Section Three

Running Head: MSED ELEMENTARY PORTFOLIO PROJECT 1
Section Three: Teacher Candidate Artifacts
Introduction
Throughout this section Ill be providing evidence to support my claim of my
preparedness to teach. Ill be doing this by giving a full overview and description of selected
artifacts that best demonstrate my ability to plan, instruct and assess in the classroom.
In consideration of which artifacts to include, I examined how they related to my
personal philosophy of education and considered the following theorists in my selection: Howard
Gardener and his Theory of Multiple Intelligences, Harry Wong in relation to classroom
management, and many of the constructivists theorists such as Jerome Bruner and his Discovery
Learning Theory. Each of these experts in the field of education have inspired me and shaped
who I will be as a teacher.
My intention is that after reading this section, it will be clear that I am a well-rounded and
prepared candidate for teaching with strong competencies in culturally responsive teaching
strategies, using technology in the classroom and developing a solid classroom management
strategy.
With each artifact Ill provide the following information; TEAC/CAEP Claims, Intasc
Standards, NYS Ethics, Ontario Ethics, ISTE, ILA, CEC, as well as the NYS Common Core
Learning Standards and the Ontario Ministry of Education Curriculum Expectations. Ill also
relate these artifacts to well-known educational experts and theorists while explaining the
importance of why each artifact was included. Im confident that after reviewing this section of
my portfolio you feel my passion for education and wont hesitate to agree with my preparedness
for a career in teaching.

MSED ELEMENTARY PORTFOLIO PROJECT 2
Artifacts & Rationales
Artifact #1: Math Lesson Plan
This artifact was created for my Math and Science Methods course where I had to plan a
lesson on measurement for a grade 2 class. This lesson connects with both New York State
Common Core Standards as well the Ontario Curriculum.
Ive included this artifact because it demonstrates my ability to plan to an appropriate
learner age, use technology to assist in student engagement and considers multiple intelligence
styles in the delivery of the instruction as we know this is important in dealing with learner
differences as stated in Howard Gardeners work (Gardner, 1983).
Connections to Standards
INTASC Standards
Standard #1: Learner Development: The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
NYS Code of Ethics
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
Ontario Ethical Teaching Standards
RESPECT: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members
honor human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment.

TEAC/CAEP Claims
Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices
ISTE Standards
Learner: Educators continually improve their practice by learning from and with others and
exploring proving and promising practices that leverage technology to improve student learning.
1a. Set professional learning goals to explore and apply pedagogical approaches made possible
by technology and reflect on their effectiveness.

Medaille College Department of Education

Lesson Plan
Teacher Candidates Name: Kari Russell Date: June 24, 2017
Context for Learning (edTPA)
Where is the school where you are teaching located? City: ___x____ Suburb: _______ Town:_______ Rural: ______
Grade level: ___2_____ Number of students in the class: ___25_____
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
IEP/Visual Impairment 1 - Print worksheets in size 18 font
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
- vocab words will be shared with resource teacher ahead of time
ENL 1
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Lesson ___5___ of a __5____ Day Learning Segment
Subject and Lesson Topic: Math/Estimating and Measuring the Length of Different Objects
Grade Level: 2 Lesson Duration: 40mins
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to be able to estimate and measure the length of various objects.
Knowing Your Learners
What do you know about your students prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
The students will be famiiar with using standard mearsuerments in finding the length of an object.
The studetns will be familiar with using non-standard measurements in finding the length of an object.
The students will be familiar with using a ruler to find the length of an object.
The studetns will be familiar with the concept of estimation.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The tearcher will activate prior knowledge by starting the lesson with a review of key terms.
The teacher will model how to use a ruler as a review to activate prior knowledge.
The teacher will model the activtiy as a class before individual work.
What do you know about your students personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
The students are getting excited for their field trip to the Spring fair where they will need to be measured to see if they are tall enough to
participate in the different rides.
The teacher will touch on these personal stories to deepen the connection between learning the material and the hands on application.
Curriculum Standards
NYS Common Core: CCSS.Math.Content.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
Ontario Curriculum: Grade 2, Measurement and Data

Overall Expectaion:
estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units;
Specific Exptectation:
estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units;
Objectives Assessment Modifications to Assessments

Using Blooms Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to measure the length of The teacher will informally assess students The teacher will ensure the images/text is
an item using a ruler. through an interactive SMART Board activity. large enough.
Students will be able to estimate the length of The teacher will formally assess students with The teacher will ensure the font is 18pt.
an object using standard units. a worksheet completed in classroom.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Estimate The teacher will model how to estimate before they work
Looking at your standards and objectives, independently.
choose the one Blooms word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Measurement, length, cm, inch, The teacher will review to activate prior knowledge.
Key words and phrases students need to be ruler, estimate The teacher has provided these words to the ENL resource teacher.
able to understand and use
The students will use a graphic

organizer to complete their
Syntax measurement circuit. The teacher will model how to fill out the graphic organizer.
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, The students will engage in verbal The teacher will support students by walking around to check for
write, and participate in knowledge and written discourse while understanding.
construction and communicate their circulating in their group to
understanding of the concepts complete the worksheet
Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator The teacher will model estimation with a
The teacher will say, Today we are going to be talking about estimation. To start, I want each of hands-on activity.
you to line up at the front of the class from shortest to tallest, without talking!
Once the students are in a line the teacher will ask the following questions:
a. Who can tell me how we just used estimation?

