As part of a larger examination of student perspectives on science, social studies and communication arts, this case study provides accounts of two fifth graders' participation in a writers' workshop. Teacher-researchers involved in the overall study included two fifth grade teachers, one third grade teacher, two university professors, and three doctoral students in teacher education. Classroom lessons, group work, and writing conferences conducted with 47 fifth graders were documented with field notes, audiotapes, and videotapes during the year. Seventeen target students were chosen for intensive study, and two students, one male and one female, were selected from this group as the focus of this study. Analysis focused on ways in which these students integrated meaning constructed in the writers' workshop with meaning constructed in science and social studies learning. For both students, becoming aware of and learning new language to express and examine their ideas seemed to be key factors in the ways they participated in the learning community and the meanings they constructed through their participation. (Contains 48 references.) (MM)