Section Three Artifacts Part 1

Section Three: Teacher Candidate Artifacts
Introduction
This section of my portfolio will include different artifacts as evidence of my competency
to be an educator. These artifacts will range from lesson plans to certificates and they will show
my ability to plan, instruct and assess. Within each of these categories I will also be showing my
ability to use technology, to accommodate and modify based of my students’ needs, to
effectively manage my classroom, to be culturally responsive, to collaborate, and to connect it to
the curriculum and standards effectively.
Being that my teaching program is in Buffalo, New York, I am considered an
international student. Throughout my artifacts there will be a connection to both the Ontario
curriculum and the New York State standards to satisfy both boards of education. Aligning all of
my artifacts to the Ontario curriculum and the New York State standards is very important to
show the connection between what is being taught and what needs to be taught, according to
these documents. Every grade level has a specific amount of content that they need to learn
usually as the foundations for future learning. Although the curriculum/standards are vast, it
needs to be covered at thoroughly as possible to help the students build the necessary
foundations for their future classes.
My first artifact that I will be showcasing is a math and science lesson that I created to
show my ability to plan, instruct and assess. My second and third artifact that I will be
showcasing are my annotated bibliography and my pecha kucha presentation. Both of these
artifacts show my ability to research and my ability to learn something new. My fourth and fifth
artifacts are tailored to my assessment abilities to ensure that all of my students are getting the
support that they need. My sixth artifact shows my ability to create a survey and use it to better
my classroom. My seventh artifacts are my Child Abuse and Violence Certifications and these
are important to show my commitment to the well-being of my students. My final artifact is my
college supervisor summary performance evaluation from one of my placements. This artifact
shows my true capability to be a teacher since I planned, taught, and assessed my students first
hand.
The following artifacts will not only show my ability to be an educator but it will also
show who I am as a person and how I feel students should be taught. With that being said I think
all teachers should have an open mind about what the future will bring to the classroom.
Classrooms today are slowly transitioning to inquiry based learning. This type of learning will
allow students to critically think, to collaborate, to problem solve, and to communicate. In my
opinion, these skills are more important than the content driven teaching we are currently putting
into effect. Along with the above skills, it is also important to teach students about feedback,
what it is and how it can help their work. Taking the time to sit down with students to provide
them feedback on their work rather than just a grade will help them see beyond the grades. It will
help them see that their work can always be improved no matter what the letter or number grade
on the assignment may be.
Artifacts & Rationales
In the following section you will find attached all of my artifacts that are mentioned
above. These artifacts will showcase my ability to be an educator and my willingness to adapt
my teaching to the needs of my students.

Artifact #1: Grade 5 Interdisciplinary Lesson Plan (Math/Science)
The first artifact that I am going to be showcasing is a cross curricular grade 5 lesson on
matter and mass. This lesson shows my ability to effectively connect language arts, science, and
math in one lesson. The importance of being able to do this is that their simply isn’t enough time
in a school year to cover each curriculum individually. In this lesson I start out by peaking the
students interest, a provocation if you will. This will allow them to think about the items on the
teachers’ desk, in this case a balloon, a bottle of water, and an apple. It allows them to critically
think about why these items are there, what are their similarities and differences, and what they
will be learning about. After they write about why they think these items are there, I will
introduce them to matter with a five minute BrainPOP video. This shows my ability to use
technology in the classroom and in order for the students to pay attention to the video, I have
handed out a graphic organizer that they need to fill out while they are watching. The rest of the
lesson includes collaboration with other classmates, discussions, experimenting, estimating, and
communicating. This lesson may take more than one period and that’s okay. The ability for a
teacher to adapt to the needs of her students is one of the most important skills.
Connections to Standards
INTASC Standards
The INTASC Standards are a set of standards that help support new teachers to teach
effectively for college readiness. This artifact is compliant with the learner and learning Standard
# 3, the content standard #5, and the instructional practice standard #7. Standard #3 focuses on
the ability for a teacher to create a learning environment for individual and collaborative
learning. In this lesson I show that by have the students write their own journals about why they
think the items are on the teacher’s desk and I have the students work in groups during our
experiment, which shows collaboration and communication. Throughout this whole lesson there
is whole class and group discussion that help the students talk about what they think and why
they think it. Standard # 5 focuses on the content and how a teacher engages the students during
the lesson. In this science lesson I engage the students in critical thinking by not telling them the
reason for why the items are on the teacher’s desk. I want them to think about why it might be
there. Through our in-class discussion I want them to realize that there isn’t just one right
answer; there could be multiple. During the experiment, the students utilize creativity in picking
different items in the classroom to weight and collaborative problem solving in their science
groups when completing the experiment. The completion will involve using a balance to actually
weigh the items to see how far they were from their estimations. This will bring on a discussion
on problem solving when the students have to explain why they thought the way they did.
Standard #7 focuses on meeting the proper learning goals through knowledge of content areas,
curriculum, cross-disciplinary skills and pedagogy. My knowledge of the content and curriculum
is what allows me to plan cross-curricular lessons like this one.
NYS Code of Ethics Standards for Educators
In this article, Principle 2 shows that educators create, support, and maintain challenging
learning environments for all. This means that the educator understands that the students need
more than just reading out of a textbook and filling in a worksheet. They need hands-on, active
experiences so that they can connect with the content better. In this artifact the students are not
only exploring but they are communicating with their classmates which will help the students
build strong connections to the information.
NYS P-12 Common Core Learning Standards
From the New York State Learning standards for intermediate level science, standard 1
on analysis, inquiry and design states that students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop
solutions. Within this standard the central purpose of scientific inquiry is to develop explanations
of natural phenomena in a creative process. In this lesson, scientific inquiry is where the
student’s creativity comes out. They use their ability to estimate, formulate questions, and
construct explanations for their questions.
NYS Learning Standards
The New York State Learning Standards for this lesson are P-PSI-1 and 5.MD. P-PSI-1
states that the student will ask questions and use observations to test the claim that different
kinds of matter exist as either solid or liquid. The purpose of this cross-circular lesson is to
introduce matter and how it is all around us. 5.MD talks about measurement of solid figures and
different units of measure. These different units of measure will be an extension to the current
lesson plan when different items were weighed on a balance.
DOE Claims and CAEP Standards
The DOE Claims and CAEP Standards are applied to this artifact are claim 1 & 2 and
standard 1: 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I know the
subject matter in the area that I am being certified and I meet the needs of diverse learned
through effective pedagogy and best teaching practices. In this lesson I show my knowledge of
the subject matter in my ability to plan, instruct and assess my students on the science, math, and
writing curriculum. I use my best teaching practices by provoking curiosity in my students, by
doing some inquiry based, hands on learning and by giving additional resources to the students in
my class that needed it.
ISTE Standards for Teachers and/or Students
Standard 5 of the standards for teacher’s states that educators design authentic, learner-
driven activities and environments that recognize and accommodate learner variability. This
standard is directly applied to my artifact because in the lesson, me as the teacher, is merely a
mediator for the students to be able to have meaningful discussions. The learner driven activity is
that of experience on matter and mass that the students do in class.
Standard 5 of the standards for student’s states that students develop and employ
strategies for understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions. This standard is directly applied in my
artifact because in this lesson the students are collecting data through their exploration. They are
estimating what they think that mass is of different matter in the classroom when comparing it to
the weights in the classroom. This will help them test their solutions and decide what they think
the right answer may be.
CEC Standards
The CEC Standards for this artifact are 1.2 and 1.4. These standards are very important
to add to the explanation of my artifact because it shows how important it is to be aware of all of
your students and making sure that they are all getting the support that they need. Standard 1.2
states that as an educator I should prepare in a way to be able to meet the individual needs of my
students with disabilities. Standard 1.4 states that the educator should create a safe, effective, and
culturally responsive teaching environment. In my artifact I show my ability to prepare as a
educator of my students with disabilities by explaining how I will be following up with my
students to consistently check for understanding and I will provide extra resources to help
students stay on task.
Ontario Curriculum Standards
Ministry of Education – The Ontario Curriculum Grade 1-8 – Science and Technology
Standard Strand: Understanding Matter and Energy
Grade: 5
Topic: Developing Investigation and Communication Skills/Understanding Basic Concepts
Item and Statement:
By the end of Grade 5, students will:
2.3 Use scientific inquiry/experimentation skills to investigate changes of states and
changes in matter.
Item and Statement:
3.1 Identify matter as everything that has mass and occupies space.
Ministry of Education – The Ontario Curriculum Grade 1-8 – Mathematics
Standard Strand: Measurement
Grade: 5
Topic: Measurement Relationships
Item and Statement:
Determine, through investigation, the relationship between capacity and volume
Using these standards, students are learning to differentiate between capacity and
volume. The students are also learning what mass is and where it is in our world. Through the
curriculum, students are learning the appropriate vocabulary necessary to understand the science
experiment that they will be doing in their science groups. The students are also going to be
learning the different states of matter.
Ontario Teacher Ethical Standards
This artifact shows the ethical standard of “care” for my students. The standard of care
talks about how an educator shows compassion, acceptance, interest, and insight for developing
students’ potential. Building my students’ potential is crucial in building their self-confidence
and interests. If they understand what they are learning then they will have an easier time in the
future when it comes to collaborating with coworkers, or communicating with business partners.
Grade 5: Math and Science Lesson Plan
Danielle Yehuda
Medaille College
EDU 502
Mr. George Enzinna
December 3, 2017
Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Danielle Yehuda Date: November 4, 2017

