Text-Dependent Writing 2024-2025 Teacher Reflections by Kimberly Gross

kgross47 — 2025-05-13 16:43:53 UTC

AHS: The TDW scoring process helped me target the instructional needs of my students and helped me pair them during peer feedback activities.

kgross47 — 2025-05-13 16:45:27 UTC

AHS: This process helped familiarize me with the rubric so I can implement the verbiage in my lessons and assignments to help prepare students for their EOC exam.

kgross47 — 2025-05-13 16:47:44 UTC

AHS: The TDW process helped me focus on the standards. So, for example, I chose to cut Shakespeare and added a Honda commercial of Swift's Modest Proposal to understand satire in more depth, because according to the process, I noticed students were lacking in understanding rhetorical appeals and devices.

kgross47 — 2025-05-13 16:48:51 UTC

AHS: The TDW Scoring allowed me to better track patterns of progress, remediate when necessary, and give specific feedback.

kgross47 — 2025-05-13 16:49:33 UTC

AHS: Keeping up with the holistic rubric allowed more fluidity in conferencing and grading.

kgross47 — 2025-05-14 13:45:35 UTC

GHS: Implementing the new TDW scoring process makes both the teacher and the learner aware of the explicit goals. The "test" should be an expected outcome of the learning.

kgross47 — 2025-05-14 13:46:06 UTC

GHS: Teaching writing as a process rather than product has been helpful.

kgross47 — 2025-05-14 13:46:59 UTC

GHS: Identifying and honing in on specific student weaknesses for intervention and in-depth support has shown results.

kgross47 — 2025-05-14 13:48:38 UTC

GHS: Next year's goal is to analyze student proficiencies and deficiencies before and after the TDW to ensure adequate support and optimum student growth throughout the process.

kgross47 — 2025-05-14 17:50:45 UTC

GHS: I found that with my second semester English 1 students they struggled with TDW3. I think they were unfamiliar with the process of argument writing. I spent more time during the first semester on the process and they wrote to their interests outside of the text. This helped build their skills before they wrote based on text read in class.

kgross47 — 2025-05-14 17:51:33 UTC

GHS: Moving forward I think we should build in the skills aspect prior to applying it to TEXT-dependent writing.

kgross47 — 2025-05-14 19:08:02 UTC

GHS: I was able to focus on students' weaknesses and use strategies to implement remedial instruction.

kgross47 — 2025-05-14 19:09:00 UTC

GHS: We were able to track student growth and determine strengths and weaknesses. We will understand how to further instruction based on the results of the initial TDW.

kgross47 — 2025-05-14 19:09:38 UTC

GHS: It made the students more aware of how their paper was graded, so they attempted to do better in those areas.

kgross47 — 2025-05-14 19:10:33 UTC

GHS: Next year we will be better able to support students needs in their writing.

kgross47 — 2025-05-15 18:51:09 UTC

CBECCHS: Students could consistently see where issues were within their writing. They were familiar with the rubrics.

kgross47 — 2025-05-15 18:52:43 UTC

CBECCHS: Continue work with the rubrics. Students like the consistency. Create a rubric for grading DBQ essays with the ELA domains.

kgross47 — 2025-05-16 20:20:26 UTC

WHS: The TDW scoring analysis allowed me to target areas of weakness with greater specificity.

kgross47 — 2025-05-16 20:21:05 UTC

WHS: I hope to use the smaller elements to strengthen the overall product.

kgross47 — 2025-05-16 20:22:07 UTC

WHS: The new scoring process helped identify areas needed for growth. It also helped to pinpoint exact areas that students need for practice.

kgross47 — 2025-05-16 20:23:04 UTC

WHS: It helped my students' growth immensely. there was a lot of improvement. Consistent writing helps the students grow.

kgross47 — 2025-05-16 20:23:29 UTC

WHS: We were able to tailor lessons to specific details.

kgross47 — 2025-05-16 20:23:49 UTC

WHS: I need to spend more time on the argument writing process.