Tionna+Pinkney+Design+Space

=**Hi!**=
 * Your question and development of your Creative Synthesis look good. Do you have a link to your Weebly so that I can view the project?**


 * Thanks,**
 * Hiller**

=**I. Design space to develop your 250-300 word** // abstract // **that summarizes your question, rationale, and your findings.**= = How can I develop students' comprehension when reading informational text? = ===// Before entering into the NLGL program I taught at a school in Durham county that constantly ask, "How can we improve our students reading level?" This question usually came after we received of EOG scores and saw that once again that the majority of our students were not proficient readers, especially when it came to expository text. But, we could never determine why this was the case. We had consultants advising us with guided reading. We were teaching and re-teaching, so why were our methods inefective. The question forced me to reflect on my own students and my instruction. Why were my students unable to comprehend expository text? What could I do to help improve their comprehension? //===
 * What is your question?
 * What is your rationale?
 * What are your findings?

I have found that there are several factors that impact expository comprehension:

 * 1) === Fluency- Automaticity Theory (LeBerge and Samuel) If a student can not read fluently then his/her comprehension will be impacted negatively ===
 * []
 * 1) === Background Knowledge and Content ===
 * 2) === Vocabulary ===
 * 3) === Instruction must include modeling and strategies ===
 * === Think-Alouds ===
 * === Metacognition Strategies: Prediction, Questioning, and Summarizing ===
 * 1) === Exposure to authentic text ===
 * === READ, READ, and then READ some more expository text that is on the child's independent reading level ===

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

> 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?
 * ==Compelling Question:==

> 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.
 * ==Gather & Analyze 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.
 * ==Creatively Synthesize Information:==


 * 1) === Fluency- Automaticity Theory (LeBerge and Samuel) If a student can not read fluently then his/her comprehension will be impacted negatively ===
 * 2) === Background Knowledge and Content ===
 * 3) === Vocabulary ===
 * 4) === Instruction must include modeling and strategies ===
 * === Think-Alouds ===
 * === Metacognition Strategies: Prediction, Questioning, and Summarizing ===
 * 1) === Exposure to authentic text ===
 * === READ, READ, and then READ some more expository text that is on the child's independent reading level ===

> 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.
 * ==Critically Evaluate and Revise:==

> 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.
 * ==**Share, Publish, Act:**==

Weebly:
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