Context for Learning (edTPA)
Where is the school where you are teaching located? City: _______ Suburb: ___X___ Town:_______ Rural: ______
Grade level: Fifth Grade Number of students in the class: 18
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
504 Plan 1 -! Movement breaks as needed to help improve attention and focus
to task. Breaks should be no longer than 2-3 minutes.
-! Student benefits from sitting near an exit or in the corner of a
classroom, in order to excuse himself when needed.
IEP 1 -! Student benefits from associating a picture with an item or
action, graphic organizers, word walls and wall/picture
banks
-! Check for Understanding
-! Refocusing and redirection
-! Simplify directions
-! Student needs to speak her ideas out loud
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ELL 1 -! Emerging level reader; needs visual aids and constant check
for understanding.
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: Math & Science – States of Matter and Measurement of Mass
Grade Level: Fifth Grade Lesson Duration: 45 minutes
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 recognize the three different states of matter and how their mass can be measured.
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)
Students are familiar with estimation and the triple beam balance. After taking a summative assessment on how to use the triple beam balance scale, the results indicated that
the students were ready to start using it for real objects. We have had an introduction on estimation and what it may look like as far as time and word problems. We had a
formative assessment last week where I had the class estimate how long it would take them to finish different assignments depending on its level of difficulty. On the top of
every assignment the student estimated how long they thought the assignment would take them and how long it actually took them once finished with it.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Since the students have an understanding of estimation and the triple beam balance scale, I will use that to help me introduce the three different states of matter, why they are
important in our world, and how we can use estimation for everything.
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)
I chose this lesson because it is important for students to know the three states of matter and these states are everywhere and we did not recognize it. Within the students’
personal, cultural and community lives there is matter because matter is everywhere. Everything we see, everything we eat is made of matter; we are even made of matter.
Within their community there is the Ontario Science Centre which always has so many different exhibits on matter, mass, and volume.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Students will be shown the importance of knowing the three states of matter and how they see them in everyday lives. If possible, I may plan a field trip to the Ontario
Science Centre once our unit is over. On at the Ontario Science Centre now is a special exhibition on Strange Matter. This exhibition is all about matter and answering all of
those questions that students have especially when discussing matter in our modern day.
Curriculum Standards
New York Standards:
3.MD.2 – Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
E.P3.1 – Observe and describe properties of materials, using appropriate tools
CH.M1.1 – Use algebraic and geometric representations to describe and communicate mathematically
Ontario Standards:
Grade 5 – Determine, through investigation, the relationship between capacity and volume, by comparing the volume of an object with the amount of liquid it can contain or
displace.
Grade 5 – Select and justify the most appropriate standard unit to measure mass
Grade 5 – 2.2 – Measure temperature and mass, using appropriate instruments,
Grade 5 – 2.3 – Use scientific inquiry/experimentation skills to investigate changes of state and changes in matter
Grade 5 – 2.5 – Use appropriate science and technology vocabulary, including mass, volume, properties, matter, physical/reversible changes and chemical/irreversible
changes, in oral and written communication
Grade 5 – 3.1 – Identify matter as everything that has mass and occupies space
Grade 5 – 3.2 – Identify properties of solids, liquids, and gases
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt
identify what students will be able to do by the end of the you evaluate and document your students’ progress on assessments to allow students with specific needs to
lesson and are aligned to the standards identified above. each of the objectives? demonstrate their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to identify the three states of matter The formative assessment for this objective is to have The teacher will confer with the student to check for
by filling out examples of each matter in the graphic the students fill out their graphic organizer with their understanding of the three states of matters and
organizer provided. examples of the different states of matter after watching different examples of those in each and refocus if
the video on the States of Matter. needed.
Students will be able to practice using their knowledge of The formative assessment for this objective is to have Robert will be put in a group with students that are
the three states of matter by picking nine items from the the students pick nine items from the classroom that are both low level and high-level readers. ELL student
classroom that can fall under one of the three states. associated with a solid or liquid; something with mass. with be placed in a group with grade level readers so
that they can help him understand the assignment.
IEP student will be placed in any group due to her
ability to work well in groups.
Students will be able to measure the mass of different The formative assessment for this objective is to have The teacher will check on Robert’s group to make
items in the classroom, using a triple beam balance. the students pick nine items, estimate what they will sure that he understands the assignment and
weight, and measure the mass of the different items by contributing to the group. While he is in the group,
using the triple beam balance scale. he can have his fidget toy only if he doesn’t get too
distracted by it. (Teacher and Robert have had a
discussion about this; he knows the expectation.) The
teacher will also check on group with ELL student
and IEP student to check for understanding.
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 Measure I will support my students by providing them the graphic organizer to give
Looking at your standards and objectives, different examples of different types of matter that they can think of and using
choose the one Bloom’s word that best that to help with the in-class activity.
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Matter, three states of matter, solid, These words will be introduced through the Brain Pop video, then reviewed
Key words and phrases students need to be liquid, gas, mass, volume, estimate, through the graphic organizer and the in-class activity.
able to understand and use actual, triple beam balance scale, grams
Syntax Students will use the in-class activity to I will support my students by modeling the assignments in class and walking
Describe ways in which students will organize their knowledge of matter and around to check for understating.
organize language (symbols, words, phrases) mass.
to convey meaning.
Discourse The students will have the opportunity to I will support by students by modeling the assignments and asking questions to
How members of a discipline talk, write, and use the vocabulary in their journal, prompt informative class discussions
participate in knowledge construction and graphic organizer, video, class
communicate their understanding of the discussion, and in-class activity.
concepts
Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator Modifications: While students are answering the
journal the teacher will sit with Robert and has a
Before class begins the teacher will set up a floating balloon, a bottle of water, and an apple on her desk. These three discussion on what he thinks of the objects in front
items are to help the students start to think about matter. Since they may not know what matter is, just seeing the three of the classroom. Once they are finished, the
objects side by side will help them start to compare and contrast them. Comparing and contrasting them with show teacher will ask Robert if he would like to go for a
similarities and differences that will lead to the three states of matter. For example, the balloon is filled with helium so quick break before they watch a short video. After
it’s floating, the bottle of water is filled with water, so it can’t float, and the apple is an apple all the way through; so the teacher is done with Robert, she will move on to
it’s a solid. the ELL student to ask him what he thinks. Verbally
As the students walk into the classroom after lunch they will see a floating balloon, a bottle of water, and an apple on is best as well for him since he is at the emergent
the teacher’s desk. level. For IEP student, teacher may have to redirect
and give clarification of the directions.
“Good Morning friends! Please take your seats and take your science journal out for your daily brainstorm writing
activity.”
The teacher will have the journal prompt written on the board.
Journal questions: “Why do you believe these are placed here? Do they have anything in common or how are they
different?”
“Take a few minutes to answer the journal prompt. (Teacher reads the prompt out loud.) Write down whatever comes
to your mind; there is no right or wrong answers here.”
Give the students about five minutes. Once that time has passed as them, “Does anyone need more time?”
If so, “Okay, let’s take a couple more minutes.”
If not, “Great! Let’s share what we wrote in our journals.”
Instructional Procedures Modifications: While the video is going on, the
teacher will give ELL and IEP students a worksheet
If no one volunteers to share, the teacher will call on a student or the teacher will start to make a connection to see if with the different states of matter on it and pictures
she can start a discussion. For example, the teacher may say, “Where do we see balloons? Where do we get them? to help them understand the video a little better.
How do they float?” These are great questions to engage the students to discuss a gas without even knowing it. (See Appendix C) The teacher will call on Robert to
Once this discussion is over, the teacher will hand out a worksheet (Appendix A). This graphic organizer will help the check for understating and if he calls out to say to
students stay focused during the movie. the answer, the teacher will ignore him until he
“We are going to watch a video on the different states of matter and when you see examples in the video, go ahead follows the rules and the teacher will call on another
and write them down in your graphic organizers that I just passed out.” student. If Robert raises his hand, give him a chance
The teacher will set-up the States of Matter video on BrainPop and the students will watch the video as their to answer as well. This will help make him feel
introduction to the different states of matter. This video discusses each state of matter and gives examples that more involved. At this point, mention to Robert if
students would know so they can better understand the different states. he needs another break to go quickly so he won’t
Once the video is done, “What did you learn from this video? What are some examples of the different states of miss the in-class activity. Robert will be put in a
matter?” As the students give the answers the teacher will write these answers on the board so that students can fill in group with students that are both low level and
more of their graphic organizers. “Besides the examples that were given in the video can you think of examples that high-level readers. ELL student with be placed in a
weren’t mentioned in the video?” The teacher will continue to write their answers on the board. group with grade level readers so that they can help
Next, the teacher will discuss how solids and liquids take on so many forms and each form could have a different him understand the assignment. The teacher will
mass. Mass is how much matter is in an object. check on Robert’s group to make sure that he
“When we put liquid into any container what does it do? It takes the form of whatever it is in. What about a solid, understands the assignment and contributing to the
does it do the same thing?” group. While he is in the group, he can have his
The teacher will give the students a chance to respond. fidget toy only if he doesn’t get too distracted by it.
“Very good! A solid and a liquid takes the form of whatever it is in.” (Teacher and Robert have had a discussion about
The teacher will have four weighs at the front of the classroom; one 5g, one 20g, one 50g, and one 100g. this; he knows the expectation.) The teacher will
“Are these weights a solid, liquid, or a gas?” also check on group with ELL student and IEP
The students will likely respond “solid.” student to check for understanding.
“We are going to use these weights to help us with the in-class activity. I want you to please get into your
math/science groups.” (These groups were made at the beginning of the semester. We have one group for math and
science and another group for English and social studies.)
The teacher will give the students a minute or two to get into their groups. While the students are shuffling around the
teacher will hand out the Estimation Worksheet (Appendix B).
“I want everyone to take a look at this worksheet while I go over what the in-class assignment is.”
The teacher is going to model how to do this assignment.
“First what you are going to do is one group at a time you are going to come up and feel the weight of each weight
that is up here. (The teacher will pick up each one, and really analyze how it feels and how much it weighs.) You will
pick each one up carefully and feel the difference between each weight.”
“Then what you are going to do is pick up an item on the classroom. My example is going to be this apple. (The
teacher will pick up the apple and show it to the class.) I am going to write apple next to my item name, then I am
going to feel the apple in my hand(s). Based on the different weights that I just felt I am going to estimate how much
this apple weighs. Really take a minute to feel the weight of the apple in your hands.” (The teacher will hold the apple
and show the students how to feel the weight of it.)
“Once I have held my item, in this case the apple, I am going to write down how much I think it weights next to the
estimation line I will write down my guess. After I write my estimate, I am going to weight my apple on my Triple
Beam Balance Scale and record its weight under the estimation. I am going to do this for eight more items in the
classroom.”
“Does anyone have any questions? Does this make sense?”
If the students have any questions, take a minute to answer them.
“I will be walking around while you are doing this activity in case anyone has any questions later. Group 1 please
come up and feel the weights. Once Group 1 is done, Group 2 you can go ahead and so on.”
The students will get up and start to complete their worksheets.
Closure Modifications: Check for understanding by asking
Robert, ELL, and IEP students if they would like to
The teacher will use the train whistle (which as research shows is effective in getting students’ attention) and she will add to the discussion.
ask that everyone put everything away and go back to their seats.
“Okay class, if you have any items in your hands please finish weighing them and then please put them back where
you found them. Please clean up your area and hand in your assignments.”
The students will clean up and hand in their assignments.
“What did you find when when you weighed your item in comparison to when you estimated how much you
weighed? Did you find anything interesting? How is the connected to the states of matter?”
These questions can open up the room for a final discussion on the states of matter and weights.
Materials and/or Technology Tools
floating balloon (balloon, helium), a full bottle of water, apple, journals, white board, expo markers, BrainPOP video: States of Matters, 20 copies of States of Matter
Graphic Organizer, four weights (5g, 20g, 50g, and 100g), 20 copies of Estimation Worksheet, 10 Triple Beam Balance Scales, train whistle!
Appendix A
Appendix B
Measuring different States of Matter
Name:__________________________
Date:_____________________________
Directions: Find nine objects/items in the classroom. Write the name of the item down,
using the sample weights to estimate how much this item weighs and use the triple beam
balance scale to find how much it actually weighs.
Item% Item% Item%

