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

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

3. What does research tell us about…

4. The Portfolio is a student-centered approach It differentiates through…  Choice  Process and Pace  Cooperative learning

6. The portfolio process builds habits of mind such as…  Metacognition  Communicating with clarity and precision  Persisting

7.  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

8. Integrating writing and Writers’ Workshop into the average English classroom

9.  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

10.  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.

12. For 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.

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

16. 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

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

20. 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.

22. 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.

24. 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.”

25. 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.

28. Question and Answer…