<p>This paper explored the use of a teacher-facing analytics tool designed to support teacher facilitation of collective student inquiry. We studied a Grade 5 science teacher’s implementation of the tool to support students in developing their understanding of electricity. The tool dashboard visualizes the relationship between student discourse and the curriculum by distinguishing shared terms, student-only terms, and conceptual words from the curriculum in the form of visuals including word cloud and word network. Our data included lesson observations (video-recorded), student posts (notes) from an online forum, a science quiz, and interviews. We analyzed video data to understand the teacher’s discourse strategies supported by the tool and assessed students’ online discussions for (i) vocabulary growth in relation to curriculum keywords and (ii) the quality of idea complexity and scientific rigor over time. We also coded interview data to understand participants’ views and perceptions of collaborative learning when supported by the word cloud visualizations. Our findings showed that the teacher used the visualizations to identify emerging ideas aligned with the curriculum and to co-construct promising ideas with students to help advance their inquiry. Our analysis of student data showed that students constructively integrated curriculum keywords from the visualizations to expand idea connections using scientific terms over time. They also reported in interviews that the visualizations promoted their inquiry. The quiz results also showed a significant improvement in their understanding of the topic. We discuss the contributions and implications in relation to teacher-facing learning analytics designed to support collective student inquiry in knowledge building.</p>