Estimate% Estimate% Estimate%
Actual% Actual% Actual%
Item% Item% Item%

Item% Item% Item%

Appendix C
[Back to Table of Contents]

Artifact #2: Annotated Bibliography Assignment
The second artifact that I am going to be showcasing is an annotated bibliography I
completed in my first semester at Medaille College. This annotated bibliography shows my
ability to research and my ability to better myself as an educator. The importance of being able to
better yourself as an educator is to know that there is always room to learn more information,
there is always room to hear and try what others have to say. Research studies are done to help
prove or disprove others theories. So doing an annotated bibliography is a great way to
summarize that data in an article and find the important details. These details will help me
change my planning, instruction and assessment for specific students that need extra support.
The study was done to figure out which type of presentation of book helps a child who has low
reading comprehension: electronic storybooks with animations, electronic storybooks without
animations or a printed version of the storybook. I found this study interesting because no matter
how hard we try our students now live in an age of technology and reading a printed version of a
storybook may not be engaging enough, therefore effecting the interest of the child. Not only
does it effect their interest but it also effects their reading comprehension. The results found that
electronic storybooks with animations improves the reading comprehension of struggling
readers.
INTASC Standards
effectively for college readiness. This artifact touches on standard 1, 3, and 7 from the INTAS
standards. Standard 1 is about the learner development where the teacher understands how the
students learn and how they each learn differently. The study chosen shows that every student
learns differently and for those students that are struggling readers they may need more support
in more interactive ways. The artifact shows my ability to do research for the good of my
students and that I am willing to better myself as a teacher. Standard 2 is about learning
differences and that each student learns differently and teachers need to modify they teaching
style to make sure that every child succeeds as best as they can. Standard 7 is planning for
instruction and it is to make sure that each teacher plans accordingly for each student in a way
that is engaging and meaningful. Being able to teach the students in a way that they find
engaging is very challenging but definitely necessary.
In this article, Principle 3 shows that educators commit to their own learning in order to
develop their practice. This artifact is an annotated bibliography, so it is analyzing a study that is
meaningful to the development of the teachers’ practice. A teacher committing to bettering
themselves and their practice is a teacher that knows that there is always room for growth. I
know as a teacher I am not perfect and I will always strive to better my teaching style and my
knowledge. Principle 6 shows that educators advance the intellectual and ethical foundation of
their learning community. In order for a teacher to advance her foundation she has to do the
necessary research to do so. As a teacher, I will always want to better myself for the better of my
learning community. The learning community is what makes the teacher who she is. Without the
community the teacher doesn't have the strong support system that she needs to support herself
and her students.

standard 1: 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I meet the
needs of diverse learner through effective pedagogy and best teaching practices and I am a caring
educator. In this artifact my knowledge of the needs of diverse learners is what helps me grow as
a teacher. Studies like this are what will help me try different things for my struggling readers
and diverse learners if what I am doing isn’t working. I am an extremely caring educator and in
researching different methods to teaching my students I am benefiting the student and the
community.
Standard 7 of the standards for teacher’s states that educators understand and use data to
drive their instruction and support students in achieving their learning goals. Data from studies
will help me as an educator try new strategies and resources that potentially help my students. Its
all about trial and error and in order to find out what to try an educator needs to do the necessary
research to do so. Achieving this support with help the students master the learning goals
necessary to move forward in their education.
Standard 1 of the standards for student’s states that students leverage technology to take
an active role in choosing, achieving and demonstrating competency in their learning goals. This
standard is directly applied in my artifact is because the results of this study show that struggling
readers benefit from the technology of reading a story out loud with interactive pictures. Students
today are digital natives and many benefit from the use of technology in their learning.
CEC Standards
The CEC Standards for this artifact are 1.2. This standard is very important to add to the
explanation of my artifact because it shows how important it is to have evidence based practices
to meet the individual needs of the students with exceptionalities. Since every student is different
it is important to do a lot of research to find the best way to plan their learning. Evidence based
practices is the best place to start because it was tested and they have real results of actual
participants. A teacher needs to meet the needs of her students, especially those with
exceptionalities.
This artifact shows the ethical standards of “care”, “respect” and “trust” for my students.
The standard of care talks about how an educator shows compassion, acceptance, interest, and
insight for developing students’ potential. Building my students’ potential is crucial in building
their self-confidence and interests. If they understand what they are learning then they will have
an easier time in the future when it comes to collaborating with coworkers, or communicating
with business partners. The standard of respect is not only about trust; it is also about fair-
mindedness. It is about respecting every students needs for resources and the right to be able to
learn just like every other student. The standard of trust is about the educator gaining the trust of
the administrators, parents and students. Gaining the trust by showing the ability to research what
is necessary for the students learning is the first step to showing your dedication to the students
and their learning.

