Shannan Kitchen
North Carolina State University
College of Education
New Literacies and
Global Learning, M.Ed.
Secondary English
Creative Synthesis Showcase
How can I support diverse learners in a high school level English class?
Aligning to Standards
The following standards are connected to the artifacts of growth I have included in this creative synthesis. I have used two paradigms of professional standards: The North Carolina Standard Course of Study(NC SCoS) for English, Language Arts (ELA) in grades 9-10 and the International Society for Technology in Education (ISTE) Standards for Educators.
North Carolina Standard Course of Study
W.9-10.4 Use digital tools and resources to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.6 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text; analyze the cumulative impact of specific word choices on meaning and tone.
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create effects such as mystery, tension, or surprise
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
1 Learner: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1b. Pursue professional interests by creating and actively participating in local and global learning networks.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
ISTE Standards for Educators
2 Leader: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:
2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
3 Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:
3b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency
5 Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.