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Portfolios: Encouraging Revision and Reflection in the Era of the Common Core
“Experience plus reflection equals growth.” ~ John Dewey, 1933
Opening Journal
What does “portfolio” mean to you? What associations, experiences, questions, or other thoughts come to mind?
Various PortfoliosElementary, Middle, High schoolProcess Portfolios /
Contained in English
Quarterly Portfolios including all key classwork in English: 3 polished essays, 2 revised essays, 48 journal entries 5 books/3 reading
presentations Quarterly reflection
(Kent)
Showcase Portfolios / Across
Disciplines Senior Multi-genre
Portfolios, with 14 elements including writing from Science and technology Second language Mathematics Literature History Etc, including pieces
related to a research focus (Graham)
Wherefore Portfolios
Engage students in the writing process
Encourage revision
Promote reflection
Promote ownership of learning and writing
Enable assessment of growth over time
Align teacher standards
Prompt writing across the disciplines
Elevate writing in the life of the school
Read around of excerpts from recent literature on
portfolio assessment
Portfoliosand the
Common Core
Tips:
Integrate language of Common Core (in categories, rubrics, conversations with students)
Collaborate if you can
Literacy across the curriculum
Range of writing (argument,
explanatory/informational
Audience awareness
Writing process and revision
Presentation of knowledge
Digital media
Command of conventions
How language function
Collaboration
Data collection
Local Portfolios
New Canaan
9th grade:1. Writer’s narrative,
2. literature-based essay
3. response to literature
4. creative/personal piece
11th grade1. Writer’s narrative
2. ??
3. ??
4. ??
Joel Barlow
11th Grade1. Table of Contents
2. A Reflective Letter
3. A Formal Analysis
4. A Personal Essay or Creative Piece
5. Writer’s Choice
6. Timed Writing
Challenges
What challenges would you anticipate if you were to try to bring portfolios into your classroom, your department, or your whole school?
What materials and resources would you anticipate needing?
CWP Summer Portfolios
Four pieces in submitted electronically:
Personal
Literary/creative
Real-world/expository/transactional
Reflective (any form)
Beginning the final piece: flip back through your writers notebook and identify two or three things that best capture what CWP has been about for you, then begin writing about them…..
References Newkirk, T. & Kent, R. (Eds.). (2007). Teaching the neglected "R": Rethinking writing instruction in secondary classrooms. Portsmouth, NH: Heinemann. Graham, S., MacArthur, C., & Fitzgerald, J. (Eds.). (2013) Best practices in writing instruction. (2nd ed.). New York: The Guilford Press. Joel Barlow Writing Center website: http://www.joelbarlowps.org/pages/jbhs/Curriculum/Writing_Center Applebee, A. & Langer, J. (2013) Writing instruction that works: Proven methods for middle and high school classrooms. New York: Teachers College Press. Kent, R. (1997) Room 109: The promise of a portfolio classroom. Portsmouth, NH: Heinemann. Martin-Kriep, G. & Picone-Zocchia. (2009). Changing the way you teach, Improving the way students learn. Alexandria, VA: ASCD. Gallagher, K. (2011) Write like this: Teaching real world writing through modeling and mentor texts. Portland, ME: Stenhouse. Gallagher, K. (2006) Teaching adolescent writers. Portland, ME: Stenhouse. Martin-Kriep, G. & Picone-Zocchia (2000). Becoming a better teacher: Eight innovations that work.. Alexandria, VA: ASCD.
Urquhart, V. (2005). Improving writing: What principals can do. Principal Leadership, v5 n6 p44-48 Feb.
Manning M. (2000). Writing portfolios: How you can help kids keep track of their growth as writers. Teaching K-8 Magazine, March 2000.
“Assessment – Portfolio Assessment.” Education.stateuniversity.com. Web, Accessed 7/16/14)