b. If we really wanted to know who was the shortest and who was the longest, what would
we have to do? (students say measure)
c. And what would we have to use to measure? (students say ruler)
d. Teacher hands out rulers and says Today well be using our estimation skills and
measuring skills to complete an activity. Please head back to your seat and well do some
review before you start on your own.
Instructional Procedures The SMART Board screen will be large
e. After activating prior knowledge, the teacher will pull up the smartboard and ask the enough for the IEP student to view.
students who can estimate how long this football is? The teacher will write down the
answer beside the image.
f. The teacher will repeat this with the next few items. Teacher will check for understanding while
g. The teacher will then model how to use the ruler to measure the items. circulating with the wireless mouse.
h. The teacher will write the answers on the graphic organizer.
i. The teacher will then ask Who wants to show me how to measure the ice cream cone?
The teacher will walk around with the wireless mouse and have the students move the
ruler to measure the objects. The teacher repeats this for the remaining objects.
j. The teacher will then explain that they will be going through a series of 4 stations where
they will need to estimate and measure each item within 4 minutes. The timer will remain The teacher provides bonus opportunities
on the SMART Board screen. This complements the multiple intelligences in the classroom to engage the higher level students while
as the material is being presented verbally, visually and kinesthetically to ensure all providing enough time for struggling
students are comprehending the material. students to complete the worksheet.
k. The teacher will let the students know that there will be an additional few minutes for
students to complete any unfinished stations.
l. The teacher will randomly generate groups using the smartboard tool. This is done to
prevent students getting left or complaining about who they were grouped with.
m. The teacher circulates during the activity to ask questions and to check for understanding.
n. At the end of the 4 stations the teacher will provide an additional 3 minutes to complete
any unfinished station. The teacher will have an additional station of items for those
students who complete the work ahead of time, as an opportunity for bonus work.
Closure The teacher will check for understanding.

o. The teacher will collect the completed worksheets to be graded as a formal assessment.
p. The class will discuss what they learned about the activity, what they need more help with
and what they feel really good with to guide the next lesson.
q. The teacher will end the lesson by summarizing what they learned and how they learned it.
Materials and/or Technology Tools
Rulers, worksheets, projector screen, wireless mouse, SMART Board presentation, station set ups
Appendix A SMART Board Screen Shot

MSED ELEMENTARY PORTFOLIO PROJECT
11
Appendix A - Cont.
12
Appendix B Station Circuit Worksheet
4 Station Circuit
Estimate Measurement (cm)
STATION 1
Chap stick
Paperclip
Ribbon
STATION 2
Popsicle Stick
Sticker
Bobby Pin
STATION 3
Pencil Crayon
Marker
Ribbon
STATION 4
Pen
Popsicle Stick
Ribbon
BONUS
Popsicle Stick #1
Popsicle Stick #2
Ribbon
[Back to Table of Contents]

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Artifact #2: Dignity for All Students Act (DASA) Certificate
In completing the DASA training, I was educated on the importance of the prevention
and intervention of bullying, cyberbullying, and discrimination in schools and I feel this training
has brought even more cultural awareness to my planning and instruction. Learning about the
different facets of this act have allowed me to prepare for the diversity that I will experience in
my classroom and in my school communities. This is why I have included it in my portfolio as
an artifact.
INTASC Standards
Standard #2: Learning Differences: The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
NYS Code of Ethics
Principle 6: Educators advance an intellectual and ethical foundation of the learning community
CARE: The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
TEAC/CAEP Claims
Claim 3: Medaille College graduates are caring educators.

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CEC Standards
7. Protecting and supporting the physical and psychological safety of individuals with
exceptionalities.

15
Artifact #3: School Violence Prevention and Intervention / Identification and

Reporting of Child Abuse and Maltreatment Certificates
When working with children, its important as teachers that we are educated in being able
to identify child abuse and maltreatment. It is also important to know what to do if a situation
becomes violent, or how to prevent it from becoming violent in the first place, which is why Im
including this training in my portfolio. Having completed this workshop, I feel more confident in
my knowledge and skills on how to handle these delicate yet potentially dangerous situations.
INTASC Standards
Standard #3: Learning Environments: The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation..
NYS Code of Ethics
Principle 5: Educators collaborate with parents and community, building trust and
confidentiality.
Principle 6: Educators advance an intellectual and ethical foundation of the learning community
TEAC/CAEP Claims

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17

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Artifact #4: Annotated Bibliography
In completing this assignment, I was able to learn about the importance of action research
in the classroom and the benefit of working collaboratively with my peers. The impact that this
level of engagement in the classroom and with your students is huge as you can create new
structures and systems that improve your students ability to learn. Im including it in my
portfolio because not only was the assignment beneficial to my growth as a teacher, but the topic
it was on was of also great interest to me and Ill bring my learnings with me to my classroom.
INTASC Standards
Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.
Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession
NYS Code of Ethics
Principle 4: Educators collaborate with colleagues and other professionals in the interest of their
students leaning
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INTEGRITY: Honesty, reliability and moral action are embodied in the ethical standard of
Integrity. Continual reflection assists members in exercising integrity in their professional
commitments and responsibilities
TEAC/CAEP Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Annotated Bibliography Assignment
Article Reference:
Hopewell, S., & Escamilla, K. (2014). Struggling reader or emerging biliterate student?
Reevaluating the criteria for labeling emerging bilingual students as low achieving. Journal
of Literacy Research, 46(1), 68-89. doi: 10.1177/1086296X13504869
Objective/Purpose:
The researchers objective was to evaluate the data taken from the longitudinal study,
Literacy Squared, to assess two different methods of establishing the need of an Individual
Literacy Plan (ILP). They wanted to assess the consistency among the different methods in
classifying a child as at-risk for failing at reading by the end of grade 3 with English-Spanish
bilingual students, using either the parallel monolinguistic framework, or the holistic linguistic
framework. (Hopewell & Escamilla, 2014).

