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Text Dependent Analysis Paper

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Writing is a task that involves many cognitive processes. Because of this, it can hold some challenges and teachers can struggle with finding the right methods to teach the skill effectively. Fisher and Frey (2013) explain that “Writing needs to be taught” (p.96). A teacher cannot only give a prompt and tell their students to write about it without giving some instruction before it (Fisher & Frey, 2013). Also, writing cannot be limited to just English. Language Arts (ELA). It comes down to writing in every subject every day. Another point is that we cannot tell a student to write if we as teachers are not willing to write themselves. To teach students to be passionate about writing then teachers need to have that passion too. Young children…show more content…
Using these resources can be transferred to other teachers and students can share their work. It encourages and promoted interactive learning.
Common Core State Standards have to change the way teachers have to teach writing. Meaning that the writing has to be text dependent and finding evidence to prove their point. In my educational setting, we have to introduce and use Text Dependent Analysis (TDA) which takes a question and turn it into a statement. It will help with the analysis part of the paper, and the students have to use evidence from the text to justify the statement. In my classroom, the TDA’s has taken out the creativity in my student’s
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I chose two strategies to try out in my class. The first one was the Power Writing which is a method for building fluency through brief, timed writings (Fisher & Frey, 2013). The main idea is that these writing are to put their thoughts quickly on paper done in every subject (Fisher & Frey, 2013). Because I am a teacher that will do anything for my students and since I teach, ELA, Math and Social Studies, I decided to give these strategies a try. I was amazed how well it worked primarily in Math and Social Studies. I was able to see what the students were thinking and if they connected with the material. Every day we added more words. Also, I found that my students were understanding and grasping the content better. Fisher and Frey (2013) explain that “Because writing is thinking, if students are not writing fluently, they probably aren’t thinking fluently, at least about the topic of study” (p.97). The second strategy I used was Shared Writing which is collaborative writing. We have just started this process and have a few obstacles to overcome. It was not as good as the Power Writing did. I think this is because we have not done it for an extended period. I did try the same activity that Ms. Harper did. She used the third strategy, interactive writing approach (Fisher & Frey,
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