Research question. What happens to the quality of student answers to "explain" questions when students receive direct instruction on how to elaborate on their initial answers? Research Activities: The purpose of this intervention was to get students to write more complete answer to "explain" questions. The intervention changed from focusing on explanations that depended on reasoning with evidence to explanations that elaborated on key ideas. Context: Thirty, sixth graders in an Earth Science classroom at an average K-8 school. Instructional Approach: Because of the change in the research question, the intervention took place over a period of only a week and a half. After a brief introduction to the characteristics of "explanatory" writing, students received direct instruction in what it means to "elaborate" and then had an opportunity to revise their own writing and practice elaborating. Data: Pre/Post explanations on tests, in-the-midst written explanations, and an attitude survey. Student responses were analyzed to assess students' ability to (a) elaborate, (b) address the question in the response, and (c) include relevant information. Results: After the intervention students were confident in their ability to elaborate, although still unsure of how to explain elaboration to a peer. Students had a higher percentage of relevant sentences in their responses after the intervention. However, students were no more likely to elaborate their answers after the intervention, as before. Students showed a range of elaborative styles, though, including pictures and information straight from the textbook. Teaching students to write complete, scientific explanations proved to be a more involved and lengthier process than anticipated.

Grade Level. 6

Data collection methods. Student work; Survey – Attitude; Writing assessment; writing samples Curriculum Areas: Science – Earth Science

Instructional approaches. Direct instruction; Writing – Expository