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Target Population/Participant Number:
All of the 268 third grade students were participants in the longitudinal study, Literacy
Squared, a biliteracy intervention where each student is tested in reading and writing in Spanish
and English every year from kindergarten to grade 5 (Hopewell & Escamilla, 2014). They were
all classified as Latino, with a large percentage being of Mexican heritage, and all qualified for
free or reduced price lunch. They were all labeled as either non-English proficient (NEP) or
limited-English proficient (LEP2) and were Spanish-English bilingual, learning both languages
simultaneously.
Research Method:
This study uses an explanatory-mixed methods design where the researchers first gathered
quantitative test scores from two different reading assessments given during a longitudinal study.
Then they performed a qualitative evaluation of the results using Cohens Kappa to assess and
interpret the data under two different linguistic ideologies (Hopewell & Escamilla, 2014).
Article Summary:
In this article, Hopewell and Escamilla wanted to assess the results of the English
language Developmental Reading Assessment (DRA2) and the Spanish language Evaluacion del
Desarrollo de Lecto-escritura (EDL2), using two differing schools of thought, to examine how
third grade students in Colorado were being labelled as at-risk of failure to read and how they
were being identified in needing an ILP.
Using the parallel monolinguist framework (PMF), a belief that each language should be
developed, assessed, and interpreted separately (Hopewell & Escamillia, 2014, p. 73), the
Colorado Basic Literacy Act (CBLA) determines the students needs of an ILP based on the
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results of either the DRA2 or the EDL2. This viewpoint resides around the belief that second
languages are only valid in the school system with how they help students acquire better English,
basically stating that biliteracy is never the end goal (Hopewell & Escamillia, 2014).
The opposing school of thought, known as the holistic linguistic framework (HLF), believes
multiple languages contribute to a syncretic and indivisible whole which cannot be
understood by looking at each language in isolation (Hopewell & Escamilla, 2014, p. 73). In
order to assess the data using the HLF, the researches created a method using the results of both
tests called the Trajectory Towards Biliteracy, which helped them interpret the scores across both
languages (Hopewell & Escamilla, 2014), providing a new way of determining the students
needs of an ILP.
Results/Outcomes:
The results of this article show that when using the PMF to assess the data, 84% of
students are classified as at-risk and determined to need an ILP. However, when using the
HLF, the results dramatically drop to only 40%, showing that many bilingual students are being
mislabeled when examining only the English or the Spanish reading assessments.
These findings inspired one of the school districts in Colorado to re-evaluate their methods
and have shifted to a holistic linguistic approach. Although their results have not yet been
reported, they are hopeful that they will see a reduction of students being mislabeled as at-risk
(Hopewell & Escamilla, 2014).
In looking at a broader review of this study it is important to note that the results are limited
to the participant pool from which its data was gathered. In order to apply these results on a
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larger scale, it would require a more in-depth investigation to ensure similar results are seen in
other states across the country, and across different language bilingualisms.
However, if we assume that the results are consistent across the states, we can then look at
the implications of using the PMF versus the HLF with all bilingual students. Considering that
support and funds are distributed based on the results of these, and other standardized tests, it
would be difficult to ignore the question of whether funds are being inappropriately spent on
students who do not actually need the support. Should this be the case, then there will inevitably
be a proportion of the population who arent getting the necessary support if funding is being
ineffectively distributed (Hopewell & Escamilla, 2014).
When looking forward at how this research can be extended, we should investigate the
possibility of other standardized tests that dont support a holistic linguistic framework, are also
inaccurately labeling students. This causes a misrepresentation of where support is needed, and
also effects these students socially, emotionally and psychologically in ways that will impact
them for the rest of their lives. Its important that our way of evaluating our school system grows
and matures at the same rate as the diversity within our classrooms. To remain the same would
be perpetuating a negative self-fulfilling prophecy which will only hurt us, and cost us, in the
long run. Its imperative that teachers and other educational professionals perform Action
Research in their classrooms to ensure that students are getting the support they need, or the
removal of support and labels they dont.
Classroom Application:
This article brought to light the importance of performing Action Research in the classroom
on a regular basis to ensure additional methods of assessment are being used, outside of the
ministry standards. Its also essential that we as teachers learn to review data in a way that is
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aligned with the current societal and cultural atmosphere of our test populations as the results can
have a significant impact if interpreted incorrectly.
Overall, this article provides an inspiring viewpoint of fostering cultural diversity with new
ways of supporting bilingual students in the holistic linguistic framework. Rather than comparing
these students against the traditional English assessments, looking at their languages as a whole
will create an inclusive environment in the classroom and encourage them to further develop
their literacy skills.
Artifact #5: Guided Reading Lesson Plan
This artifact was one that I had took great pride in and cant wait to use it in my own
classroom. It focuses on making connections between text to self, text to text and then text to real
world scenarios, and the standards and objectives are clearly identified.
It uses a multicultural picture book that allows a diverse group of students to relate to the
characters in the story and encourages student engagement. This lesson includes a large
technology component by using the SMART Board for many aspects of lesson, allowing
students of all learning styles to participate. For those reasons, Ive chosen to include this lesson
in my portfolio as I feel it provides clear evidence of my preparedness to be a teacher.
INTASC Standards
Standard #5: Application of Content: The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.

24
Standard #7: Planning for Instruction: The teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community
context
NYS Code of Ethics
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
Principle 2: Educators create support and maintain challenging learning environment for all.
TEAC/CAEP Claims
ILA Standards
Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced
curriculum to support student learning in reading and writing.

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ISTE Standards
Lesson Plan: Whats The Connection?
I. LESSON DATA:
A. Candidates First & Last Name: Kari Russell

B. Subject/Content Area: ELA
C. Grade Level (PK-12): Grade 2 (NYS); Grade 2 (Ontario)
D. Unit Topic: Making Connections
E. Lesson Topic: Whats The Connection?
F. Duration of Lesson: 40 minutes
G. Materials:
Book Those Shoes by Maribeth Boelts
YouTube Clip Finding Nemo
Worksheet (Making Connections) see attached
Anchor Chart see attached
Vocabulary Review Sheet see attached
Vocabulary Words see attached
SMART Board
Vocab Journals
A-Ha Journals
II. INSTRUCTIONAL PROCESS:
A. Standards:
1. NYS P-12 Common Core Learning Standards English Language Arts &
Literacy in History/Social Studies, Science and Technical Subjects
Standard Strand: Reading Standards for Literature K-5
Grade: 2
Topic: Responding to Literature
Standard Number(s) and Statement(s): 11. Make connections between self, text and
the world around them (text, media and social interaction)
2. Ontario Curriculum Grades 1-8: Language

