Date Created: April 16th, 2017

Date Submitted: Spring 2017

Title of Artifact: Observation 5: Language Arts
New Jersey Professional Standards for Teachers: Standard Eight Instructional Strategies

I am placing my artifact, Observation 5: Language Arts, under Standard Eight Instructional

Strategies as evidence of continued mastery the instructional strategies to provide each student
with methods and guidance to ensure learners reach their fullest potential. In this observation, the
teacher used various ways to relate the topic to the real world so the students had a more
authentic understanding of the lesson being instructed. Through development and connections of
the content areas each student was provided with the access they needed to progress their
knowledge of language arts and other areas of their education.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation 5:
Language Arts
II. Grade:
5th Grade
III. Students:
25 Students (13 Boys, 12 Girls)
IV. Setting:
Push-In/Integration in regular education 5th grade classroom
V. Pre-Observational:
Prior to this observation, I was made aware that we would be pushing into a regular

education 5th grade class. I was unsure of what to expect because I was previously

observing a pull-out resource room setting. I completed more research on classroom

integration because I felt it was necessary to learn more about the benefits and/or

disadvantages on students. In a journal article titled Contextual Antecedents of Co-

Teaching Efficacy: Their Influence on Students with Disabilities Learning Progress,

Social Participation and Behaviour Improvement examining teachers attitudes

towards different aspects of classroom integration. Authors, Strogilos and Stefanidis

(2015), state, The social participation of students with disabilities has always been

one of the main values of inclusive education. The results of the current study indicate

that those co-teachers who endorse more the modification of the curriculum, the
 participation of students with disabilities in mixed ability groups and the active

involvement of METs [Mainstream Education Teachers] tend to agree that the social

participation of students with disabilities improves, (para. 49). This research helped

me to understand that within any type of classroom setting each individual has their

own learning preferences and unique capabilities.

VI. Data:
*View attached appendices*
VII. Analysis:
During this language arts lesson the mainstream classroom teacher was explaining to

the fifth graders how to write biographies. The teacher explained some background

information on what a biography is and explained the structuring of the paragraphs.

She then prompted the class to research and ask questions about some of their favorite

celebrities or famous idols. The attached appendix worksheet was used as a template

to help the students start their brainstorming. They were given 15 to 20 minutes to

begin their research and writing and during that time there was a lot of conversation

between the classmates. I recognized that both the mainstream and special education

teacher allowed the students to discuss quietly amongst themselves if it pertained to

what they were working on. The special education teacher worked more one on one

with a few students who needed her extra assistance.

VIII. Recommendations:
A recommendation or suggestion I would give is to collect and evaluate students

writing samples even if they are drafts. This is a great way to see how much certain

students can accomplish in a given amount of time and it helps out as the teacher to

understand what main concepts need more spent time on during class. According to,

Feng and Powers, in The Short and Long Term Effect of Explicit Grammar

Instruction on Fifth Graders Writing, The findings suggest that language arts
 teachers in elementary schools may embed grammar teaching in the process of

writing, in particular in the revising and editing stages. What seems to be critical,

though, is that the teacher should be very familiar with the errors that are frequently

made by his/her students in writing so that he/she can plan the mini-lessons to address

those weaknesses, (p. 70). Another suggestion I may have is including a quick story

or video biography discussing someone historical or famous. By using a different

example, it may help other students understand the concept better and give them

different ideas for their own writing.

IX. Post-Observation:

I truly enjoyed observing this 5th grade classroom even if it was for only one language

arts lesson. I am used to observing younger students so it was a great experience for

me to expand my range of knowledge. I was amazed at how smart every one of these

students were when it came to researching and writing. Many of the classmates were

including one another in their research and discussions which I thought was amazing

for their development and educational growth. After observing this class and seeing

how much information they brought out opened my eyes to why I continue to choose

to work towards being a teacher every day.

X. Citations:
Shoudong, F., & Powers, K. (2005). The Short and Long-Term Effect of Explicit

Grammar Instruction on Fifth Graders Writing. Reading Improvement, 42(2),

67-72.
Strogilos, V., & Stefanidis, A. (2015). Contextual antecedents of co-teaching efficacy:

Their influence on students with disabilities' learning progress, social

participation and behaviour improvement. Teaching and Teacher

Education, 47, 218-229. doi:10.1016/j.tate.2015.01.008