I. Design space to develop your 250-300 word abstract that summarizes your question, rationale, and your findings.

  • What is your question?

What are the best practices to increase reading achievement in upper elementary students?

  • What is your rationale?

I chose to pursue this because of how many students are behind level in reading. When I began teaching I had no idea how frequent I could encounter students who are behind grade level in reading. I was also extremely surprised about how the students were not self-motivated. I felt like my undergrad education did not prepare me to teacher upper elementary students to read. The strategies I had to choose from were not appropriate for this age group. When I began this program I wanted to learn how to increase reading achievement in students who are behind grade level in reading.
  • What are your findings?

Fluency practice (repeated readings, prosody practice, modeling, self-evaluation), technology integration (voki, voicethread, prezi, iTalk, webquests), leveled books, high interest expository text, graphic novels, literature circles, guided reading, incorporating movement, writing (integrated across content areas and in a variety of genres), motivation (student surveys, choice, exposure to a wide variety of texts)

II. Design space to plan out your creative synthesis that will visually represent your findings. Remember to include your abstract in your visual representation.

  • Compelling Question:

    Develop your compelling question related to student learning by the end of your first semester in the program. Decide on a question that you are passionate about and want to focus on for the duration of your program. Click here to learn more about what we mean by compelling question. Here are a couple of examples: How do I creatively and effectively engage diverse learners in my middle grades classroom? How can I effectively engage elementary students in reading and writing?

What are the best practices to increase reading achievement in upper elementary students?

  • Gather & Analyze Information:

    Use coursework (including core courses ECI 546, 524, 523, 508 and your content specialty courses), individual investigations, and outside experts to explore different aspects of your question. Actively analyze information from multiple sources and perspectives as you explore answers to your question. Make a list here of the information you are analyzing. As you proceed with your analysis make some notes here about your initial findings and where you anticipate needing more information. Also, make sure to note if and how your compelling question has changed.

I am not quite sure about what goes here. Just the information I have learned from my different classes?

  • Creatively Synthesize Information:

    Synthesize the information from and across your sources to create a unique response to your question. You should be able to distill your synthesis into 4-6 bullet points (to be included in your written abstract) as well as provide a creative visual representation of your findings. You may use a variety of media and tools to design your visual representation of your Creative Synthesis. Think carefully about the tools that you will use to represent your findings. The first draft of your Creative Synthesis should be developed no later than Midterm/NCSU Spring Break while you are taking the ECI 508, Teachers as Leaders class. Click here to see sample products from former students.

  • Fluency practice (repeated readings, prosody practice, modeling, self-evaluation
  • Motivation (student surveys, choice, exposure to a wide variety of texts)
  • Technology (voki, voicethread, prezi, iTalk, webquests)
  • Literature circles (collaboration, communicating, multi-levled books, diverse student groups)
  • Wide variety of reading texts (graphic novels, leveled books, high interest texts)

  • Critically Evaluate and Revise:

    Seek out at least two colleagues in the NLGL program in addition to your advisor to provide peer feedback on your abstract and creative synthesis based on the NLGL Creative Synthesis Rubric. Based on the feedback you receive, you may choose to make revisions to more fully meet the rubric criteria.


  • Share, Publish, Act:

    Be prepared to present your Creative Synthesis at the NLGL Design Studio Showcase during your final semester of your degree program, in conjunction with the ECI 508, Teachers as Leaders course.