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Overall Expectations:
listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
Specific Expectations:
1.6 extend understanding of oral texts by connecting the ideas in them to their own
knowledge and experience; to other familiar texts, including print and visual texts; and to
the world around them (e.g., talk about their own ideas and experiences related to the
topic before listening; connect ideas from oral presentations to related school and
community events and/or to other texts with similar topics or themes, including
multicultural texts or texts in their own first language)
B. Central Focus:
The central focus of this lesson plan is to identify connections to self, text and the world.
C. Objectives & D. Assessments:
Objective Assessment
1. Given the vocabulary word review, 1.The teacher will formatively assess the
students will be able to generate new students by collecting their Vocab Journals at
sentences showing their understanding of the end of class.
the words. 2.The teacher will formatively assess the
students through a group discussion on the
use of the vocab words in a sentence.
2. Given the anchor chart, students will be 1.The teacher will formatively assess students
able to identify multiple examples of text through a worksheet completed in class.
to self, text to text and text to the world 2.The teacher will formatively assess students
connections. through a group discussion on different
connections.
E. Opening/Anticipatory Set:
1. Upon entering the classroom, students will hear the song These Boots Were Made for
Walking playing in the background.
2. The students will see large pictures of different kinds of shoes hanging from the ceiling all
over the classroom. The pictures are large enough for the visually impaired student to
recognize what they are. The different shoes will also show culturally appropriate
footwear for the cultures present in the class.
3. The teacher will be wearing a pair of running shoes tied around her neck like a necklace.
4. The students will be instructed to drag a picture of their favorite shoes to their name on the
SMART Board to act as an attendance chart.
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F. Main Body/Procedure:
Before Reading
1. The teacher will start the lesson by asking the class what they think they will be reading
about in their guided reading lesson. The teacher will guide the conversation to ensure
they end up at the answer of shoes by asking questions if needed like, What is hanging
around the classroom? What am I wearing around my neck? How did I ask for
attendance today?
2. The teacher will then say, Yes, we will be talking about shoes today because everyone
in this class wears shoes, and we can all make a connection to shoes!
3. The teacher will then ask, Can anyone tell me what the word connection means?
4. The teacher will continue to poll the class until the correct definition of connection is
agreed upon Something that joins, or connects, two or more different things!
5. The teacher will model and say, I connect with the running shoes around my neck
because I love to run outside!
6. The teacher will ask the class, What type of shoes around the room do you connect with
and why? This is culturally responsive teaching as students can identify with shoes
related to their culture.
7. The teacher will take a few volunteers to share.
8. The teacher will then say Friends, were now going to watch this clip from Finding
Nemo and I want you to pay close attention to the connections you can make to the clip,
as well be discussing together afterwards! The teacher is mindful of the various levels
in the group and doesnt specify how many connections to find, but encourages the
higher level students to continue finding more connections while they watch the clip.
The teacher ensures that the visually impaired student in seated in front of the SMART
Board in order to be able to see the clip.
9. Once the clip is over, the teacher will ask questions to get a discussion going on the topic
of connections: Boys and girls, who was able to make a connection to that video? Did
it remind you of something that youve experienced? Did it remind you of something
that youve read in a book? Or maybe it reminds you of something from the world
around you?
10. The teacher will refer to the anchor chart on the SMART Board reviewing the three
different type of connections. A printed version of this anchor chart is given to the
visually impaired student in the class in size 18 font.
11. The teacher will review the three different types of connections with the students by
writing examples of each connection from the video clip on the white board. The students
will take turns sharing what connection they found.
12. The teacher will then introduce the book they are going to be reading by showing them
the cover and asking, Who wants to read the title? The teacher has a volunteer read the
title.
13. The teacher says, Yes, the book were going to read is called Those Shoes! But before
we dive in, I want to review some vocabulary words that well see in the book.
14. The teacher asks the students to pull out their vocabulary journals.
15. The teacher asks, Who has heard the word rich before? The teacher is culturally
responsive by choosing this word as the class has is primarily of a low SES and the
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teacher wants to monitor the conversation around the meaning of the word rich in the
class and in the context of the book.
16. The teacher writes the student responses on the whiteboard in large print so the visually
impaired student can follow along. The vocab words are printed on a sheet of paper for
the visually impaired student in size 18 font.
17. Once the definition is decided upon, the teacher then models to the students how to use
the vocabulary word in sentence and writes it on the whiteboard. What if there is a rich
kid who outgrew his? (taken from the book)
18. The teacher then asks the students to write the vocabulary word on the top of a page in
their journal.
19. The teacher asks the students to write 3 things about each of the vocab words they will be
going over: 1. The definition, 2. A personal connection that helps them remember the
word and 3. A sentence using the word. The teacher gives the students 5 minutes for each
word and encourages the students to create as many sentences as possible in the 5
minutes. This is to keep the higher level students engaged and gives the struggling
readers more time to think.
20. The teacher gives the students the opportunities to share anything they like about the
different vocab words, providing plenty of review of the words before starting the book.
21. The teacher continues this process with the remaining 3 vocab words: outgrew, thrift
shop, and price. These vocab words are selected as the majority of the students come
