By Dr. Wendy Wells
Scaffolding writing instruction can be tricky, especially when applying Universal Design for Learning (UDL). UDL encourages offering multiple means of engagement, representation, and expression, which can sometimes suggest alternatives to writing, such as oral responses or visual representations. However, when writing is the specific learning standard, the goal remains clear: students must demonstrate their ability to write.
So, how do we balance scaffolding with maintaining the expectation that students must write? The answer lies in providing carefully designed supports that enhance the writing process rather than replacing it. For instance, while you may offer verbal feedback or engage in brainstorming sessions to help a student organize their ideas, these supports should lead to a written product.
Here are some effective scaffolding strategies that align with both UDL and writing standards:
Graphic Organizers: These can help students visually structure their thoughts before they write. They provide an accessible way to plan and organize ideas, making the writing process more manageable, especially for students who may struggle with the initial blank page.
Sentence Starters & Writing Prompts: For students who struggle to get started, offering sentence starters or specific prompts can help guide their writing without removing the requirement to write. These tools can spark ideas and provide a framework for students to express their thoughts in writing.
Collaborative Writing: Peer collaboration can be a powerful scaffold. Allowing students to work together on drafting, sharing ideas, and offering feedback can reduce the cognitive load and help students gain confidence in their writing. However, the expectation remains that the final product is written by each student individually.
Guided Drafting & Revision: Instead of expecting a polished draft immediately, allow students to create a rough draft with the option to revise. Providing structured feedback on their drafts—focusing on specific aspects like organization, clarity, or grammar—guides them through the process of refining their writing.
Creative Writing Choices: Instead of traditional paper-based writing, allow students to express their ideas through digital platforms like Google Slides, posters, or infographics. These projects combine writing with visuals, requiring students to organize and articulate their thoughts clearly while engaging in more interactive and creative formats. This approach keeps the writing goal intact, fostering both creativity and skill development in a way that feels relevant and fun.
For some students, assistive technology can provide the necessary support. For those with accommodations, text-to-speech tools, speech-to-text apps, or grammar checkers can help bridge gaps for learners who may face challenges in writing but still require them to produce written work.
The key here is that scaffolding supports the writing process without compromising the goal: students must demonstrate their writing skills. Through these scaffolds, students can still engage in writing tasks in ways that meet their needs, but the expectation to write—and to develop as writers—remains intact. Scaffolding doesn’t lower the bar; instead, it provides the structure needed for students to achieve the writing standard independently.
For Further Study:
CAST.org: CAST UDL Guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Douglas Fisher and Nancy Frey: Renowned educators and authors, Fisher and Frey have extensively researched and written about scaffolding strategies in education. Their book, Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework, presents six research-based strategies to support developing writers.
Larry Ferlazzo: Award-winning English and social studies teacher, author and radio host, Larry Ferlazzo has compiled what he considers The Best Scaffolding Writing Frames for Students.
Want to learn more about ways to scaffold writing instruction?
Contact Wendy Wells at wendy@incompassingeducation.com to find out how INcompassing Education can support your district.
