USE AND APPROACH OF THE CURRICULUM

FRAMEWORK FOR THE ENGLISH PROGRAM

The Curriculum Framework is neither a curriculum guide nor a curriculum. The

Curriculum Framework is a document in which parameters of references are given

to those who are developers, evaluators, and technicians charged with developing

and evaluating or adopting a curriculum aligned with the content of the English Program

and educational reform developed by the Department of Education in Puerto Rico. In

addition, it is designed so that teachers can use the framework in their instructional

design without being prescriptive. On the other hand, this document will be of great

significance to professors and universities involved in preparing teachers because it

establishes public policy regarding the goals of education in the Island and the

development of the curriculum required to accomplish these goals.

In this sense, the Curriculum Framework is a document that allows the Educational

Reform taking place in the Island to be operational. At the same time, it facilitates the

implementation of a curriculum based on Content Standards. It also provides teachers

with fundamental criteria when designing instruction. It is the basis that helps the teacher

to make the lesson content relevant while enhancing the daily learning process. It allows

the teacher to innovate lessons without abandoning the general outline of the goals of

education in the Island. In this way, teachers select, evaluate and design their own

curriculum (instructional design) conceptualizing the learning process to the reality of

student learning styles. This is possible because the document provides modular concepts

and teaching strategies, ways in which students learn and the type of assessments that

should evolve in the context of the given curriculum and the established Standards of

the Department of Education.

 Acquisition of English as a Process: Constructivist Approach

Second language acquisition research has shown that learners’ attitudes, their

motivation and the degree of their involvement in the learning process play a major role

in and are extremely important for the learners’ success in improving their second

language skills (Celce Murcia, 2001; Brown, 2000; Lightbown & Spada, 1999; Ellis,

1997, 1994; Barasch & Vaughn James, 1994; Krashen, 1985, 1982).

Exposure to (i.e. input of) authentic, learner-centered communication in the target

language have been identified as important factors for successful second language (L2)

acquisition. Success in L2 learning seems to be achieved when the L2 learner

demonstrates a positive attitude towards the first language and culture as well as the

second language. Success is also achieved when the learner is highly motivated and

involved in the learning process, focusing on meaning and communication within the

group. Successful L2 learning occurs in a social context; free of threats and full of

opportunities for L2 learners to practice using the language in meaningful situations.

These aspects are for the most part incorporated in Stephen Krashen’s Second

Language Acquisition Theory. It consists of a number of hypotheses concerning (a) the

distinction between L2 acquisition (subconscious) and L2 learning (conscious); (b) the

Monitor which is active in L2 learning, yet not part of L2 acquisition; (c) the Natural

Order in which language rules are acquired in a predictable or “natural” way; (d) the

Input hypothesis which stresses the importance that the learner comprehends target

language input (through listening and reading) and that the input be slightly beyond the

learner’s current L2 level (i + 1). This caveat is necessary so that the learning situation is

challenging enough to keep the L2 learner interested and cognitively active. Lastly yet
certainly not least is (e) the Affective Filter hypothesis. The hypothesis emphasizes that

successful L2 learning environments must be free from stress and anxiety. It must be

reassuring while respecting the L2 learner’s desire to learn and acquire the target p. 26)

Michael Long (1996) takes this acquisition model one step further when he emphasizes

the pivotal role of interaction and input in the L2 acquisition process. According to

Long, conversation and other forms of interactive communication is the key to success

in acquiring linguistic rules in the target language. Brown (2000), points out that through

