p>The work presented in this article was approved by the University of South Carolina IRB.</p> <p>The authors obtained parental and child consent for student work.</p> <ref id="AN0172001251-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref4" type="bt">1</bibl> <bibtext> Lamme, L. L., Danling, F., Johnson, J., & Savage, D. (2002). Helping kindergarten writers Move toward independence. Early Childhood Education Journal, 30 (2), 73 – 79. https://doi.org/10.1023/A:1021240916522</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Lammert, C. (2020). Becoming inquirers: A review of research on inquiry methods in literacy preservice teacher preparation. Literacy Research & Instruction, 59 (3), 191 – 217.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Roth, K., & Dabrowski, J. (2014). Extending interactive writing into grades 2‐5. Reading Teacher, 68 (1), 33 – 44.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref1" type="bt">4</bibl> <bibtext> Spence, L. K. (2009). Inquiry based writing workshop (Vol. 37, pp. 23 – 27). Teacher Librarian.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref6" type="bt">5</bibl> <bibtext> Spence, L. K., & Cardenas‐Cortez, K. (2011). To me, writing means having a voice: Learning to write and teaching writing from a multilingual perspective. TESOL Journal, 2, 1 – 23.</bibtext> </blist> </ref> <aug> <p>By Lucy K. Spence; Ayan Mitra; Abby Easterday and Celina‐Maria Espinosa</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Lucy K. Spence is a Professor at the University of South Carolina, Columbia, South Carolina, USA; email</p> <p>Ayan Mitra is a Post‐doctoral Research Associate at the University of Connecticut, Storrs, Connecticut, USA; email</p> <p>Abby Easterday is a Teacher in Chattanooga, Tennessee, USA; email</p> <p>Celina‐Maria Espinosa is a Doctoral student at the University of South Carolina, Columbia, South Carolina, USA; email</p> </aug>
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  Data: Seven children ages five through nine engaged with two graduate student teachers after school in a university-based literacy lab. Based on a home interest survey, the essential question, "What is movement?" was explored. The children generated further questions, read a variety of texts, and wrote about their experiences. The teachers focused on scaffolding the children's writing through demonstration, collaborative writing, and individualized instruction based on children's needs. This article describes two teachers' processes of scaffolding during an inquiry workshop. This is followed by suggestions and examples for implementing inquiry and scaffolded writing in school-based classrooms.
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          Identifiers:
            – Type: issn-print
              Value: 0034-0561
            – Type: issn-electronic
              Value: 1936-2714
          Numbering:
            – Type: volume
              Value: 77
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Reading Teacher
              Type: main
ResultId 1