Secondary English Language Arts
CLUSTER OPPORTUNITY (2%)
Teachers participating in the Secondary English Language Arts cluster will receive the skills and knowledge necessary to develop strategies and tools for teaching the writing process, help struggling students improve their reading comprehension and maximize the use of adolescent literature in the classroom.
Teachers will take three (3) online courses developed by EDC (Education Resource Center): (1) Strategies and Tools for Teaching the Writing Process; (2) Helping Struggling Readers Improve Comprehension; and (3) Making the Most of Adolescent Literature. Each course takes place entirely online over a seven-week period (an orientation week followed by six weeks of content) with the participant spending approximately five hours per week completing assignments.
The culminating activities will be the implementation of the three lessons developed within the three courses. The implementation of the lesson from Strategies and Tools for Teaching the Writing Process includes having access to technology for students. The development of the lessons will include examination of student needs; utilization of tools and strategies for teaching the writing process; support of the academic development of students who struggle to comprehend what they read; and implementation of effective approaches for maximizing the use of adolescent literature in the classroom.
Syllabi of Online Courses
The Syllabi of Online Courses for the Secondary English Language Arts cluster is a document that contains an overview of each of the three online courses in the cluster and a complete syllabus for each course.
Tangible Products / Evidence of Work
- The participant will successfully complete the EDC online course Strategies and Tools for Teaching the Writing Process.
- Final Project: Participants will develop a model technology-enhanced classroom lesson plan.
- The participant will successfully complete the EDC online course Helping Struggling Readers to Improve Comprehension.
- Final Project: Participants will complete a model lesson plan for struggling readers using knowledge gained from the sessions.
- The participant will successfully complete the EDC online course Making the Most of Adolescent Literature.
- Final Project: Participants will use the Adolescent Literature Lesson Plan Template creating a model lesson plan based on the strategies and concepts explored during the workshop.
- The participant will use tools, resources and strategies regarding utilization of tools and strategies for teaching the writing process; support of the academic development of students who struggle to comprehend what they read; and implementation of effective approaches for maximizing the use of adolescent literature in the classroom to implement their three final projects as three separate lessons in the classroom. The participant will collect student artifacts to reflect the level of success in implementing the three lessons.
- Tangible Product: Student artifacts showing successful implementation of all three lessons using tools and strategies for teaching the writing process, helping struggling students improve their reading comprehension and maximizing the use of adolescent literature in the classroom.
- The participant will critique each lesson, write a reflection on each lesson including appropriate changes, and make appropriate changes to the lesson in preparation for the next implementation of the lesson.
- Tangible Product: Written critique/reflection for each lesson in word processor format.
- The participant will write an evaluation and reflection of the cluster.
- Tangible Product: Written evaluation/reflection in word processor format.
- The participant will submit a portfolio containing all tangible products outlined in this section and detailed in the Portfolio Summative Evaluation Rubric.
Generic Schedule of Activities (Refer to Specific Cohort for Exact Dates)
Activity One * (2 hours)
"Beginning of Cluster" Meeting - Setting the Stage for Online Courses
Activity Two ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Strategies and Tools for Teaching the Writing Process
Activity Three ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Helping Struggling Readers to Improve Comprehension
Activity Four ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Making the Most of Adolescent Literature
Activity Five (15 hours)
Implement, Reflect Upon, and Revise the Lessons Developed in the 3 Online Courses
Activity Six (2 hours)
Reflection of Cluster
Activity Seven * (2 hours)
"End of Cluster" Meeting - Share Your Success in your Professional Learning Community
* - Activity One and Activity Seven are face-to-face meetings from 5:00PM - 8:00PM at the Collette Education Resource Center in Dover.
** - The online courses have one week of orientation followed by six weeks of content.
Schedule of Activities per Cohort
Portfolio Preparation
The portfolio is the way for you to show the eLearning Delaware Leadership Team that you have successfully completed, implemented and reflected upon your eLearning Delaware cluster experience. In other words, the portfolio is just our way of seeing your work throughout the entire cluster and a way for you to pull all of your work together for completeness of effort.
A three-ring notebook should be used to assemble the portfolio. Please put your name, school, and cluster title on the front cover of the three-ring notebook. The easiest way to do this is to use a notebook with a clear pocket on the front so you can slide a sheet of paper with the required info on it into the pocket. If you don't have a pocket, you can write on the notebook with a marker but please use a light colored notebook with a dark marker. (Black marker on black notebook is difficult to read!)
Organization of the Portfolio
Portfolio Cover Page followed by the following sections separated by tabs:
Tab 1 (Rubric Section 1): Course One (Strategies and Tools for Teaching the Writing Process) Certificate and Final Project,
Tab 2 (Rubric Section 2): Course Two (Helping Struggling Readers to Improve Comprehension) Certificate and Final Project,
Tab 3 (Rubric Section 3): Course Three (Making the Most of Adolescent Literature) Certificate and Final Project,
Tab 4 (Rubric Section 4): Student Artifacts for Course One with Descriptive Paragraph for Each Artifact
Tab 5 (Rubric Section 5): Reflection for Course One Lesson Implementation,
Tab 6 (Rubric Section 6): Student Artifacts for Course Two with Descriptive Paragraph for Each Artifact
Tab 7 (Rubric Section 7): Reflection for Course Two Lesson Implementation,
Tab 8 (Rubric Section 8): Student Artifacts for Course Three with Descriptive Paragraph for Each Artifact
Tab 9 (Rubric Section 9): Reflection for Course Three Lesson Implementation,
Tab 10 (Rubric Section 10): Reflection for the Entire Cluster Experience, and
Tab 11 (Rubric Section 11): Certificates for Face-to-Face Meetings.
The order and numbering given above follows the order and numbering of the evaluation rubric. Note: there are minimum requirements for each section of the rubric.
Summary of Documents Needed for Inclusion in the Portfolio
Portfolio Cover Page
Support Document - For Reference Only
Portfolio Clarifying Document with Evaluation Rubric - Do NOT include in portfolio
For more information on the portfolio, read the narrative on the evaluation of the portfolio.
Additional Information
If you would like additional information on the Technology Implementation in the Classroom cluster offered through eLearning Delaware, please send an e-mail to elearning@dcet.k12.de.us
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