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Scaffolding Writing During an Inquiry Workshop.

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Title: Scaffolding Writing During an Inquiry Workshop.
Authors: Spence, Lucy K., Mitra, Ayan, Easterday, Abby, Espinosa, Celina‐Maria
Source: Reading Teacher. Sep/Oct2023, Vol. 77 Issue 2, p268-272. 5p. 2 Color Photographs, 1 Black and White Photograph.
Subjects: Scaffolded instruction, Student teachers, Literacy, Children's writings, Authorship collaboration
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. [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: Scaffolding Writing During an Inquiry Workshop.
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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. [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.2228
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      – SubjectFull: Literacy
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              Text: Sep/Oct2023
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              Y: 2023
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