from a low SES. This culturally responsive strategy allows this topic to be respectfully
discussed in the class, and something the students can personally relate to.
During Reading
1. The teacher shares with the class that they will begin by reading the book as a close read
with no interruptions. The teacher explains that questions and comments will be
answered at the end of the book.
2. The teacher reads the book from start to finish, ensuring that the visually impaired
student is sitting up front so they can see the pictures in the book.
3. After the store is read, the teacher asks Who was able to make a text to self connection
while listening to this story? The teacher gives the students opportunities to share the
text to self connections and formatively assesses by asking the following questions:
What does this story remind you of? Can you relate to the characters in the book?
Does anything from the story remind you of your own life?
4. The teacher then asks, Who was able to make a text to text connection? The teacher
gives the students opportunities to share their connections and formatively assesses by
asking the following questions: Does this remind you of another book youve read?
How is this story similar to something else youve read? How is this story different
from something else youve read?
5. The teacher then asks, Who was able to make a text to world connection? The teacher
gives the students opportunities to share their connections and formatively assesses by
asking the following questions: What does this story remind you of in the real world?
How is this storys events similar to something that happens in the real world? How is
the storys events different to something that happens in the real world?
6. The teacher refers back to the anchor charts with each of the 3 connections.
29
7. The teacher then re-reads the story, asking the students to listen to see if they have new
examples of the three different types of connection
After Reading
1. The teacher then asks the students to refer back to their vocabulary journals and for each
word they discussed, to write a sentence on how the word was used in the story.
2. The teacher gives them 10 minutes to complete this activity using a large timer on the
SMART Board as a visual representation. During this time, the teacher circulates and
checks for understanding by asking individual students questions and reading their
entries.
3. After the 10 minutes, the teacher and the students have a short discussion on what they
just completed. The teacher asks the 2 student helpers of the day to collect all the vocab
journals, which will be formatively assessed.
4. After, the teacher says, Today we learned about the different types of connections, text
to self, text to text and text to world! We used the video clip at the beginning of the
lesson to get clear on what the connections are, and then we used the story Those Shoes
to come up with examples of each connection type. We also discussed 4 different
vocabulary words that shaped how you connected with the text.
5. The teacher then asks the 2 student helpers to hand out the Making Connections
worksheet which will serve as a formative assessment.
6. The teacher says, Now, I want you to use what weve learned today and independently
complete this worksheet that I will be collecting at the end.
7. The students will be given 20 minutes in class to complete the worksheet. The worksheet
is written in size 18 font so the visually impaired student is able to read along.
8. The teacher instructs the students to write down 2 examples of each of the three different
types of connections based on the story, Those Shoes. The teacher says if they can
come up with more, to keep writing them down in order to keep the higher level students
engaged.
G. Closing:
1. As the teacher collects the worksheets, the students are instructed to pull out their A-Ha
journals and reflect on todays lesson by either writing or drawing something that
explains what making connections means to them.
2. The journals are collected at the end of the week for participation marks.
3. Once all the students are finished, the teacher explains an extension project they will be
working on the following day. The teacher numbers the students a 1, 2, or 3 and explains
that each group of students will be given one of the connection types to relate to a TV
show or movie theyve recently watched. The group will be required to act out a scene to
the rest of the class and explain what type of connection they were able to make.
4. The teacher explains that they will be given plenty of time in class to work on the project
in the coming days.
30
III. REFLECTION:
1. Culturally Responsive Teaching:
To start the lesson, a conversation is sparked about the different types of shoes around the
classroom and which ones each student connects to. The shoe examples include culturally
relevant footwear that some students in the class may be able to relate to. This allows all students
in the class to relate to the lesson and access prior knowledge by connecting to their personal life.
The teacher recognizes that the majority of the students have a low socio-economic status and
selects a book that talks about a student not being able to afford the popular pair of shoes. The
teacher is sensitive to this and discusses key vocab words in the book that relate to a low SES
which facilitates a respectful discussion in the class.
2. Accommodations:
Throughout the lesson various accommodations are made to support the student with the visual
impairment. During the anticipatory set the pictures of the shoes in the classroom are large
enough for the student to see and a song is playing which talks about shoes so the student is able
to feel involved.
During the viewing of the video clip and the reading of the story, the student is placed at the
front of the class to ensure visibility and all handouts are printed in size 18 font. A separate print
out of the anchor chart and vocab words are provided to the student as supports.
When time is given to work on the worksheets, additional time is given then required to ensure
struggling students have sufficient time to complete, while higher level students are challenged
to provide more examples.
Through out the lesson there is ample time given for review of concepts and skills to provide
remedial support to struggling students.
3. Prerequisite Skills:
Students will be most successful with this lesson by having a strong foundation of reading
comprehension and writing skills in order to make and explain connections to events in the texts.
4. Anticipated Misconceptions:
Misconception Supports
Students may confuse the types of The teacher will provide and explain an
connections. anchor chart as a reference point for students.
Students may not understand key words in the The teacher will review and explain key
text. vocabulary words prior to reading the text.
31
5. Academic Language:
Identified Language Demand Instructional Support