“the curriculum ... principles of awareness, autonomy, and authenticity lead the learner

into Vygotsky’s (1978) zone of proximal development (ZPD) where learners construct

the new language through socially mediated interaction” Application of the

constructivist approach to L2 teaching and learning From a constructivist view of

teaching and learning, knowledge and meaning are not imparted by the teacher to the

students, but rather created collectively by learners and teachers. Together, they might

use a variety of approaches and methods as well as authentic materials that they may

have created and written, in part, themselves. The learning and teaching is learner-

centered and students learn how to learn. Some of these approaches reflect Paolo Freire’s

participatory approach and the whole language approach, to name just these two in this

section. Jack Richards ((2001) points out that constructivists emphasize that learning

involves active construction and testing of one’s own representation of the world and

accommodation of it to one’s personal conceptual framework. All learning is seen to

involve relearning and reorganization of one’s previous understanding and representation

of knowledge. According to Lugo & Medina (2003) students should be taught from a
contextualized approach and the content of study should reflect the student’s environment

and pertinent reality” In terms of L2 teaching and learning in Puerto Rico, constructivist

approach translates into an anxiety free classroom atmosphere where the target language,

English, is used to communicate among a group of L2 learners and the teacher as a

facilitator for genuine communication. Authentic language material is used, reflecting the

L2 learners’ values and interests, material that was developed and designed for these

learners and with these learners in mind. Some of the materials may be created by the

learners themselves to increase the learners’ interest and involvement as well as their

linguistic level. Cooperative and small group work is encouraged and learning is

reinforced through constructive feedback from peers and the teacher. Communicative

language teaching as well as project-based learning are emphasized and individual

learner’s strengths are used to assist others in their learning (Vygotsky, 1978).
 EFECTIVE ESL TEACHER PRACTICES

With regard to teacher preparation, it is absolutely necessary that all teachers who

teach English be highly fluent in the language and have solid second language

pedagogical skills. This knowledge has to be demonstrated through a vigorous

certification process before they are hired and/or given permanent status. Like any

professional, teachers must further develop their expertise and L2 ability throughout their

teaching career through mandatory continuing education opportunities and in-service

training provided and paid for by the PR Department of Education. A very serious

problem in Puerto Rico is the acute shortage of qualified and well prepared English

teachers at all levels, including early childhood education. This issue needs to be

addressed immediately because this critical situation cannot be allowed to continue. It

needs to be genuinely remedied through the creation of special incentives program for

English teachers and eradicated on a long-term basis.

Mission and goals

The English Program’s mission and goals of the Department of Education are based

on the Organic Law (149) of July 1999. The mission, according to the law, is to develop

communicatively competent students in the English language. Notwithstanding, it

recognizes that successful Spanish literacy will be the foundation for developing

proficiency in a second language. Collaboration between the Spanish and English

programs is therefore necessary and crucial. The English program is committed to

promoting and facilitating the development of critical and creative thinkers capable of

communicating effectively to deal with the high expectations and demands of a society

which is immersed in a global interchange and collaboration. The program will provide a
comprehensive, challenging, and enriching curriculum that takes into account students’

social, economic, cultural, and personal backgrounds including their knowledge and

skills. To provide the educational experiences that will prepare all students to reach their

potential, the Department through its schools must ensure that students communicate

effectively in English through program adopted goals. These are:

• Offer students English language experiences that are based on challenging, meaningful

and pertinent content, and use performance and assessment standards based on the

humanistic constructivist paradigm.

• Prepare all students to reach their potential through the development of their abilities in

the four strands of the English program: oral communication, written communication,

reading comprehension, and literary appreciation.

• Empower students to become competent, knowledgeable, independent, reflective,

and self-confident English language learners.

• Prepare students to access, organize, and evaluate information obtained through

technological or electronic means for the development of listening, reading and writing

skills.

• Develop students’ critical and creative thinking through the process of English learning

• Reinforce and model students’ ethical and moral values, awareness, and cultural

repertoire through exposure to a variety of literatures in English.

• Encourage all students to become informed and responsible citizens in a democratic

society.