Annotated Bibliography Assignment
Danielle Yehuda
Medaille College
Annotated Bibliography Assignment
Erthem, I.S. (2010). The effect of electronic storybooks on struggling fourth-graders’ reading
comprehension. Turkish Online Journal of Educational Technology, 9(4), 140-155.
Retrieved from
http://www.eric.ed.gov.ezproxy.medaille.edu/contentdelivery/servlet/ERICServle
?accno=EJ908080
Objective/Purpose
The objective of this article was to, “compare and explore the effects of the medium of
storybooks presentations on struggling readers’ reading comprehension” (Erthem, 2010, p. 142).
The three conditions for the study were as follows, the first was a “computer presentation of
storybooks with animation, the second was a computer representation of storybooks without
animation and the third was a traditional print storybook” (Erthem, 2010, p. 142). These
conditions were used in the study to help find the effects that one medium of presentation has
over another.
Target Population/Participant Number
This study had 77 participants who were all fourth-grade students who were reading
below their grade level or didn’t meet the Florida state exam assessment. These students were
randomly selected from five different elementary schools in the Alachua, Florida school district.
The study originally founded 89 students that qualified to be in the study, but only 77 of them
got permission from their parents to be in the study. “The subjects’ ages ranged between 9 – 11,
with a mean of 9.96 years. Forty-eight participants were female, and twenty-nine were male”
(Erthem, 2010, p. 145). The participants in the study were also chosen based on a couple of
characteristics. These characteristics included having the ability to decode a story at the second
or third grade level, and that they have comprehension difficulties at the fourth grade level
(Erthem, 2010, p. 146).
Research Method
This study was a quantitative research study because all of the data used was measureable
based on the data provided. The research design used was experimental because the researcher
manipulated the independent variable. The independent variable is the type of presentation of the
storybook and the dependent variable variables is reading comprehension measured by the
retelling of the stories (Erthem, 2010, p.145). The three types of presentation were (1) electronic
storybooks with animations, (2) electronic storybooks without animation, and (3) printed version
of the storybooks (Erthem, 2010, p. 142).
This study was conducted in a very organized manner. It was done so over an eight-week
period of time, which is an important fact considering each student needs to be under supervision
and then tested through the retelling. The researcher starts by having each child read the
storybook. The first group of participants read the electronic storybook with animation, the
second group read the electronic storybook without animations and the third group read the paper
version. After the participants read the book, they had to give “an oral retelling after reading the
story” (Erthem, 2010, p. 148). The retelling of the story gave the researcher a way to measure the
reading comprehension of the participants. The retellings were scored using a 10-point scale. To
make the study fair, the researcher scored the retelling along with a trained, native English
speaker.
Article Summary
This article is about the study of fourth grader students that struggle in reading
comprehension based on the state exams and their current reading level. These participants were
placed in three groups. One group read the story via an electronic storybook with animation, the
second group read the story via an electronic storybook without animation, and the third group
read a printed storybook. Using these independent variables, the dependent variable of reading
comprehension was tested. It was tested based on the retelling of the storybook. The results
found that the electronic storybook with animation improves the reading comprehension of
struggling readers.
Results/Outcomes
The results of this study “found that electronic storybooks can improve and support
reading comprehension of struggling readers” (Erthem, 2010, p. 150). Although past studies have
shown inconsistencies, there are many studies that have been consistent with the findings on this
article. The importance of these results is that we now have a way to help struggling readers
comprehend stories. This many not be true for all students, but the study found that through
retelling “struggling readers understand theme, plot episodes and resolutions” (Erthem, 2010, p.
150) better than in printed books. The benefit of using an animated medium is the interactivity
that it gives to the students. Interactivity really helps the participants relate and visually see what
they are reading. Another benefit that was found was that animated readers spent more time
reading for pleasure because they could be more engaged in the story.
One of the limitations of this study was that the characteristics of the participants might
be different than those not considered in the digital age. When the participants are growing up in
the digital age they are more likely to comprehend a story that is electronically animated because
it is how they are growing up now a days. It is difficult to improve upon these limitations
because it is very rare to find participants at that age level that haven’t already been introduced to
technology.
Classroom Application
This article is especially important in the field of education because of the use of
technology in the classroom. Whether teachers, students, or parents like it or not the technology
world is growing more and more every day and being integrated in our classroom. Technology is
both a positive and negative in my opinion. It is a positive because students, like those in the
study, are able to find new ways to help themselves strive in school. It is negative because
students no longer need to know how to write cursive, spell properly, or even have spelling tests.
Technology is taking over the classroom and this article just shows how important it is for us to
keep up.
I could apply this information to my classroom setting, not just for struggling readers, but
also for any student who is struggling in any subject because technology can be used as a
manipulative. I say that because the apps that are available to these students are getting better
every day and utilizing them will only help our future generations.

Artifact #3: Pecha Kucha Presentation
The third artifact that I am going to be showing is my pecha kucha presentation on
Epilepsy. The pecha kucha shows my ability to research, use technology, and use a new type of
presentation to create more meaningful presentations. The importance of being able to do all of
these things is that sometimes there isn’t an unlimited amount of time to teach or present things
to students and staff and you need to create meaningful presentations in a shorter amount of time.
In order to do this, I need to be able to use technology and always learning the new things that
are being released. When I was first assigned this assignment I had never heard of a pecha kucha
presentation before. It sounded very challenging and so different; I have never done something
like this before. A pecha kucha is a type of power point presentation that has no writing and has
20 slides of just pictures. Through the presentation there is either a live person saying the
presentation or the person has videotaped them into the pictures. Another catch is that there is a
six minute and forty second limit. This made sure that all of the information that I said was to the
point and that it was meaningful and not me just saying information that I don’t understand.
INTASC Standards
effectively for college readiness. This artifact is connected with the professional learning and
ethical practice standard #9. This standard states that the teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice. This is important to showcase
because a teacher is only as good as their ability to evaluate their own practice. We have to
constantly update and change what we know. We need to constantly want to learn more and
advance our knowledge.
In this presentation, Principle 3 shows that educators commit to their own learning by
learning something new that can help them be more efficient. This artifact is a pecha kucha, so it
is a PowerPoint presentation style with only pictures and verbal notes to explain the topic that is
being presented. This style of presentation helps the presenter only talk about what is necessary.
It helps the presenter stay focused and on task rather than boring an audience with unnecessary
commentary. This will help an educator because it can teach a teacher discipline. A teacher
should take the time to know what they will be teaching so it could be as concise as possible. I
know as a teacher I am not perfect and I will always strive to better my teaching style and my
knowledge. Principle 6 shows that educators advance the intellectual and ethical foundation of
their learning community. In order for a teacher to advance her foundation she has to do the
necessary research to do so. As a teacher, I will always want to better myself for the better of my
learning community. The learning community is what makes the teacher who she is. Without the
community the teacher doesn't have the strong support system that she needs to support herself
and her students.
standard 1: 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I meet the
needs of diverse learner through effective pedagogy and best teaching practices and I am a caring
educator. In this artifact my knowledge of the needs of diverse learners is what helps me grow as
a teacher. Presentations like this are not only good to teach discipline, like not trying to teach for
too long or talk to much, but it also helps with focusing on what is important. The students need
a guide and that guide is their teacher. Through my ability to learn something new like this pecha
kucha, I am able to show my students that you are never too old to learn something new.
Standard 3 of the standards for teachers’ states that educators inspire students to
positively contribute to and responsibility participate in the digital world. This standard is
directly applied to my artifact because I created a presentation through the digital world. I
showed the students that I can learn something new and create a presentation in under 7 minutes
that gives all of the required information. I want to always inspire my students to contribute and
participate in the digital world, and since I am their role model they should see that I am doing
the same.
Standard 6 of the standards for teachers’ states that educators facilitate learning with
technology to support student achievement of the 2016 ISTE Standards for Students. The
standard is directly applied to my artifact because I am able to facilitate learning with technology
to support my students. If I use technology, then my students will see that I use it and they may
want to learn about it and use it too.
CEC Standards
your students and making sure that they are all getting the support that they need. Standard 1.2
states that as an educator I should prepare in a way to be able to meet the individual needs of my
students with disabilities. Standard 1.5 states that the educator should participate in the selection
and use of effective and culturally responsive instructional material, equipment, supplies, and
other resources appropriate to their professional roles. In my artifact I show my ability to use
effective materials and resources by showing my ability to create a pecha kucha. This pecha
kucha was on epilepsy which shows my ability to research and show my leave of care in case
one of my students has epilepsy.
This artifact shows the ethical standards of “care” and “respect” for my students.
The standard of care talks about how an educator shows compassion, acceptance, interest, and
insight for developing students’ potential. Building my students’ potential is crucial in building
their self-confidence and interests. If they understand what they are learning then they will have
an easier time in the future when it comes to collaborating with coworkers, or communicating
with business partners. The standard of respect is not only about trust; it is also about fair-
mindedness. It is about respecting every students needs for resources and the right to be able to
learn just like every other student. A student with disabilities should be given the same amount
of care and respect and any other student in the classroom.