Function: Generate and Identify The teacher will model how to generate
sentences using the vocab words.
The teacher will model how to identify and

make connections to events in the text.
Vocabulary: Students will review vocabulary These words will be reviewed and discussed
words like: through out the lesson and will be shown
Connection visually on the vocab chart, as well as on the
Rich vocab sheet for the visually impaired student.
Outgrew
Thrift Shop
Price
Syntax: The different types of connections. The teacher will model the different types of
connections. The teacher will circulate while
the students are working to ensure
understanding.
Discourse: Students will show display verbal Students will participate in many group
discourse when participating in group discussions, sharing their answers and
discussions. listening to their fellow classmates.
Students will display written discourse when Students will be required to complete a
completing the making connection worksheet worksheet and journal entry showing
and reflecting in their journals. understanding of the lesson.
32
Anchor Chart
Taken from first-grade-smiles.blogspot.com

33
Student Assessment
MAKING CONNECTIONS
Text to Self
Text to Text
Student Assessment How Many Ways Can You Make $5
Text to World
Vocabulary Sheet
34
Vocabulary Review
Rich: Having a great deal of money
Outgrew: Grow too big for
Thrift Shop: A store that sells second hand clothes
Price: The amount of money expected for an item
Connection: Something that joins two or more different things

35
Vocabulary Words
Vocabulary Words
Rich
Outgrew
Thrift Shop
Price
Connection

36
Artifact #6: Culturally Responsive Teaching Assignment
Completing this assignment is where I was able to gather all my knowledge on culturally
responsive teaching strategies and put them together into one, incredibly engaging and inclusive
activity. I used a well-known childrens book on diversity, paired with technology to engage
multiple learner styles, students were able to relate the story to their personal lives and use those
experiences to create their own rules of enjoyment in their classroom community. This artifact
thoroughly reviews my ability to include CRT strategies in my lessons and activities and ensure
all students are engaged and participating.
INTASC Standards
Standard #1: Learner Development: The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences: The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
problem solving related to authentic local and global issues.
NYS Code of Ethics
Principle 6: Educators advance an intellectual and ethical foundation of the learning community.
37
RESPECT: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members
honor human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment
TEAC/CAEP Claims
ISTE Standards
CEC Standards
exceptionalities.
38
CRT Assignment
As a 6th grade teacher in a highly diverse classroom, it is imperative that every students
needs are taken into consideration when creating activities and lesson plans. This creates an
inclusive environment that fosters a caring, understanding and accepting space for every student
to be themselves.
DASA and CRT Considerations
In the learning activity presented below, considerations were made for those students
unable to read at the grade 6 level, those who identify with a different gender than they were
born with, students who come from single-parent homes, students who have parents who are
incarcerated and students who have a different religion outside of Christianity through setting
clear expectations at the start of the activity that it is not meant to compare student differences,
but rather embrace and celebrate them. This is accomplished by utilizing Culturally Responsive
Teaching (CRT) strategies like Teacher as a Facilitator; where the role of the teacher is one of
guiding, mediating and consulting within the active teaching environment, Cultural Sensitivity;
by translating knowledge learned of the cultures in the class to help aid learning opportunities as
well as Active Teaching Methods; in which the students are involved in the creation of when the
learning activity shifts discussion. Other considerations are noted in the activity descriptor below
which outlines the reasons behind the texts and activities selected.
In considering DASA with this activity, student empowerment is at the heart of this
learning activity and stands by the following Dignity Act statement,
[n]o student shall be subjected to harassment or bullying by employees or students on
school property or at a school function; nor shall any student be subjected to
discrimination based on a persons actual or perceived race, color, weight, national

39
origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or
sex by school employees or students on school property or at a school function
(Education Law 12[1]).
Through-out the activity students will be encouraged to consider the feelings and
differences of others in the class and create ways of honoring those differences. There will be a
zero tolerance policy for bullying or any other form of negativity during the activity which is a
classroom non-negotiables as a whole.
The DASA strategies that will be used include improving student engagement through
age and culturally appropriate mediums, employing student-centered instruction with
opportunities for the students to lead portion of the activity as well as allowing freedom of
movement where students will be out of their seats and active for a portion of the lesson. These
strategies combined will ensure students are building a sense of community and making
connections of the text to their own lives.
Learning Activity Description
The learning activity presented to my 6th grade class at Urban City #100 public school is
centered around the idea of seeking to understand individual differences and being aware of
others feelings. The goal is to foster a classroom culture of inclusion and celebration of each
student.
New York Learning Standards and Ontario Curriculum Expectations
This reading comprehension and expression lesson seeks to meet the expectations of the
New York Learning Standard 2 relate texts and performances to their own lives; and develop
an understanding of the diverse social, historical, and cultural dimensions the texts and
performances represent, as well as the specific expectation of Reading for Meaning 1.9 Point
40
of View: identify the point of view presented in texts; determine whether they can agree with the
view, in whole or in part; and suggest some other possible perspectives, in the Ontario
Curriculum for grade 6 reading.
Learning Activity Details
The students begin by watching and listening to the book, The Sneetches, by Dr. Seuss on
YouTube which is displayed on the smartboard. This story examines cultural differences in an
easy to understand, yet non-discriminatory way as the characters in the book are cartoons, and
not labeled as boy/girl or identify with a specific race or culture. By selecting this story, students
will be engaged in the activity through the well-known Dr. Seuss and will be able to relate the
theme of the story to their own lives and the classroom.
The students are instructed that they will listen to this story two times. The first time they
will simply listen to the story and then share with the class a short reflection as to how they can
relate to the story. The conversation will be guided to include discussion on how the main
character was treated and how they feel about what happened.
On the second playing of the book the students are prompted to write down any words or
sentences from the story that share examples associated with feelings, both positive and negative.
Again, a discussion with the class will investigate how Dr. Seuss uses The Sneetches to
convey a message around feelings and treating people poorly based on their differences as well
as the effect of this behavior. The students will be encouraged to share any examples that they
can relate to from their own life with how they have been treated based on their differences, and
how it made them feel. Students will not be pressured to share anything they dont feel
comfortable with and respect of others will remain the top priority through-out the discussion.
41
Once the conversation comes to a close, the students will be handed a piece of paper and
instructed to write I want to feel and finish the sentence. They will then crumple up the
piece of paper and gather in the group instruction area of the classroom. From there the students
will take turns trying to toss their piece of paper in the recycling bin. This active movement will
encourage the students to move around and cheer each other on while trying to sink their basket.
After all of the students have thrown their piece of paper, they will each take turns
picking one of them out from the recycling bin. Once each student has a crumpled piece of
paper, they will go around in a circle and read out what their paper says. This simple sentence is
at a reading level where each student in the class can participate without feeling discouraged or
self-conscious.
When the student reads out what their paper says, they will then have to share a way they
can make other students in their class feel that way with an act of kindness they can do. For
example, if a student reads one that says I want to feel included, then that students will have to
come up with a way they can ensure the other students in the class will feel included. This might
happen by suggesting that when they start a new activity they tell the students in the class that
anyone can help them. By reading out the I want to feel statements anonymously, it allows
the students to share openly and honestly, and it shows each of the students that they are not
alone in wanting to feel similar ways in the classroom. These layered activities help to meet the
expectations from both the New York Learning Standards as well as the Ontario Curriculum by
reinforcing the meaning the author is trying to portray and then relating this to their own lives.
From the responses given, the class can determine two to three feeling themes they want
to use as part of their classroom culture to create inclusiveness and community. This will give
the students a sense of empowerment and control over how their classroom is run as they will
42
have created the culture guidelines themselves. The hope is that this level of comradery trickles
outside of the classroom and they can be an example for the rest of the school in how differences
should be considered and celebrated rather than ignored or discriminated against.
At the conclusion of the activity, the students will have the opportunity to reflect on what
they learned and share this with the class. If they are not comfortable sharing out loud, they will
all be asked to journal and draw about it in their reflection journals during free choice. Evidence
that the learning standards have been met will assessed through the students participation in the
activity as well as in review of their reflection journal entries. Follow up and re-teach activities
may be planned to reinforce the skills touched on in the lesson, and continual celebration of
differences will remain a part of the classroom culture.
References
Ministry of Ontario. (2006). The Ontario curriculum grades 1-8. Language. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
New York State, (2010). The New York state dignity for all students Act (Dignity Act): A
resource and promising practices guide for school administrators & faculty (revised
2013). Retrieved from https://medaille.dcollege.net/bbcswebdav/pid-440438-dt-content-
rid1643520_1/courses/10507.201610/DignityForAllStudentsActGuidance_POSTING
.pdf
New York State, (2013). Learning standards of New York. English language arts. Retrieved
from http://www.p12.nysed.gov/ciai/standards.html
Seuss, Dr., (1961.) The Sneetches. New York: New York.