• Provide opportunities for student participation in a variety of social and interactive

scenarios.
 DEVELOPEMENTAL APROPRIATE THEORIES

The ability to communicate and to understand language is a major achievement of

human beings. An amazing feature of language development is the speed with which it

is acquired: The first word is spoken at about 12 months; by two years of age most

children have vocabularies of about 270 words, and this increases to 2600 words at the

age of six. It is almost impossible to determine the number of sentence constructions

that can be generated within a single language. Children, however, use syntactically

correct sentences by the age of three and highly complex constructions by the age of

five.

This extraordinary phenomenon cannot be explained by means of simple learning

theory. The American linguist Noam Chomsky postulated that the human brain is

especially constructed to detect and reproduce language; the mental system does not

require formal learning and will function perfectly when language is available to the

child. Although developmental psycholinguists do not agree with all of Chomsky’s

concepts, they do accept the idea of special mental language systems. Today theorists

are concerned with the relationship between cognitive growth and language. It is now

assumed that language reflects children’s concepts and develops as their concepts

expand.

To EDL teachers this is very important because it will be easier for us to understand a

child and to know in what stage he didn’t have enough help in. Probably we as ESL

teachers could help a child in further development stages by helping them build

schemas and giving those tools for future learning skills.

 Piaget's Key Ideas
Adaptation What it says: adapting to the world through assimilation
and accommodation

Assimilation The process by which a person takes material into their

mind from the environment, which may mean changing the
evidence of their senses to make it fit.

Accommodation The difference made to one's mind or concepts by the

process of assimilation.
Note that assimilation and accommodation go together: you
can't have one without the other.

Classification The ability to group objects together on the basis of

common features.

Class Inclusion The understanding, more advanced than simple

classification, that some classes or sets of objects are also
sub-sets of a larger class. (E.g. there is a class of objects
called dogs. There is also a class called animals. But all
dogs are also animals, so the class of animals includes that
of dogs)

Conservation The realisation that objects or sets of objects stay the same
even when they are changed about or made to look
different.

Decentration The ability to move away from one system of classification

to another one as appropriate.

Egocentrism The belief that you are the centre of the universe and
everything revolves around you: the corresponding
inability to see the world as someone else does and adapt to
it. Not moral "selfishness", just an early stage of
psychological development.

Operation The process of working something out in your head. Young

children (in the sensorimotor and pre-operational stages)
have to act, and try things out in the real world, to work
things out (like count on fingers): older children and adults
can do more in their heads.

Schema (or The representation in the mind of a set of perceptions,

scheme) ideas, and/or actions, which go together.

Stage A period in a child's development in which he or she is

capable of understanding some things but not others
Stages of Cognitive Development

Stage Characterised by

Sensori-motor Differentiates self from objects

(Birth-2 yrs)
Recognises self as agent of action and begins to act
intentionally: e.g. pulls a string to set mobile in motion or
shakes a rattle to make a noise

Achieves object permanence: realises that things continue

to exist even when no longer present to the sense (pace
Bishop Berkeley)

Pre-operational Learns to use language and to represent objects by images

(2-7 years) and words

Thinking is still egocentric: has difficulty taking the

viewpoint of others

Classifies objects by a single feature: e.g. groups together

all the red blocks regardless of shape or all the square
blocks regardless of colour

Concrete Can think logically about objects and events

operational
(7-11 years) Achieves conservation of number (age 6), mass (age 7),
and weight (age 9)

Classifies objects according to several features and can

order them in series along a single dimension such as
size.

Formal operational Can think logically about abstract propositions and test
(11 years and up) hypotheses systemtically

Becomes concerned with the hypothetical, the future, and

ideological problems

PRINCIPAL OF LEARNING PARADIGMS

Cognitivism

It is the act or process of knowing. Cognition includes attention, perception, memory,

reasoning, judgment, imagining, thinking, and speech. Attempts to explain the way in

which cognition works are as old as philosophy itself; the term, in fact, comes from the

writings of Plato and Aristotle. With the advent of psychology as a discipline separate

from philosophy, cognition has been investigated from several viewpoints.

An ESL teacher must understand the brain so that the process of developmental

intelligence can be successful. This theory has implications for academic achievement.

