Writing in Inquiry Stage Four
During this fourth stage, the work on the unit comes to a close. Writing primarily reflects the most reasonable synthesis of data and conclusions as well as the consolidation of ideas. Students write about their knowledge in a variety of formats (letters, proposals, pictorials, formal reports, etc.) for a variety of audiences. Students respond to each other’s writing and explore the variety of ways to express understanding.
Resources for Writing in Inquiry Stage Four
Investigate Nonfiction
by Donald H. Graves. Portsmouth, NH: Heinemann, 1989.
This book is one in a series of volumes that help teachers understand
and incorporate different styles of writing into their classroom activities.
The focus of this volume is on the many uses of nonfiction reporting in
a child’s literacy repertoire. Chapter 5, “Formal Reporting,”
walks readers through the process of choosing a science report subject
(in this case, whales), exploring picture books for information, taking
notes, and writing a short text. Suggestions for ways to sustain the process
of inquiry after the first report is completed include further library
research, interviews, and follow-up discussions. This chapter is particularly
helpful in supporting the process of writing in Inquiry Stage Four.
Is That a
Fact? Teaching Nonfiction Writing K–3 by Tony Stead.
Portland, ME: Stenhouse Publishers, 2002.
This book discusses the many purposes of nonfiction writing. The book
is written from a literacy point of view and gives the reader a good sense
of how different types of writing (genres) contribute to development in
many subject areas. Readers will find several examples of nonfiction reporting.
For example, in Chapter 8, the author covers the type of writing that
children use to explain why things happen or how they work. The chapter
focuses not on science content, but on the development of the writing
style, structure, and voice used for scientific writing. This chapter
contains good discussions of the linguistic ingredients that make up a
formal science explanation and some helpful assessment tips. Teachers
will find it particularly helpful in their understanding of the role of
writing in Inquiry Stage Four.
Science and
Language Links: Classroom Implications edited by Johanna
Scott. Portsmouth, NH: Heinemann, 1993.
This volume of essays examines the many connections between language and
science learning in the classroom. Contributing teacher-authors give accounts
of experiences they have had with their students that highlight various
literacy skills and their role in science education. Chapter 4, an essay
by Lesley Win Jan, is called “Ways of Writing Science,” and
is particularly interesting for teachers who are exploring the variety
of ways children can produce written reports of their investigations.
The examples presented include charts, narratives, procedural texts, and
reports. This chapter is helpful to teachers who are interested in the
ways science writing develops in Inquiry Stage Four.
Beyond the
Science Kit edited by Wendy Saul and Jeanne Reardon. Portsmouth,
NH: Heinemann, 1996.
This book encourages teachers to go beyond what science kits traditionally
offer to expand the opportunities for real scientific inquiry. The essays
in this book, written by teachers, demonstrate different ways that teachers
have adapted and personalized the kits to encourage their students to
observe and record more carefully, to control experiments more rigorously,
and to more deeply revise their thinking. Chapter 12, “Writing Eco-
Mysteries,” describes a writing activity that brings together scientific
knowledge and mystery writing for children. Using the ecological mystery
series of Jean Craighead George as a model, this essay presents an interesting
curriculum connection that integrates language arts and science. A product
like an “Eco-Mystery” is just one example of how students
can apply the writing skills of Inquiry Stage Four.
