Curriculum Portfolio

Form Practice

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

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.

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.

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 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.