Humanism

CONSTUCTIVISM
 THE CURRICULUM FRAMEWORK

“WHAT IS IT?”

A document that assembles the philosophical principles,

foundations and focus of each study program. It presents an

integrated vision of a program’s curriculum. It includes the vision,

mission, goals ,areas of study by levels, organization, scope and

sequence of the content , including general recommendations of

strategies, teaching methods and criteria for evaluation methods.

To conclude, it serves as the reference frame for the curriculum design.

THREE DIMENSIONS OF THE DEPARTMENT’S PERSPECTIVE VIEW OF

THE CURRICULUM

• The content to be developed in a great measure are the concepts and skills in the

materials used

• Methodology or methods , strategies and techniques of teaching are to be

developed and delivered in the context of modern theories of learning

• The process of learning and assessment, are outlined in the cognitive, humanistic

and sociological theories of learning

USE AND APPROACH OF THE CURRICULUM FRAMEWORK FOR THE

ENGLISH PROGRAM

• It serves as a guide to enable evaluators, curriculum specialists, school boards,

parents, communities, universities, and university professionals as a parameter of

the skills to be taught to students and future teachers.

• It allows our Educational Reform on the island to be operational and at the same

time, it facilitates the implementation of a curriculum based on content standards.

• It also provides teachers with fundamental criteria when designing instruction so

as to innovate lessons without abandoning the general outlines of the goals of

education.

• Therefore, teachers select, evaluate and design their own curriculum (instructional

design) conceptualizing the learning process to the reality of student learning

styles.
 PURPOSE OF THE CURRICULUM FRAMEWORK

• To establish the mission, goals, focuses, objectives, contents and methods of the

process of teaching and learning of the Program studies.

• The goals of each program are grounded on students’ values and

educational needs within the context of Puerto Rican society. The goals

are translated to the classroom through the program’s curriculum.

• To guide the elaboration of investigations and the evaluation of the effectiveness

of the curriculum and the academic achievement.

• The effectiveness of the curriculum can be assessed by measuring student

academic achievement. The process of teaching and learning , in all its

dimensions, may be an objective of sistematic investigations. The

Curriculum Framework offers fundamental criteria related to the

theoretical and philosophical framework in which investigations of

educational processes should be based.

• To guide the processes of teacher preparation and development of in-service

training by subject

• The teacher preparation programs are aligned with the professional profile

required by the Department of Education in terms of content, teaching

skills, knowledge, and transference of modern theories related to the

teaching and learning processes in the classroom.

• To guide the elaboration of the curriculum in its diverse levels (basic national

-guide of courses , courses-school unit and instructional)

• This Curriculum Framework establishes the criteria and theoretical and

philosophical foundations that are the basis for curricular development at

all levels.Personnel from different components of the educational system

who work with the curriculum will find the principles that govern the

different levels of the system clearly established within this document.

The framework is a warranty that the curriculum will be developed and

completed in an efficient manner in line with the educational principles

that govern the Department of Education.

 Advantages of Learning English

• The most important reasons for learning English for a social, political and

economic perspective are the strong ties to the United States as a result of the

migration of Puerto Ricans to the United States over the years.

• English is also the preeminent international language in our ever-changing global

society and the language of the information age.

• Moreover, English has become a language of social empowerment. Gatekeepers

that permit socioeconomic mobility in this society use it as a ”door-opener “.

• It is important to note, at this time that English as well as Spanish are the official

languages of Puerto Rico.

• Mastering two languages enriches and expands their learning experiences.

 How can we help?

• The teaching and learning of English in Puerto Rico must move away from the

subtractive approach.

• The pedagogy must vigorously move forward toward an additive approach where

the learning of ESL is genuinely perceived as desirable additional knowledge,

which will open up new opportunities for learners, and will not be seen as a socio-

psychological or political threat.