43
Artifact #7: Pecha Kucha Presentation
This assignment was a great learning experience as I had to succinctly say all I needed to
within the Pecha Kucha presentation guidelines of 20 slides and only 20 seconds of talking for
each slide to total just under 7 minutes of information. In doing so I was able enhance my
research and presenting skills as I could only touch on the most important and critical pieces of
information. This skill is one that will help me when planning lessons and instructing effectively
to my students.
Ive included this in my portfolio as evidence of my teacher dispositions as well as to
showcase the information learned in regards to learner exceptionalities as I review some
strategies that can be brought into the classroom.
INTASC Standards
Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that make
the discipline accessible and meaningful for learners to assure mastery of the content.
problem solving related to authentic local and global issues
Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.

44
NYS Code of Ethics
Principle 3: Educators commit to their own learning in order to develop their practice.
INTEGRITY: Honesty, reliability and moral action are embodied in the ethical standard of
Integrity. Continual reflection assists members in exercising integrity in their professional
commitments and responsibilities.
TEAC/CAEP Claims
ISTE Standards
CEC Standards
exceptionalities.

45
Artifact #8: Science Lesson Plan
This lesson plan is based on the New York State Common Core Standards and Ontario
Curriculum for grades 2 and 3 respectively and deals with the topic of interdependent
relationships in the ecosystem. The main focus for this lesson is on seeds and the impact they
play on farming. In creating this artifact, I was reminded of how interesting science is, and how
important it is for teachers to make this topic engaging.
Im including this artifact as I feel it shows my strengths in bringing in multiple
modalities and learner styles into my lesson planning as well as the methods of assessment,
showing a variety of ways for students to show their understanding of the material.
INTASC Standards
problem solving related to authentic local and global issues
Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.
NYS Code of Ethics
Principle 2: Educators create support and maintain challenging learning environment for all.

46
TEAC/CAEP Claims

Medaille College Department of Education

Lesson Plan
Teacher Candidates Name: Kari Russell Date: July 26, 2017
Context for Learning (edTPA)
Where is the school where you are teaching located? City: ___x____ Suburb: _______ Town:_______ Rural: ______
Grade level: __ 2_____ Number of students in the class: ___25_____
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
1 - Print worksheets in size 18 font
IEP/Visual Impairment
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
- vocab words will be shared with resource teacher ahead of time
ENL 1 - use pictures when available
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Lesson ___1___ of a __5____ Day Learning Segment
Subject and Lesson Topic: Science/The Parts of a Seed

Grade Level: 2 Lesson Duration: 40mins
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to be able to identify and describe the stages of the lifecyle of a plant.
Knowing Your Learners
What do you know about your students prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
The students will be famiiar with what a seed is.

The students will be familiar with what a plant is.
The students will be familiar with the season and the time to plant things.
The teacher will activate prior knowledge by engaging students in a discussion of how seeds relate to us as humans.
The teacher will relate their activities to that of the farmers market beside the school.
What do you know about your students personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
The students will be participating in many Spring activities in school and with their families. There is a local farmers market beside the school
every Friday and the students are aware of what they sell there.
The teacher will engage the students in bringing their awareness of what a farmers market is into the classroom, to help them relate to how the
plants go from being seeds to being able to be bought at the farmers market.
Curriculum Standards
NYS Common Core: 2. Interdependent Relationships in Ecosystems
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
Ontario Curriculum:
Grade 3, Understanding Life Systems, Growth and Changes in Plants
Overall Expectaion:
demonstrate an understanding that plants grow and change and have distinct characteristis
Specific Exptectation:
2.3 germinate seeds and record similarities and differences as seedlings develop (e.g., plant quick-growing seeds nasturtium, morning glory,
sunflower, tomato, beet, or radish seeds in peat pellets to observe growth)
3.1 describe the basic needs of plants, including air, water, light, warmth, and space
Objectives Assessment Modifications to Assessments
Using Blooms Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to identify the parts of the The teacher will circulate to check for The teacher will ensure the font is size 18pt.
seed. understanding to informally assess students
while they complete a worksheet.
Students will be able to create a model of a The teacher will formally assess students by The teacher will check for understanding.
seed using playdoh. collecting their seed models.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Identify The teacher will support by providing a completing an example
Looking at your standards and objectives, together as a class before beginning individual work.
choose the one Blooms word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Seed, embryo, food, root, The teacher will review key vocab words that were pre-taught
Key words and phrases students need to be cotyledon earlier in the unit. The teacher has provided these words to the ENL
able to understand and use resource teacher.
Syntax
Describe ways in which students will The students will use a graphic The teacher will model how to fill out the graphic organizer.
organize language (symbols, words, organizer to complete their
phrases) to convey meaning. worksheet.
Discourse
How members of a discipline talk, The students will engage in The teacher will support students by completing the worksheet as a
write, and participate in knowledge written discourse while class.
construction and communicate their completing the worksheet.
understanding of the concepts
Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator The teacher will refer to the SmartBoard.
The students will see different seeds showcased at the front of the class.
The students will see the SmartBoard image of a seed.
The teacher will activate prior knowledge by asking questions like:
a. What do you see at the front of the class?

