Elementary Teachers' Scaffolding in Writing Instruction

Situated within the writer(s)-withincommunity (WWC) model of writing and the Recursive Writing Model, this study examined the planned scaffolds of nine teachers during writing instruction with 3rd- through 5th-grade students. Data collection included four approximately 60-minute observations of classroom instruction per teacher and an interview with each teacher about their approaches to writing instruction. Qualitative analysis revealed that teachers used a variety of scaffolds to support students' writing and that teachers' use of various scaffolds was contingent on whether they were supporting students during the We Study or the We Write stage of the Recursive Writing Model. Specifically, during the We Study stage, teachers scaffolded students through the use of mentor texts and discussions that highlighted the functions and features of these texts. During the We Write stage, teachers selected and sequenced tasks to provide incremental support, provided students with tools such as graphic organizers to facilitate their writing, and used various participant structures, including one-on-one check-ins, to monitor the writing process and provide individualized contingent feedback. Findings contribute to research on how teachers scaffold and gradually release responsibility during writing instruction.