Writing can be a powerful tool for thinking and learning. Journaling is one form of writing that is a commonly used learning tool in many classrooms. Children use journals to record personal experiences, explore reactions and interpretations to reading and videos, or record, analyze, or enhance information about literature or other subject areas. This article examines how to scaffold journal writing instruction for students with learning disabilities within a diagnostic teaching cycle by establishing learning outcomes, planning assessment, planning instruction, implementing instruction, and analyzing individual student learning. Example lessons, differentiation strategies, scoring guides, and student samples are provided. (Contains 4 tables, 3 figures, and 1 note.)