b. What do you do with these?
c. What fruits and vegetables do you know have seeds?
d. Describe your garden at home.
e. Can someone tell me what a farmers market is?
f. Why is it important for us to have seeds?
Instructional Procedures The SmartBoard screen will be large
g. The teacher will say, Today we are going to be starting our unit plan on the lifecycle of a enough for the IEP student to view.
plant! And we are going to start with where plants come from a seed! We are going to
examine the different pants of a seed and then create a model out of clay! But first, lets Pictures will be used for the ENL student to
see what a seed looks like up close. follow along.
h. The teacher will circulate a bag of different seeds around the classroom
i. The teacher will ask the students to describe what they see. Teacher will check for understanding.
j. The teacher will record their answers on the white board.
k. The teacher will use the smartboard to display a worksheet of a seed.
l. The teacher will explain the three different parts of the seed, reviewing the key vocabulary
words.
m. The teacher will complete the worksheet together as a class.
n. The teacher will then distribute a similar worksheet to the class for them to complete
individually while the teacher circulates.
o. The teacher tells the class to start coloring the seed once the students have completed the
sheet. This is done to keep students who finisher sooner engaged.
p. The teacher gives the students 5 minutes to complete the worksheet. The teacher then
explains that they will be creating a model of a seed out of clay. This is done to address
multiple intelligences in the classroom. Teaching it verbally, visually, artistically and
kinesthetically to ensure all students are learning the material.
q. The teacher then displays a picture of a playdoh seed and explains that each student will
be creating their own model of a seed.
r. The teacher distributes model kits to each student with an index card.
s. The teacher demonstrates how the students will complete the model and then label the
different parts on the index card.
Closure The teacher checks for understanding.
t. The teacher will ask the students to bring their model on the index card to the front of the
room to be formally assessed.
u. The teacher, by choral response, will review the 3 parts of the seed by asking: Ok class,
who can tell me what one of the parts of a seed are? This will continue until all three
parts are identified.
v. The teacher will explain that the following lesson will examine the different stages the seed
will go through once it is planted.
Materials and/or Technology Tools
Seeds, worksheets, smartboard, playdoh, index cards

Appendix A SMART Board Screen shot

Appendix A Cont.
Appendix B Worksheet
Taken from: https://www.pinterest.com/pin/450360031457364540/

Appendix C Seed Model Example

57
Conclusion
Now that youve had a chance to review my artifacts, my hope is that you feel Im a well-
rounded, passionate teacher who is known for providing many different teaching methods to
engage all learner styles and the use of technology as a means to enhance student engagement
and participation. My artifacts provide the evidence of my ability to appropriately plan, instruct
and assess my students, using the New York and Ontario standards as the basis of my plans,
while utilizing CRT strategies to ensure all students are engaged.
In section 4, I will provide a chart that completely outlines how all my artifacts listed
above align with the curriculum and professional standards.

Section Three

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Section Three

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Running Head: MSED ELEMENTARY PORTFOLIO PROJECT 1

Section Three: Teacher Candidate Artifacts

Throughout this section Ill be providing evidence to support my claim of my

In consideration of which artifacts to include, I examined how they related to my

who I will be as a teacher.

for a career in teaching.

Artifacts & Rationales

Artifact #1: Math Lesson Plan

Common Core Standards as well the Ontario Curriculum.

Ive included this artifact because it demonstrates my ability to plan to an appropriate

differences as stated in Howard Gardeners work (Gardner, 1983).

developmentally appropriate and challenging learning experiences.

NYS Code of Ethics

Ontario Ethical Teaching Standards

freedom, democracy and the environment.

pedagogy and best teaching practices

by technology and reflect on their effectiveness.

Medaille College Department of Education

Teacher Candidates Name: Kari Russell Date: June 24, 2017

Context for Learning (edTPA)

Grade level: ___2_____ Number of students in the class: ___25_____

Students with IEPs/504 Plans

Students with Specific Language Needs

Lesson ___5___ of a __5____ Day Learning Segment

Grade Level: 2 Lesson Duration: 40mins

Central Focus of the Learning Segment

Knowing Your Learners

Ontario Curriculum: Grade 2, Measurement and Data

Objectives Assessment Modifications to Assessments

Academic Language Demands Instructional Supports

The students will use a graphic

Instructional Process Accommodations and/or Modifications

a. Who can tell me how we just used estimation?

Closure The teacher will check for understanding.

Appendix A SMART Board Screen Shot

Appendix B Station Circuit Worksheet

[Back to Table of Contents]

Artifact #2: Dignity for All Students Act (DASA) Certificate

my classroom and in my school communities. This is why I have included it in my portfolio as

learner to meet high standards.

NYS Code of Ethics

Ontario Ethical Teaching Standards

learning through positive influence, professional judgment and empathy in practice.

pedagogy and best teaching practices

Claim 3: Medaille College graduates are caring educators.

[Back to Table of Contents]

Artifact #3: School Violence Prevention and Intervention / Identification and

active engagement in learning, and self-motivation..

NYS Code of Ethics

Ontario Ethical Teaching Standards

learning through positive influence, professional judgment and empathy in practice.

pedagogy and best teaching practices

Claim 3: Medaille College graduates are caring educators.

[Back to Table of Contents]

Artifact #4: Annotated Bibliography

learners decision making.

connections, and to build skills to apply knowledge in meaningful ways.

advance the profession

NYS Code of Ethics

Ontario Ethical Teaching Standards

Integrity. Continual reflection assists members in exercising integrity in their professional

commitments and responsibilities

pedagogy and best teaching practices

Grade level: _2_ Number of students in the class: _25_____

Lesson _5_ of a 5__ Day Learning Segment