Considerations: The Writing Process: A Scaffolding Approach 4
T/TAC W&M
Updated 2015
Practical Application
Joan Turner, a general 8
th
-grade literature and writing teacher for Norfolk Public Schools,
originally presented the following writing lesson. It has been adapted and modified to accommodate
the diverse needs of students in a co-taught setting and illustrates the scaffolding approach. This
example serves as a starting point. Teachers are encouraged to incorporate the scaffolding
approach with other writing assignments based on their students’ interests and experiences.
Lesson: Descriptive Writing Assignment
Topic: Popcorn
Preparation: Microwave a bag (or two) of popcorn in class for the students to observe. Focus their
attention to the five senses: sight, sound, smell, taste and touch.
Steps of the Writing Process:
Step 1: Brainstorming
Using a frame or web graphic organizer (see figures), the teacher elicits details for each of
the five senses as they pertain to the student experiences. The framing organizer (Ellis,
2000) offers several different formats for framing information, which can be modified for
different grade levels or ability levels within a classroom. After describing what they have
seen, heard, smelled, tasted, and touched, the students number the descriptions to organize
their thoughts. The frame allows students to order their thoughts by placing numbers in the
smaller circles to the right of the key ideas.
Webbing is a common graphic organizer technique used to show the “central topic” (center)
and the ideas that support that topic (smaller circles). The lines represent the details that
students use to describe each of the five senses.
Step 2: Outline
The language used and the amount of information contained in the outline greatly depends
on the students’ abilities and grade level. For example, older or more advanced students may
be able to complete a generic outline. Additionally, the standards for the outline may vary
among students. Some may need to finish the outline with complete sentences, while others
are capable of supplying words or phrases. The transition to step 3 (rough draft) is much
smoother, however, when students use complete sentences. A sample outline is provided to
illustrate Step 2.
The highest stake of all is our ability to help children realize their full potential.
~Samuel J. Meisels