Scaffolding Instruction
Not every student is able to dash off a suitable essay given just a prompt. Good writing takes a lot of time and support. Researcher Sylvia Read recognized the need for scaffolded writing instruction and developed a model she terms IMSCI. This model fits well into the writing process (a writing process "cheat sheet" for students can be found below) and can be incorporated in the regular writing instruction time for students who need more support.
IMSCI is an acronym designed specifically as a way for a teacher to model the writing process and a final product for a specific writing genre.
First, students explore mentor texts to familiarize themselves with the genre. Then, the following steps are worked through:
Inquiry: The teacher questions students about what features they have noticed (language, organization, presentation, topics, etc.)
Modeling: Use think alouds and active modeling of a draft to show students what it looks like to try writing in a particular genre.
Shared writing: Students provide the teacher with suggestions for what to write next.
Collaborative writing: Students work with a partner to play with writing in the focus genre.
Independent writing: Students write in the focus genre on their own, with teacher support as needed.
Reference
Read, S. (2010). A model for scaffolding writing instruction: IMSCI. The Reading Teacher, 64(1), 47-52.
IMSCI is an acronym designed specifically as a way for a teacher to model the writing process and a final product for a specific writing genre.
First, students explore mentor texts to familiarize themselves with the genre. Then, the following steps are worked through:
Inquiry: The teacher questions students about what features they have noticed (language, organization, presentation, topics, etc.)
Modeling: Use think alouds and active modeling of a draft to show students what it looks like to try writing in a particular genre.
Shared writing: Students provide the teacher with suggestions for what to write next.
Collaborative writing: Students work with a partner to play with writing in the focus genre.
Independent writing: Students write in the focus genre on their own, with teacher support as needed.
Reference
Read, S. (2010). A model for scaffolding writing instruction: IMSCI. The Reading Teacher, 64(1), 47-52.