Artifact #4: Assessing Student Literacy Learning
The fourth artifact that I am going to be showcasing is my assessing student literacy
learning assignment. This assessment shows my ability to effectively assess my students’ work,
use research to create a lesson plan that will help them, plan a lesson according to their needs,
and reassess my students. The importance of being able to do this is that every student’s reading
and writing level is different than their peers. This means that I can’t just look at each students’
assignments the same. I have to take my time and give significant feedback so that they can grow
from their mistakes. I also have to take the time to notice any patterns in the students’ work so I
can create the mini-lessons that they need to fix those mistakes. The two students in my
assignment were in grade 6 and they were writing an information piece, one on penguins and one
on saving the Earth. Both students were at very different levels of writing but they showed
consistent patterns in their work that helped me create the mini lessons. The mini lessons that I
created for these students were on suffixes and compound words.
INTASC Standards
effectively for college readiness. This artifact is connected with standard #1 on learner
development, standard #6 on assessment, standard #7 on planning for instruction, and standard
#8 on instructional strategies. Standard #1 focuses on the ability for a teacher to understand how
learners grow and develop, recognizing that patterns of learning and development vary
individually. In this artifact I show my ability to recognize the patterns in the students’ work that
need development and I create a mini lesson accordingly. These mini lessons will help the
students grow to be better readers and writers. Standard #6 focuses on how the teacher
understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learning progress and to guide the teacher’s and learner’s decision making. In this
artifact I show this by having the students write an informational paper on the topic of their
choice. This is my assessment for the students to see their ability to research and write about a
topic of their choice. This helps me see where the students need help and what level each student
is at. Standard #7 is how the teacher plans instruction that supports every student in meeting
rigorous learning goals. In this artifact I show this by my ability to use research to plan a mini
lesson based on the students writing. I plan according to their needs, rather than just following
the curriculum. In my research, I found that each student is at a different level on their own
spectrum, so it is important for me to plan according to their learning needs. Standard #8 is that
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. In my artifact I show this by my ability to plan mini lessons that
are fun, different, and engaging. These lessons will help the students grow in the area that is
specific to them. If I have a grow of students in the same area, I create small group lessons
instead of individual lessons.
Principle 1 is that educators nurture the intellectual, physical, emotional, social, and civic
potential of each student. In this artifact I show this by tailoring to the needs of each individual
student by given individual feedback to their work. This will help them feel confident in
themselves and in their work, when they know that there are ways to improve on it. Principle 2 is
that educators create, support, and maintain challenging learning environments for all. This
means that the educator understands that the students need more than just reading out of a
textbook and filling in a worksheet. They need hands-on, active experiences so that they can
connect with the content better. These mini lessons will help the students connect with their
feedback better and it will help challenge them to be better students and build stronger
foundations for their education.
NYS P-12 Common Core Learning Standards
From the New York State Learning standards for grade 6 English language arts, the
standards read that the students should be able to write informative text to examine and convey
complex ideas while also making sure that it is clear and coherent. This is applied to my artifact
because the students had to write an informative paper on the topic of their choice. They had to
write based on who their audience was and they had to make sure that it was clear and coherent.
The students met these learning standards, however the next step if for me to use the feedback on
their work as a next step for what the students need help on.
NYS Learning Standards
The New York State Learning Standards for this artifact are CCLS.ELA.Literacy.W.6.2,
CCLS.ELA.Literacy.L.6.1, and CCLS.ELA.Literacy.W.6.4. These standards state that the
students should be able to write an informative text in an organized way with the correct
grammar. For the most part the students understood what they wrote about but what they need to
work on is the grammar side of it. The mini lessons that I have created will help the students in
the areas that they need the most support so that they can fix it in their future writings.
The DOE Claims and CAEP Standards are applied to this artifact are claim 1, 2, 3 and
standard 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I know the
subject matter in the area that I am being certified, I meet the needs of diverse learned through
effective pedagogy and best teaching practices and that I am a caring educator. In this artifact I
show my knowledge of the subject matter in my ability to plan, instruct and assess my students
on the English language arts curriculum. I use my best teaching practices by meeting the needs
of each individual student and I show my caring nature by giving the students the feedback that
they need to grow, rather than just give them a number grade. The student are so much more than
their grades and we need to show them that by showing them how they can improve. They need
to know that there is always room for improvement and that nothing is perfect.
Standard 7 of the standards for teacher’s states that educators understand and use data to
drive their instruction and support students in achieving their learning goals. The standard is
directly applied to my artifact because I use the data from the students’ work to drive my
instruction, or plan my instruction for the next day, week, month or year. It's the assessments that
I give my students that will help me plan the rest of year. I want to focus on my students’
learning goals by creating the mini lessons that they need to achieve those goals.
ILA International Literacy Association Professional Standards

The ILA International Literacy Association Professional Standards describe what
candidates for the reading profession should know while focusing on the knowledge, skills, and
dispositions necessary for effective educational practice in a specific role. The standards that
apply to this artifact are element 2.2 and element 3.3. Element 2.2 states that candidates use
appropriate and varied instructional approaches, including those that develop word recognition,
language comprehension, strategic knowledge, and reading-writing connections. Element 3.3
states that candidates use assessment information to plan and evaluate instruction. These two
elements are applied to my artifact because I used the assessments of informational reports to
plan and evaluate my future instruction. In this case, I used the data that I got from the
assessments to develop word recognition and language comprehension.
CEC Standards
your students and making sure that they are all getting the support and extra lessons that they
need. Standard 1.2 states that as an educator I should prepare in a way to be able to meet the
individual needs of my students with disabilities. Standard 1.4 states that the educator should
create a safe, effective, and culturally responsive teaching environment. In my artifact I show my
ability to prepare as an educator for my students with disabilities by showing that I am able to
create mini lessons necessary to meet the needs of each individual student. These mini lessons
will help create a comfortable learning environments for all of my students.
Ontario Curriculum Standards

Ministry of Education – The Ontario Curriculum Grade 1-8 – Language
Standard Strand: Writing
Grade: 6
Topic: Developing and Organizing Content
Item and Statement:
1.5 identify and order main ideas and supporting details and group them into units
that could be used to develop a structured, multi-paragraph piece of writing,
using a variety of strategies and organizational patterns
Topic: Using Knowledge of Form and Style in Writing
Item and Statement:
2.3 use some vivid and/or figurative language and innovative expressions to enhance
interest
Topic: Applying Knowledge of Language Conventions and Presenting Written Work Effectively
Item and Statement:
3.4 use punctuation appropriately to communicate their intended meaning in longer
and more complex sentences, with a focus on the use of: commas to separate
words in a list or after an introductory word or phrase; quotation marks in
dialogue; and some uses of the colon, semi-colon, and brackets.

