Each area below includes a reinforcement frame (for practices you want to continue) and a redirection frame (for practices that need adjustment). Use the specific language to ground your feedback in the structures of The Writing Academy Supplemental Support System. Pair each redirection with a specific resource the teacher can use.
"I noticed you taught Gather and Reveal on Day 1 and kept the focus on those two stages without jumping ahead. Your students clearly understand where they are in the weekly cycle. That pacing is exactly how the GRADUATE Infinity Learning Cycle is designed to work."
"I noticed you covered Gather, Reveal, and Attempt all in one day. The GRADUATE cycle is distributed across five days so students have time to process each stage deeply. Tomorrow, focus only on Attempt. The Teacher Script for Day 2 has the exact pacing. Let's look at it together."
"I saw that your Standards Slide Deck, Teacher Script, and Tracking Sheet were all in use at the same time. You advanced the slides in sync with the script, and you stopped to record student responses on your Tracking Sheet. That is exactly how the Triplet supports consistent instruction."
"I noticed the Standards Slide Deck was up, but the Teacher Script was not open and the Tracking Sheet was blank. The three pieces of the Triplet work together: the deck drives the visual, the script ensures fidelity to the approved lesson, and the Tracking Sheet captures data for your next instructional move. Let's plan a time this week for me to model how the three pieces flow together."
"Your students were able to name TREES and explain each letter when I asked. They clearly know the framework and are using it to organize their extended constructed responses. The anchor chart on the wall matched what they were writing."
"Students were writing an extended constructed response, but none of them mentioned the TREES framework when I asked what they were using. The framework needs to be explicitly named and referenced during instruction so students internalize it as a tool. The Teacher Lesson Plan Guide has the framework introduction scripted. Let's review that section."
"I heard you use the full term 'thesis (central idea)' consistently throughout the lesson, and your students used it the same way when I asked them. That consistency builds academic vocabulary."
"I noticed the word 'thesis' was used without 'central idea' several times during the lesson. In The Writing Academy, the standard term is always 'thesis (central idea)' so that students connect the academic word to its meaning. The Teacher Script uses the full phrase throughout. Try pausing each time to say the complete term until it becomes automatic."
"I could see the color coding in student writing: green for thesis (central idea) and reasons, yellow for evidence, red for explanation, and blue for significance. Students were self-monitoring their writing structure by checking their colors. That is the system working as designed."
"I noticed students were writing without the color-coding system. The colors are not decorative; they are a self-check tool that helps students verify their writing structure at a glance. The writing colors chart should be posted and actively referenced. Let's set up the chart this week and practice using it with one paragraph."
"Students were annotating their passages using the TRACKS categories with the correct colors. They could explain why they highlighted specific words for Time, Reactions, Actions, Character, Key Details, and Setting. That active reading directly supports their evidence selection."
"Students had unmarked passages. The TRACKS annotation system teaches students to read with purpose: T for Time (green), R for Reactions (purple), A for Actions (yellow), C for Character or Concept (yellow), K for Key Details (blue), S for Setting (pink). Model the first paragraph together, then release students to annotate independently. The passage pages in the Student Interactive Workbook have space for this."
"I heard students using the oral rehearsal frames for Tier 2 vocabulary, and they could pronounce the Tier 3 words using the 'Say It This Way' guide. Three-tier vocabulary instruction is strong in this classroom."
"Vocabulary instruction today covered only Tier 1 words. Each module includes at least 10 words at each tier (30 or more total). Tier 3 words need the 'Say It This Way' pronunciation guide so students can use them confidently. The Teacher Script includes all three tier pages with the oral rehearsal frames. Let's look at how to fit all three tiers into the week."
"I saw multilingual learners using the Content Language Supports with sentence stems that matched today's writing task. You adjusted your pacing for the small group and used the oral rehearsal frames before asking them to write. That is exactly how ELPS integration supports writing growth."
"Several multilingual learners were writing without any linguistic supports. The Content Language Supports include sentence frames for thesis (central idea) statements, evidence integration, and explanation. These are not optional additions; they are part of the lesson design. Let's look at the ELPS alignment for this cluster and identify which supports to have ready for each day."
"Your Tracking Sheet shows entries for every student across multiple modules, and I can see you are using the RPLD Thinking Levels to group students. The pattern of growth from Foundational toward Independent is visible in your data. That is powerful evidence of your instructional impact."
"The Tracking Sheet has not been updated since Module 1. Without current data, it is difficult to know where each student's thinking is and what they need next. The Teacher Look-Fors (Listen, Look, Notice, Determine, Record, Respond) give you a process for capturing data during instruction. Let's plan three specific moments in tomorrow's lesson where you will pause and record."