The ideas below are options, but it is not a complete list. 

• Worksheets
• Teachers should use textbook/workbook exercises to practice and reinforce principles being taught in class. These exercises typically practice the form of the grammar in controlled/isolated contexts. 
• More detailed explanation
• Example
• Rubric
• Controlled use practice
• Using partners and groups, practice using the grammar to accomplish a specific task. These learning experiences should begin with a lot of support and slowly decrease the amount of provided scaffolding to allow the students to use the language in authentic ways.
• DWCF 
• Principles of dynamic written corrective feedback as outlined in Hartshorn (2008) and Eddington (2014) can be used to help students recognize and correct recurring errors. Students write under a time constraint and receive coded feedback on the errors. The students then make the necessary corrections until the paragraph is error-free. Early drafts of DWCF work would be learning experience grades, not proficiency. It is at the teacher’s discretion how many drafts are required.
• DWCF and EFCR is often best applied when used in collaboration with a writing teacher’s assignment or a project. Students are most likely to be engaged in the revision process and coding when they see a direct relevance to another assignment.
• Portfolios
• Portfolios show a student’s progress over the course of the semester in creating with the language and responding to feedback. A portfolio should include multiple drafts of a writing sample or project, a reflection log of the experience, and any other targeted measure of growth that the student observes during the semester.