• This is a formidable task. It will take time and can only be successful through a

sincere commitment and a collective effort by all those involved in the education

process.

• More importantly, this effort has to be de-politicized, mutually agreed upon by

political, educational and community leaders.

• Above all, it must be planned and given a chance over time.

Overview and Application of the Constructivist Approach to Second Language

teaching and learning

• The constructivist approach converts the teaching and learning process into a

dynamic, active, motivating and challenging practice in which the student uses

his/her prior knowledge in order to prepare himself/herself to reflect on the task to

be accomplished.

• The constructivist approach translates into an anxiety free classroom atmosphere

where the target language, English language is used to communicate among a

group of L2 learners and the teacher as a facilitator for genuine communication of

L2 teaching and learning in Puerto Rico.

• Cooperative and small group work is encouraged and learning is reinforced

through constructive feedback from peers and the teachers.

• Communicative language teaching as well as project-based learning are

emphasized and individual learner’s strengths are used to assist others in their

learning (Vygotsky, 1978).

• Language learning should be an enriching experience, broadening our minds and

enabling us to meet the ever increasing professional demands in a global world.

(Buhring 1999)
 MISSION AND GOALS

The English Program´s mission and goals of the Department of Education are based on

the Organic Law (149) of July 1999.

• The mission according to the law, is to develop communicatively competent

students in the English language.

• Notwithstanding, it recognizes that successful Spanish literacy will be the

foundation for developing proficiency in a second language.

• The English Program is committed to promoting and facilitating the development

of critical and creative thinkers capable of communicating effectively to deal with

the high expectations and demands of a society which is immersed in a global

interchange and collaboration.

To provide the educational experiences that will prepare all students to reach their

potential, the Department through its schools must insure that students communicate

effectively in English through program adopted goals. These are:

• Offer students English language experiences that are based on challenging,

meaningful and pertinent content, and use performance and assessment standards

based on the humanistic constructivist paradigm.

• Prepare all students to reach their potential through the development of their

abilities in the four strands of the English program: oral communication, written

communication, reading comprehension, and literary appreciation.

• Empower students to become competent, knowledgeable, independent, reflective,

and self-confident English language learners.

• Prepare students to access, organize, and evaluate information obtained through

technological or electronic means for the development of listening, reading and

writing skills.

• Develop students´ critical and creative thinking through the process of English

language learning.

• Reinforce and model students´ ethical and moral values, awareness, and cultural

repertoire through exposure to a variety of literature through English.

• Encourage all students to become informed and responsible citizens in a

democratic society.

• Provide opportunities for student participation in a variety of social and

interactive scenarios.
 Characteristics of ESL Teaching Professionals

The English teacher who responds to the challenge of teaching English as a Second

Language (ESL) has to be highly trained and qualified professional; a very creative,

thoughtful and reflective educator. Among the characteristics that this teacher must

possess are the following:

• Excellent command of the English language, including fluent oral and written

communication skills.

• Solid academic preparation in the field of teaching English as Second Language

in a multi-cultural environment.

• Positive attitude towards the teaching and learning of English in Puerto Rico,

his/her students and the school.

• Understanding the student cognitive learning process with regard to the L2

learning and acquisition process.

• Ability to develop student´s critical thinking skills and to convey the positive

values of our L1 and L2 society and culture.

• Capability to work with parents, involving them in the teaching/learning process

of their children and the school community in general.

• Dedication to the teaching profession and a willingness to continue a life of

learning and research.

 Strategies for Positive Results in the Teaching of English in Puerto Rico

• Project based learning and hands –on experiences will be emphasized and the

student multiple intelligences will be taken into consideration in the

teaching/learning process and further strengthened.

• Extra-curricular activities in English are provided to increase the student’s

exposure to the language outside the classroom.

• Techniques, strategies and teaching/learning activities are decided upon and

developed by the teacher who considers the student’s needs and interests as well

as their motivation to take this particular course.

• Technology is used as a teaching and learning tool in the L2 acquisition process.