Using these standards, students are learning to write informational text on a topic of their
choice. They are learning to use the correct punctuation, grammar, and spelling while they write
their reports. After writing these reports, students will use the feedback to better their work and
they will use the mini lessons that I have created to better understand their weaknesses when it
comes to their writing.
This artifact shows the ethical standard of “care” and “respect” for my students. The
standard of care talks about how an educator shows compassion, acceptance, interest, and insight
for developing students’ potential. Building my students’ potential is crucial in building their
self-confidence and interests. If they understand what they need to fix, in this case their writing,
they will have an easier time in the future. The standard of respect is that each student is at a
different level and that is okay. Some students need more help then others, and that is also okay.
Respecting each students’ needs is the best way to build trust with each of my students.
Assessing Student Literacy
Danielle Yehuda
Medaille College
EDL 650
Mrs. Mary Beth Scumaci
November 4, 2017
Assessing Student Literacy Learning Format
Name: Danielle Yehuda Date: November 4, 2017
Student Names: Grade Work Sample Being Assessed:
Student 1, Student 2 6 Informational
1. Assessment Tool:
Donald Bear Spelling Development (see Appendix J)
2. Standards:
New York State Common Core Standards:

CCLS.ELA. Literacy W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCLS.ELA. Literacy L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCLS.ELA. Literacy W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
Ontario Literacy Standards:

W.1.5: Identify and order main points and supporting details and group them into units that could be used to develop a structured, multi-
paragraph piece of writing, using a variety of strategies and organizational patterns.
W.2.3: Use vivid and/or figurative language and innovative expressions to enhance interest.
W.3.4: Use punctuation appropriately to communicate their intended meaning in longer and now more complex sentences, with a focus
on the use of: commas to separate words in a list or after an introductory word or phrase; quotation marks in dialogue; and some uses of
the colon, semi-colon and brackets.
3. Summary of Each Student Performance: Identify the Developmental Writing/Spelling Stage for Each Student
Skills demonstrated:
Student 1:
•% Developmental Writing Stage: Early Syllables and Affixes
•% Writes in complete sentences
•% Writes with minimal errors in punctuation (“Most of the birds on our planet can fly but, it’s not just
penguins…”)
•% Writes with minimal errors in capitalization (“’B’aby penguins are hard to take care of…”)
•% Organizes thoughts in paragraphs
•% Uses strong imagery to support book on penguins
•% Writes with appropriate spacing between words
•% Uses imagination to address the audience (“Could you imagine flying?”)
•% Divides and organizes book into chapters (Table of Contents)
•% Included a table of contents
•% Writes an about the author excerpt, so we can get a sense of who the writer is
•% Uses graphic organizer (pros and cons list) to organize ideas and help use visually see the differences
•% Writes follow-up sentences to answer her own questions (“Could you imagine flying? Well, think about
penguins.”)
•% Decided to write a book about penguins because she loves penguins, as stated in her about the author.
•% Uses uppercase and lowercase letters in writing
•% Writes about feelings and opinions, especially in the about the author section
•% Has knowledge of concepts of print (front, back, writing/reading left to right, writing/reading top to
bottom, about the author, table of contents, cover page)
•% Includes detail and goes in depth so reader gets a real understanding of the topic
•% Uses speech bubbles in her photos to show awareness of dialogue (i.e. penguin says “Help me”)
Student 2:
•% Developmental Writing Stage: Late Derivational Relations
•% Writes in complete sentences
•% Writes with minimal errors in punctuation and capitalization
•% Organizes thoughts into paragraphs
•% Organizes persuasive essay correctly
•% Uses great imagery skills to grasp the reader (“its skin tightly wrapped around its bones”)
•% Uses a title for his or her work
•% Uses graphs as evidence for what is said in the essay
•% Shows his or her opinion through their work (“How could people do such a thing?”, “It disgusted me…”)
•% Uses uppercase and lowercase letters in writing
•% Includes detail and goes in depth, so the reader would want to make a difference (“It’s the better choice
for you and the planet.”)
•% Uses specific examples to help make connections with the readers (“I was riding the bus recently…”)
•% Writer shows that they knows their audience (“How would you feel if you lost everything to global
warming?”)
•% Use quotations correctly, when quoting quotes within essay (“’You must be the change you wish to see in
the world.’”)
•% Shows emotion through punctuation (“…were using the river as a dump!”)
•% Has knowledge of concepts of print (front, back, writing/reading left to right, writing/reading top to
bottom, about the author, table of contents, cover page)
Skills not yet demonstrated:
Student 1:
•% Developmental writing stage: Early Syllables and Affixes
•% Organizing and sequencing nonfiction thoughts (i.e. table of contents)
•% Use of punctuation in the middle of a paragraph (i.e. “…other birds that can’t fly too. Like ostriches,
flamingos, and emu’s.”)
•% Spelled ostriches phonetically, as “ostriges”, and predator as “predetor”
•% Use of capitalization at the beginning of sentences and of proper nouns
•% Knowledge of double consonant words (i.e. spelled normally as “normaly”, spelled second as “seccond”,
spelled dining as “dinning”
•% Knowledge of compound words
•% Use of “to” versus “too”
•% Use of “then” versus “than”
Student 2:
•% Developmental writing stage: Late Derivational Relations
•% Organizing certain paragraphs or sentences in the correct place
•% Use of commas, especially after introductory words or phrases (“Instead I found that…” – missing a
comma after instead)
•% Knowledge of compound words
•% Use of “was” versus “were”
•% Use of tenses
•% Incomplete sentences (“Eating meat for example”)
•% Indentation before every new paragraph or new idea
•% Capitalization of the word “Earth”
•% Use of “an” versus “a”
•% Reading over his or her work to check for mistakes
•% Use of periods; when is the correct time to use them (on Vocabulary page)
•% Having consistency through lists
•% Making a word plural (“product to earth friendly products” – needs to add an “s” after product and needs
to capitalize Earth)
4. a. How will you support future learning? Identify the Developmental Writing/Spelling Stage for Each Student
Student 1 lesson summary:
Developmental Writing Stage: Early Syllables and Affixes
Objective: Students will be able to identify common suffixes and determine their meanings of words that include those suffixes.
Time to Complete Lesson: 1 hour
Anticipatory Set:
•% Teacher will write “breakable”, “comfortable”, and “washable” on the board (see Appendix A) and she
will ask the students to write these words down in their journal and write down what they notice about
this list of words.
•% If the students finish earlier than others, have them write a sentence for each word.
•% Teacher will have an open discussion about the three words and direct the students, if they don’t figure it
out on their own, that all of the words have the suffix –able in it. (If students don’t see that, break down
the words into words that they do know – i.e. break, comfort, and wash)
Main Procedure:
•% Teacher will introduce –able as a suffix and give the definition of a suffix. (A suffix is a group of letters
that comes at the end of a root word and changes its meaning. A root word doesn’t have a prefix or
suffix.) For example: ‘color’ ‘ful’ Adding ‘ful’ to the word “color’ changes it meaning.
•% Teacher introduces another suffix –ly. –ly changes a noun into and adjective. For example ‘love’ ‘-ly’ =
lovely.
•% Teacher will have the above words on the board and she is introducing them and discussing them so the
students can visually see what she is doing.
•% Teacher will then introduce –er, -less, -y and –ness.
•% Teacher will introduce the –ly rule, that when adding an –ly to a word that ends in “le”, they only change
the “e” to a “y”. For example: Simple –ly = simply, possible –ly = possibly (see Appendix B)
•% The teacher will open to the floor to any questions that the students may have during this time.
•% Once all questions are answers, the teacher will give the students the root words index cards and the suffix
index cards (see Appendix C) and have the students work with a partner to create words.
•% One student will pick the root word and the other will pick the suffix. Then they will decide if they have
created a real word. If it’s real they have to explain the meaning of it. They will add all words to the suffix
addition sheet (see Appendix D) and write the definitions next to the words that they believe to be real.
•% During this in-class activity, the teacher will hold conferences with various students to check their level of
understating.
Closure:
•% The teacher will regroup the students and have them share some of the words that they came up with.
When a pair has shared their word the class can vote on whether or not they believe it is a word. If it is
challenged, the pair has to prove their case.
•% Once the students have all shared, hand out the suffix worksheet (see Appendix E) to take home for
homework to review what they have just learned in class.
Student 2 lesson summary:
Developmental Writing Stage: Late Derivational Relations
Objective: Students will be able to define compound words and identify compound words in print.
Time to Complete Lesson: 1 hour
Anticipatory Set:
•% Teacher will hand out one index card to each student in the class. (see Appendix F)
•% The teacher will instruct the students to look at their word and write the definition of that word on the
back of the index card.
•% The teacher will instruct the students to find a partner to create a new word using two of their words.
Main Procedure:
•% The teacher will have the students discuss with their partner the definition that they wrote on the back of
their cards and if they combined their words, would it have the same definition.
•% Once the students have discussed, the teacher will introduce that what they just did was create a
compound word. (The teacher will write the definition on the board.) A compound word is one big word
made up of two smaller words.
•% Get one of the students to share their compound word. Point out the two smaller words in their compound
word.
•% The teacher will than ask the class: Did combining the word change its definition? – Students respond.
What does this tell us about compound words?
•% The teacher will tell the students that sometimes words have to be combined to get the meaning/definition
that we are looking for. (For example: Ecosystem, Carpool, Overpopulation)
•% The teacher will hand out a short story and the students needs to silently read and circle all of the
compound words and write them down in their notebook. (see Appendix G)
•% At this point, ELL student will receive an easier short story to read. (see Appendix H)
•% Once they are done, the teacher will have them compare with their partner and have them write down or
highlight ones that they have missed. Have them think about why they may have missed those words and
the teacher will explain to them that when she did this she also missed a few; it’s okay to miss some.
Closure:
•% The teacher will start a closing discussion on reiterating what a compound word is and she will have the
students share the ones that they may have missed.
•% As an exit ticket, the teacher will have the students write, either a word they missed or a word that they
were confused about on the back of the card and hand it in on their way out.
•% For homework: Have the students write sentences for the compound words that they missed or were
confused about. Plus have them write sentences for the smaller words within the compound words and
write about the differences that they may notice.
•% To assess the students, the teacher will use the worksheet/homework rubric (see Appendix I)
b. Student feedback (for each): Identify the Developmental Writing/Spelling Stage for Each Student
Student 1 Feedback:
Student 1 is an amazingly passionate writer, working in the Early Syllables and Affixes stage of developmental writing. The student is
able to write in complete sentences, while having minimal errors in punctuation and capitalization. The student shows the organization
of the story by using a table of contents and chapters to separate the different aspects of their writing. The student indents all new
paragraphs and uses detailed drawings to show her passion for the topic and to add character to the report. The about the author section
really gives us a sense of who the student is as a writer and as a person; the student writes this report on penguins to show her love of
penguins. The student utilizes graphic organizers to help me visualize the food chain that the penguin is a part of and the pros and cons
of penguins. The drawings are absolutely amazing and they really help guide the report and make it more fun to read. The use of the
speech bubbles in the drawings are a good indication of what the penguins could and would say if they were able to talk. The student’s
writing is very legible and easy to read. The student is aware of their reader throughout the report, especially when they say, “Isn’t that
pretty amazing!!!”. When a writer acknowledges their readers, it helps the reader really connect with the story, because they have to
stop and think about the question that is asked or the thought or fact that is shared. Student 1 can continue to improve their work by
focusing on organizing their table of contents in a more efficient way and by sequencing their report to be more in order. I would want
student 1 to work on their capitalization of proper nouns and at the beginning of sentences. Student 1 could improve on punctuation in
places like “As in possibly…” (Adding a comma in between as in, possibly). I would like to help the student improve on their
knowledge of compound words, consonant doubling, the suffix –ly, to versus too, than versus then, and punctuation in titles or captions.
All of these improvements can be taught very efficiently and based on student 1’s level of writing, with great ease. Student 1 is a very
great writer but there is always room for improvement and further development.
Student 2 Feedback:
Student 2 is a very thoughtful writer. In their persuasive essay on saving planet Earth you can really feel their passion on the issue. The
very first line in the essay is the perfect attention grabber; “its skin tightly wrapped around its bones” instead of simply stating that the
polar bears are cold. The student is able to write in complete sentences, while having minimal errors in punctuation and capitalization.
The student organizes the essay very well, with an introduction, supporting paragraphs, and a conclusion. The student uses quotes and
graphs within the essay to keeps the reader’s attention and to show evidence of what they are writing about. The students shows that
they are really passionate about saving the planet and everyone and everything on it; “If we don’t do something to prevent global
warming now, we could cause the next world mass extinction.” The student is aware of their audience and asks rhetorical questions
throughout to keep the reader thinking about how they can make a change. The student uses punctuation to show emotion and various
adjectives to describe his feelings towards the issue (i.e. mounds, carelessly). Student 2 could improve on their fullness of the
conclusion. The conclusion is also supposed to be a recap of what was said previously so the reader can get an idea of what was said. I
would tell Student 2 that they should study the structure of an essay and when to indent a paragraph. Student 2 could improve on their
use of compound words and when to combine them or leave them as two individual words. I would suggest to Student 2 that they
review when and how to use commas after an introductory word or phrase. I would like to work with Student 2 on incomplete
sentences, the difference between was and were, and the need to read over their work to check for minor mistakes. Student 2 is an
excellent writer and with a few minor improvements could be even better.
c. Reference the research/ theory that supports your instructional steps.

