The article examines third graders who use reading, speaking, writing, gestures, and visual representation strategically in their inquiry research and to share what they learn. Examples of their speaking, writing and drawing shows their developing skill in choosing semiotic meaning-making systems appropriately for the purpose of developing their understandings. Three case histories capture language and drawing in the inquiry work of a charismatic and creative young leader, a struggling writer who thrives in an inquiry partnership, and a successful student labeled both vision-impaired and gifted/talented. Inquiry study offers both individualized pacing and social learning that are valuable to the students. (Contains 6 figures.)