• A tutoring program can be set to help with students from higher grades under the

supervision of an English teacher.

• In a coopertive learning environment, the students’ take an active role in their

own learning and that of their peers

Some approaches and corresponding activities that have been successful in an

second language cooperative environment that are based on the constructivist and

humanistic theory :

Total Physical Approach(TPA)

The Natural Approach

Language Experience Approach(LEA)

Activities that help develop L2 skills:

Jazz Chants

Music

Poetry

Storytelling

Role-playing

Drama
 Scope and Sequence

Grade Levels K-3

The emphasis in Kindergarten and the first semester of the first grade is auditory

comprehension, oral communication and cultural diversity developed through children’s

literature. The reading and writing process is initiated during the second semester of the

first grade level as well as auditory comprehension, oral communication and cultural

diversity. The approaches mentioned continue to be applied to the second and third grade

emphasis on the integration of the language arts using the “Balanced Literacy Approach”.

Scope and Sequence

Grade Levels 4-6

In grade level 4-6 the focus is the same as grade level K-3 with special emphasis in the

“Balanced Literacy Approach” to develop auditory comprehension, oral and written

communication, and cultural diversity.

Creative writing is introduced at this level. Encouragement to create bilingual resources

begins here.
 Scope and Sequence

Grade Levels 7-9

The intermediate level consists of three grades, English 7,8,9. It is recommended that the

“Balanced Literacy Approach be used at this level in order to obtain the total integration

of the language arts. To enrich and motivate independent reading, the students use

supplementary readings for the purpose of promoting individual projects orally and in

written form.

Scope and Sequence

Grade Levels 10-12

At the high level (10, 11, and12) provides for the development of the language skills

using Balanced Literacy. It includes the development of skills such as literary analysis,

oral communication, written composition and investigation. There is an integration of the

four language arts with emphasis in the conversational phase when using Balanced

Literacy. To enrich and motivate independent reading the students used supplementary

classic readings for the purpose of developing individual projects in oral and written

form.
 Stephen Krashen

These aspects are for the most part incorporated in Stephen Krashen’s Second Language

Acquisition Theory. It consists of a number of hypotheses concerning (a) the distinction

between L2 acquisition (subconscious) and L2 learning (conscious); (b) the

Monitor which is active in L2 learning, yet not part of L2 acquisition; (c) the Natural

Order in which language rules are acquired in a predictable or “natural” way; (d) the

Input hypothesis which stresses the importance that the learner comprehends target

language input (through listening and reading) and that the input be slightly beyond the

learner’s current L2 level (i + 1). This caveat is necessary so that the learning situation is

challenging enough to keep the L2 learner interested and cognitively active. Lastly yet

certainly not least is (e) the Affective Filter hypothesis. The hypothesis emphasizes that

successful L2 learning environments must be free from stress and anxiety. It must be

reassuring while respecting the L2 learner’s desire to learn and acquire the target

language.
 DESCRIPTION OF ASSESSMENT STRATEGIES

Anecdotal records

Anecdotal records are notes describing behaviors that provide a rich indication of

student progress when reviewed over the course of a school year. You can describe a

specific behavior along with the learning materials, setting, student grouping, and time

and place the behavior occurred.

Checklist

Checklists identify specific behaviors to be observed and provide a form on which to

indicate that the behavior occurred or how frequently it occurred. Examples of behaviors

that might appear on a checklist are: scanning to find information while reading, using

various cues for word meaning in context, making an outline or graphic organizer to

plan an essay, or explaining successfully a problem-solving approach to a peer.

Comic strips

Comic strips are an assessment technique that permits the student to demonstrate

the mastery of concepts, skills, and vocabulary. It develops creativity among the students.

This technique permits the teacher to identify the strengths and weaknesses of the student

in the development of concepts, skills and vocabulary.

Graphic organizers

Graphic organizers are visual systems that help organize and present information.

