This study explored the dynamic process by which pragmatic structure of inquiry in the form of research cycles was co-generated and adapted in a grade five knowledge-building community through the ongoing reflective discourse and practices over an academic year. Qualitative analysis of field notes, classroom videos, and student notebooks elaborated the emergence of research cycles assisted by the teacher. Analysis of student interviews showed how this structure was used and adapted by individual student to position and monitor knowledge progress and plan for further inquiry. Content analyses of student focal questions and online discourse indicated that students moved to more advanced research individually and made more productive contributions in the collective level.