Presented by Alex Witkowski, Teacher of English and April Gonzalez, Supervisor of English and Social Studies.

THE PORTFOLIO PROJECT: GROWING

WRITERS FOR THE FUTURE

Presented by Alex Witkowski , Teacher of English

and April Gonzalez, Supervisor of English and Social Studies

DO NOW…

Write a metaphor for what it is like to teach writing.

GROWING WRITERS FOR THE FUTURE?

What does research tell us about…

DIFFERENTIATED INSTRUCTIONThe Portfolio is a student-centered

approachIt differentiates through…

Choice Process and Pace Cooperative learning

“I REALLY ENJOY THE PORTFOLIO

ASSIGNMENT AS A WHOLE BECAUSE IN THE PAST WE WERE

GIVEN SOMETHING TO WRITE ABOUT BUT

NOW WE CAN WRITE ABOUT WHATEVER

INTERESTS US AND MAKES WRITING SEEM

BETTER.”

HABITS OF MIND

The portfolio process builds habits of mind such as…

Metacognition Communicating with clarity and

precision Persisting

21ST CENTURY SKILLS

Creativity and innovation Teamwork Media literacy

“There are only so many ways to approach an essay, but there are endless possibilities for the approach to the portfolio.”

Student

Portfolios

Integrating writing

and Writers’

Workshop into the average

English classroom

The process begins with you: Establish your expectations for the

portfolio Prepare lessons on craft Locate mentor texts Establish peer review process Consider timelines and pacing Establish a grading and feedback

process Align the portfolio (content) to the

curriculum

The Portfolio Process for students begins with “priming the pump”

Compile and post the “Qualities of Good Literature” list.

Share your personal writing territories.

Share the students’ writing territory lists. Make sure they keep these.

Share your expectations for portfolios.

Share your personal portfolio. Assign “planning” over a few days

before beginning the process.

It may be awkward, but there are steps that can be taken…

ProcedureFor the beginning of the process…

Begin every day with writing starters

Allot a block of time for writing in the classroom.

Check in periodically. Write with the students. Conference with students. Have options for students when they have writer’s block.

RETURNING TO THE DO NOW

With a partner, share your metaphors for teaching writing aloud. Each partner should offer one praise and one polish towards the revision process.

Workshop

I'M NOT A VERY GOOD WRITER, BUT I'M AN EXCELLENT REWRITER.  ~JAMES MICHENER

Writer’s Workshop Process:

• Students complete a Pre-workshop Questionnaire

• Instructor shares portfolio piece aloud• Class goes over Guidelines for Writers’

Workshop• Students randomly assigned partners to

engage in Writers’ Workshop• Students complete Exit Note on the best

piece of advice they received• Students complete a reflection on workshop

PREPARING THE FINAL DRAFT

Return to your now-workshopped metaphor for teaching writing. Using your own insight and the comments from your partner, polish your metaphor.

Submission/Grading

Grading process• Collect a packet representative of the writing

process.• Go over a thorough and precisely-worded

rubric ahead of time.• Avoid written comments on the pieces.• Offer feedback in a way best suited for you: a

letter, a conference, a rubric including one praise and one polish, etc.

• Present feedback to highlight the continuous nature of the process.

Construction

Construction• Devote time in class to the assembly of

portfolios to place value in publication.• Spread steps over a significant amount of time.• Focus on organization both for the instructor

and for the students.• Emphasize the importance of presenting

polished products.• Encourage students to communicate their

writing style and personality through the final portfolio.

Publication/Celebration

Publication/Celebration• Return final portfolios with comments on the

final day.• Have students share their final products and

offer positive feedback to peers.• Facilitate a sort-of “yearbook signing.”

Final Thoughts

• Be prepared for a tremendous undertaking; it is impossible to back out of the project.

• Prepare back-up plans for absent students.• Explain the grading process thoroughly.• Facilitate differentiation. Encourage high-

performing students to take more risks.• Use your best judgment to the amount of

time allotted in class and the frequency of the time.

“Overall, I really enjoyed the portfolio and it saved my confidence in my writing ability.”

“…since we are binding our completed portfolio pieces, it makes it more special to look back

at them…”

Thank You!

Question and

Answer…