Diagrams, maps and charts are examples of graphic organizers. The graphic organizers

help the student to organize and remember information. They also help to clarify

concepts
that cannot be communicated easily through the use of words.

Journals

Journals are students’ narrative diaries of what they have learned in each subject area.

The journal may be kept daily and might mention the topics, what was difficult, what

was easy, what strategies helped in learning, and what the student wants to know next.

DESCRIPTION OF ASSESSMENT STRATEGIES

K – W – L charts

The K-W-L Charts are graphic organizers that students complete using three columns

to reflect what they Know about a topic before an instructional activity, what they Want

to know from the lesson, and what they Learned from the lesson after its completion.

The rows on the chart can reflect specific topics covered.

Peer assessment

Students can rate the work of their peers as readers, writers and learners. They can

rate the oral and written work of their peers, identifying areas that can be improved as

well as areas that are presented effectively. Procedures and criteria for peer assessment

should be developed with the class. By assessing others’ work, students often see

alternative linguistic patterns and develop an appreciation for diverse ways of

manipulating language for communication.

Portfolios

A portfolio is a collection of student work that shows growth over time. The portfolio

may contain written products, worksheets, self-assessments, audiotapes, or videos. It

is useful to track student progress, to identify student strengths and needs, and to help
in making instructional decisions. There are at least three types of portfolios. These are:

• Collections Portfolio – containing virtually everything the student has produced.

• Showcase Portfolio – focuses on the student’s best work.

• Assessment Portfolio – contains work that illustrates growth with respect to specific

instructional objectives.

Rating scales

Rating scales are similar to checklists but provide an opportunity to indicate the

degree to which a particular behavior occurred. For example, you can use a 4-point

scale to indicate the level of control the student exhibited over specific aspects of writing,

such as sentence formation a consistent control, reasonable control, or little or no

control. A rating scale might also enable you to indicate if the student behavior occurred

independently or with peer or adult support.

Reading logs

Reading Logs are records that students keep of the reading they have completed.

These might be categorized by genre and include the title, author, topics, and date on

which the reading was completed, as well as their personal response to the reading and

important concepts or information to remember.

Rubrics

Scoring rubrics are holistic scoring scales that identify what students know and can

do at different levels of performance on classroom tasks. Typically, there may be four of

five levels of proficiency or achievement defined on a scoring rubric.

Self-ratings

Self-ratings are the student’s use of a scoring rubric to rate their own performance.

For example, the use of a rubric for writing might include composing, style, sentence

structure, word usage, and mechanics (spelling, capitalization, and punctuation).

Writing logs

Writing Logs are records of the student’s various types of writing. They may include

finished products, drafts of work in progress, outlines, and/or topics for future writing.

Writing prompts

Writing prompts are composed of a group of statements or questions about a specific

topic, constructed to motivate students’ thoughts and elicit their best writing on the topic.

Guidelines in Developing A Rubric

The rubric is an authentic assessment tool that is useful in assessing complex and

subjective criteria. It is a formative type of assessment since it becomes an ongoing part

of the teaching and learning process. Students are involved in the assessment process

through both peer and self-assessments. As students become more familiar with rubrics,

they should be allowed to participate in designing the rubric. This empowers students

and encourages them to become more focused and self-directed.

Advantages of using rubrics

• Rubrics allow assessment to be more objective and consistent.

• Teachers can clarify criteria in specific terms.

• Students will know exactly how their work will be evaluated and what is expected

of them.
• Rubrics provide benchmarks against which to measure and document progress.

Rubrics have the following common features:

• They focus on measuring a stated objective.

• They use a range to rate performance.

• They contain specific performance characteristics arranged in levels indicating

the degree to which a standard has been met.

Range or scoring levels

The following terms are examples of those that may be used to measure range or

scoring levels:

Needs Improvement.......... Satisfactory ..............Good .......... Exemplary

Beginning .................. Developing .......Accomplished ... Exemplary

Needs Work ....................... Fair .....................Good ........... Excellent

Novice...................... Apprentice ........... Proficient ... Distinguished

Building a Rubric

• Review the content standards that the unit is meant to address.