In assessing student 1’s writing sample, I have found that there are a few areas in which the student needs help with. These areas include
morphological awareness, consonant doubling, capitalization and punctuation. In Lesson 1, morphological awareness was my topic and
suffixes were my focus. Understanding morphemes will help this student “take apart an unfamiliar word in order to determine its
meaning” (McKenna, 2015, p. 115) in all aspects of reading and writing. In the lesson, I used index cards with root words and suffixes
as the introduction. After the introduction the students will put words together to “consider where syllables and meaning units meet at
their junction” (Bear, 2004, p. 17). In Donald Bear’s research it states that “the analysis of multisyllabic words is more complicated, for
there is more than once perceptual unit to consider” (Bear, 2004, p. 17). In creating their own words they are able to assess their
knowledge of suffixes and they are able to break down the word and give it a meaning. In order to assess the students for this lesson I
used conferencing. As Lucy Calkins says, conferring has lost its touch but it is so important to let the child talk in conferences (Calkins,
1991, p. 234). When we let the students talk it shows that we support and trust the child to tell us about what they understand and how
they got that meaning or answer.
Next in lesson 2, I focused on compound words. Compound words are also part of morphological analysis because all words are created
by morphemes. I wanted to continue from suffixes to compound words so that the students will see the connection and gain more
experience in using morphemes. “As children experience morphemes in different word and sentence contexts, representations of free
morphemes and bound morphemes are locked away in their memory” (Carlisle, 2010, p. 465). This research helped me see that it is so
important to keep allowing my students to experience morphemes so it will eventually become natural in their reading and writing. It
stated that, “morphological awareness instruction included oral, game-like activities such as reversing the order of morphemes in
compounds and inventing new derived forms” (Carlisle, 2010, p. 472). This is where I got my idea to allow students to almost teach
themselves by pairing up with a partner and creating their own meaning of the word. This allowed students to play around with the
words that they were given and it allowed creativity to see if this is a word that makes sense. This word study allows “teachers to show
students how to consider both the spelling of a word and its meaning” (Bear, 2004, p. 19). In order to assess the students for lesson 2 I
used a short story worksheet and an extra review sheet for the students to take home. Although many studies and teachers say that
worksheet work isn’t a great way for students to retain information, “a central finding from the current study is that structured worksheet
homework assignments have positive effects on the classroom performance” (Alber et al, 2002, p. 194). Due to this study I decided to
give homework after both lessons so that they can review the topics that they may be struggling with.
5. How will you determine each student’s learning/ monitor progress:
Assessing and monitoring a student’s progress is the only way to know if the student is grasping the concepts that you are teaching
them. Unfortunately, most students don’t just tell you when they don’t understand something so in my lessons I have used conferencing
and worksheets to monitor their progress. During lesson 1 I will walk around and confer with different students and, just like Lucy
Calkins did in her classroom, I will confer with the these students again after a few days or even a week to see if they have the same
understanding that the did before. After the homework that I have assigned they should be practicing at home as well as within our
lessons in the classroom. During lesson 2, I have evidence of my students work using worksheets and other handouts. When these
assignments are turned it I will use the rubric in appendix to show where the student is and if they understand the concepts. Throughout
our future lessons I will continue to monitor them using the same rubric to see when they improve.
Appendix A
Appendix B
Appendix C
bake help
big hope
bump joy
care late
cloud noise
color power
dance quick
drip sad
fear sing
happy slow
-er = more or a doer of
-less = without
-ly = in this way
-y = characterized by
-ness = the state of