• Review the criteria that will be used to judge the student’s product or performance

and make sure that they match the standards.

• Make a frame by deciding on the major categories and sub-categories that the

rubric will address.

• Describe the four different levels of performance that match each criterion. It is

recommended that the highest level of performance be described first and then

work down to the lowest level.

• Write clear, concise specifications based on criteria that are observable.

Portfolio Assessment

Portfolios capture growth and change in student thinking and learning over a period

of time. They provide teachers with a wealth of information upon which to base

instructional decisions and from which to evaluate student progress. Teachers may use

records of observations and the collection of student work when communicating the

student’s progress to parents. Portfolios should actively involve the students in the

process of assessment. This motivates students and promotes self-assessment and self-

understanding. Students feel a greater sense of ownership of their work, which in turn,

leads to the integration of class work with life experiences. A portfolio is not a random

collection of observations or student products. It should be systematic and include

observations and student products that relate to major instructional goals. According to

Grace (1992), the portfolio is a record of the student’s process of learning: what he/she

has learned and how he/she has gone about learning: how he/she thinks, questions,

analyzes, synthesizes, produces, and creates; and how he/ she interacts – intellectually,

emotionally and socially – with others. The portfolio is made up of a wide variety of

materials: teacher notes, teacher – completed checklists, student self – reflections, reading

logs, sample journal pages, written summaries, audiotapes of retellings or oral readings,

videotapes of group projects, and others. Not all must be present in each portfolio. Each

portfolio is unique. The material included in a portfolio should be organized in

chronological order and category. Once organized, the teacher can evaluate the students’

achievement. The student’s current work is compared to his/her previous work.

Evaluation should indicate the student’s progress toward a standard of performance. It

should be consistent with the curriculum and developmental expectations. Conclusions

about a student’s achievement, abilities, strengths, weaknesses and needs should be based

on the full range of his/her development as documented by the data in the portfolio.

TIPS FOR PREPARING A PORTFOLIO

1. Include a table of contents with dates and page numbers.

2. Keep work for each unit in a folder, and then select the pieces that will be included in

the portfolio. Remember to choose examples that reflect progress in each of the content

standards. The student should participate in this selection.

3. Photocopy group-work so that each member of the group can include the work in

his/her portfolio.

4. Include the teacher prompts and scoring rubrics or checklists with each work entered.

5. Tape (audio or video) student’s explanations or oral presentations.

6. Keep copies of computer disks or printouts of relevant material.

7. Students should practice writing reflective cover letters for each entry.

Reflection

• I have chosen to include this work sample because........

• If I did this assignment over, I would........ because.........

• Completing this portfolio reflection has helped me increase my Knowledge/

understanding of........... because............

Collaboration (group activity)

• My role in the activity was .......

• I would give myself a grade of .......... because..........

• I might change the way the group worked together because..........

Communication

• I focused and organized the information in this work entry in the following ways........

• I expressed the information in this work entry clearly by..........

Personal Relevance

• What I liked most / least about this topic was .......... because...........

• I can apply this knowledge / understanding in my daily life by............

• This topic is interesting to me because............

Whenever possible, classroom work is enriched and complemented with voluntary,

challenging extra-curricular activities that respond to students’ interests and talents and

where students are “immersed” in the L2 language experience. The learners’ different

learning strategies and multiple intelligences are taken into consideration and addressed

as well as further developed through a variety of teaching techniques and activities and

appropriate materials. Above all, English as a second language has to be taught “in a

socio-linguistically non-threatening environment, recognizing and reassuring the L2

learners and their parents that Spanish is and will be the students’ vernacular.

Language learning should be an enriching experience, broadening our minds and

enabling us to meet the ever increasing professional demands in a global world”.