Appendix D
Name _____________________________________________________________
Combine a suffix and root word to make a new word. Write the meaning of the
new word on the line below the equation.
Example:
_______color_________ + ________ful_________ = _________colorful_______
Meaning: ________full of color_________________________________________
1. __________________ + ___________________ = ______________________
Meaning: __________________________________________________________
2. __________________ + ___________________ = ______________________
Meaning: __________________________________________________________
3. __________________ + ___________________ = ______________________
Meaning: __________________________________________________________
4. __________________ + ___________________ = ______________________
Meaning: __________________________________________________________
5. __________________ + ___________________ = ______________________
Meaning: __________________________________________________________
6. __________________ + ___________________ = ______________________
Meaning: __________________________________________________________
7. __________________ + ___________________ = ______________________
Meaning: __________________________________________________________
Appendix E
Grammar: Suffixes -er

-y
A suffix is added to a root word to change the meaning of the word.
Draw a line from the suffix to its meaning. Hint: If you're stuck, think of
a word you know that ends with that suffix.
1. –able more than
2. –ful or –full characteristic or way of being
3. –less the most
4. –y action or state
5. –ly believes or does
6. –ment characterized by/inclined to
7. –er worthy of, able to
8. –est without
9. –ness full of
10. –ist is like
Add a suffix to each root word so it matches the new definition.
Root words Suffixes

most art beauty cost –ful –ist –ly
very pretty _______________ a person who makes art ___________

expensive ________________ almost totally ___________________
Circle the words with suffixes in the paragraph below.
You don’t have to be a botanist to grow your own food! The warmest
time of year is best for planting some seeds, while others can only grow
when planted during colder times. Some plants, like tomatoes, become
droopy if you don’t water them daily. You must make sure the soil has just
the right amount of wetness for each type of plant. Gardening can be
difficult, but the right knowledge can make it easier.
Appendix F
card board
over coat
under ground
shoe string
play room
dragon fly
day dream
sheep dog
sun rise
back yard
Appendix G
Directions: Circle all of the compound words you read in the story and write them
in your notebook.
Jackie Jackrabbit and Peter Cottontail both shared a birthday. They were so
excited to start to brainstorm great ideas for the party, but they had different ideas!
They got out their ballpoint pens and notebooks and started writing their wish lists
for food, decorations, and games.
Jackie wanted a girly tea party with homemade doughnuts, strawberry
cheesecake, chocolate chip cookie dough, watermelon slices, and blueberry
pancakes. Peter just wanted his favorites: orange juice, popcorn, brown sugar
oatmeal, applesauce, spaghetti with meatballs, and soda pop. They collaborated
and decided on peanut butter sandwiches, jellybeans, milkshakes, pineapple
cupcakes, and Bluebell ice cream.
Jackie wanted to decorate with butterflies, rainbows, snowflakes, and
bluebonnets. Peter wanted to decorate with skateboards, fireworks, motorcycles,
fire trucks, and footballs. They decided that since they were going to have their
party at the lighthouse, it would be better to just use seashells, seahorses, jellyfish,
and sailboats for decoration.
For games Jackie just wanted to play with baby dolls, jump rope, hopscotch,
crossword puzzles, and finger paint. Peter wanted to play baseball, basketball,
soccer, and skateboard. Once they saw the seashore by the party, they realized that
building sandcastles, surfboarding, water skiing, sailing, and jet skiing were the
best choices.
The birthday party was so much fun, but the best surprise came from the
kindhearted mailman that afternoon! He had package from Grandma Sunflower.
Inside there were two presents: a Batman backpack for Peter and a ladybug
handbag for Jackie. Although it wasn’t what they had originally designed, it was
by far the best birthday ever!
Appendix H
Playtime
At playtime all the children leave their
classroom and go outside onto the
playground. We play different games with our
friends. We play football using coats as
goalposts and practise our netball. We have
to be careful though because the neighbour
has a greenhouse. We have markings on the
ground, like hopscotch, that we can play on.
Sometimes, we see birds in the school garden,
like blackbirds, but they soon fly away. When
the whistle is blown everyone stops what they
are doing and stands still, nobody should
move. Then we line up, ready to go back
inside for our lessons.

Appendix I
Worksheet/Homework Rubric
Teacher Name: Mrs. Yehuda
Student Name:_______________________________________________
Category 4 3 2 1
Identifies Clearly and Identifies the Identifies the Attempts to

Morphemes accurately compound compound words. identify the
(i.e. compound identifies words and compound words;
words) compound words includes one of however, the
and root words the two root roots words may
that make it up. words that be stated
make it up. incorrectly or
may be missing.
Identifies the Identifies the Identifies the Partially identifies May contain few,
definitions meaning of the meaning of the the meaning of incorrect or
correctly compound words compound the compound irrelevant details.
and root words words and parts word.
correctly. of the root
words.
Shows evidence Makes logical Makes a Show little Fails to make any
of and relevant general attempt attempt at trying attempt.
understanding attempts at at creating and to understand the
breaking down decoding a morphological
the words and compound analysis.
reconnecting word.
them.
Appendix J
References
Alber, S.R., Nelson, J.S. & Brennan, K.B. (2002). A comparative analysis of two homework
study methods on elementary and secondary school students' acquisition and
maintenance of social studies content. Education and Treatment of Children,
25(2), 172-196.
Bear, D. R. (2004). Words Their Way (3rd ed.). Upper Saddle River, NJ: Pearson Merrill
Prentice Hall.
Calkins, L. (1991). Living Between the Lines. Pearson Education Canada.
Carlisle, J. (2010). Effects of Instruction Morphological Awareness on Literacy Achievement:
An Integrative Review. Reading Research Quarterly, 45(4), 464-487.
McKenna, M.C. & Stahl, K.A.D. (2015). Assessment for Reading Instruction (3rd ed.). New
York, NY: The Guilford Press.

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Section Three: Teacher Candidate Artifacts

This section of my portfolio will include different artifacts as evidence of my competency

ability to use technology, to accommodate and modify based of my students’ needs, to

effectively manage my classroom, to be culturally responsive, to collaborate, and to connect it to

the curriculum and standards effectively.

Being that my teaching program is in Buffalo, New York, I am considered an

foundations for their future classes.

are important to show my commitment to the well-being of my students. My final artifact is my

allow students to critically think, to collaborate, to problem solve, and to communicate. In my

on the assignment may be.

Artifacts & Rationales

my teaching to the needs of my students.

is what allows me to plan cross-curricular lessons like this one.

NYS Code of Ethics Standards for Educators

build strong connections to the information.

NYS P-12 Common Core Learning Standards

construct explanations for their questions.

NYS Learning Standards

lesson plan when different items were weighed on a balance.

DOE Claims and CAEP Standards

writing curriculum. I use my best teaching practices by provoking curiosity in my students, by

my class that needed it.

ISTE Standards for Teachers and/or Students

that of experience on matter and mass that the students do in class.

the right answer may be.

culturally responsive teaching environment. In my artifact I show my ability to prepare as a

educator of my students with disabilities by explaining how I will be following up with my

students stay on task.

Ontario Curriculum Standards

Standard Strand: Understanding Matter and Energy

Topic: Developing Investigation and Communication Skills/Understanding Basic Concepts

Item and Statement:

By the end of Grade 5, students will:

2.3 Use scientific inquiry/experimentation skills to investigate changes of states and

Item and Statement:

By the end of Grade 5, students will:

Standard Strand: Measurement

Topic: Measurement Relationships

Item and Statement:

By the end of Grade 5, students will:

Determine, through investigation, the relationship between capacity and volume

learning the different states of matter.

Ontario Teacher Ethical Standards

students’ potential. Building my students’ potential is crucial in building their self-confidence

Teacher Candidate’s Name: Danielle Yehuda Date: November 4, 2017

Students with Other Learning Needs

Lesson 1 of a 5-Day Learning Segment

Grade Level: Fifth Grade Lesson Duration: 45 minutes

Central Focus of the Learning Segment

Knowing Your Learners

Objectives Assessment Modifications to Assessments

Instructional Process Accommodations and/or Modifications and/or

Item% Item% Item%

Item% Item% Item%

Item% Item% Item%

[Back to Table of Contents]

The second artifact that I am going to be showcasing is an annotated bibliography I

completed in my first semester at Medaille College. This annotated bibliography shows my

prove or disprove others theories. So doing an annotated bibliography is a great way to

reading comprehension: electronic storybooks with animations, electronic storybooks without

electronic storybooks with animations improves the reading comprehension of struggling

engaging is very challenging but definitely necessary.

NYS Code of Ethics Standards for Educators

___color_ + ful_ = _colorful___

Meaning: full of color_________________________________

1. ________ + _ = ______________

2. ________ + _ = ______________

3. ________ + _ = ______________

4. ________ + _ = ______________

5. ________ + _ = ______________

6. ________ + _ = ______________

7. ________ + _ = ______________