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Section Three:

Teacher Candidate Artifacts

Introduction

The following section will provide a variety of artifacts that I have produced throughout

my time at Medaille College. These artifacts should present some of the pedagogical evidence of

knowledge, skills, abilities, and preparedness to teach that I have obtained through my education.

Each artifact should display my capability to plan, instruct, assess, accommodate and modify,

use technology, manage a classroom, provide culturally responsive teaching, as well as expand

my knowledge through professional development. I can demonstrate my ability to manage my

classroom and provide culturally responsive teaching (CRT) to the unique group of students that

I have in my classroom through the inclusion of my CRT assignment and Dignity for All

Students Act (DASA) certificate. In addition, my learning segments and lesson plans will show

that I am able to plan, instruct, assess, and accommodate and modify my instruction to the

various learners presented in my classroom. I will also include my survey assignment to show

my research abilities, along with the Weebly website and Google Classroom to prove I have

knowledge in technology and that I am able to use them in my classroom. The importance of

each artifact will be included in the proceeding section, along with connectio ns to curriculum

and professional standards, as well as theorists, theories, or experts in the field of education.

Each artifact is unique and has challenged me to learn the competencies of a teacher throughout

my semesters at Medaille.

The culturally responsive teaching assignment and Dignity for All Students Act

certificate show that I am able to create an inclusive environment for all the students in my

classroom. The assignment outlines an activity that I put together for students to celebrate a

person that is important to them from their cultural background. The students would present their
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biography to the peers in their classroom in a museum- like setting, in hopes that they will get a

sense of pride in showcasing a part of them to their peers. This assignment is able to show my

ability to plan an activity, provide learner accommodation, and most importantly deliver

culturally responsive teaching. The insertion of the DASA certificate demonstrates my

knowledge in harassment, bullying, and discrimination and how to prevent it in the classroom.

The next artifacts that will be included are various lesson plans. The first will be a guided

reading lesson plan for a grade 1 class, with a book about a birthday surprise. Then there will

also be a science learning segment and one lesson plan for a grade 5 class about the types and

properties of matter. The last one included will be a math unit with a learning segment and three

lesson plans for a grade 5 class on the measures of central tendency. All of these artifacts will

show my ability to accommodate and modify learning for the diverse group of learners that are

presented in my classroom. These three artifacts should also show my capability to plan a lesson,

instruct the class, as well as assess their learning throughout the process.

In addition to the artifacts already mentioned, I will include my survey assignment,

Weebly website, and Google Classroom. The first assignment outlines a technology survey I

completed with some parents of children in grades 1 to 6. This artifact will demonstrate that I am

compassionate to the families of my students and that I am able to conduct research for the

betterment of my classroom. As for the Weebly website and the Google Classroom, these

artifacts display that I am able to use a variety of technology resources and organize them

effectively for my students and their caregivers.

Artifacts & Rationales

For every artifact that I have chosen to include in my portfolio, the proceeding section

will highlight the key objectives, as well as the connections that can be made to various
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curriculum and professional standards. Through reading these artifacts, you will witness how

each one has impacted my preparedness to become an educator. Each piece that I have included

has had a significant influence on the skills and knowledge I have developed through this

education.

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Artifact #1: Culturally Responsive Teaching

The first artifact I chose to include is my culturally responsive teaching assignment. The

term was coined by Gloria Ladson-Billings and she refers to culturally responsive teaching as

pedagogy that “empowers students intellectually, socially, emotionally, and politically by using

cultural referents to impart knowledge, skills, and attitudes” (1994). The purpose of this

assignment was to encourage pre-service teachers to conceptualize, develop and demonstrate

culturally responsive teaching strategies that are outlined in the Dignity of All Students Act

(DASA) certification. For the assignment, I created an activity where the students in my class

were to research a significant individual from their own cultural background. The students would

conduct some research and complete a biography and some way to display their information. I

planned to have the students present their materials in a museum- like setting for all students to

learn about the various significant individuals that inspire their peers. With the design of this

activity, my hope was that I would help my students understand how to celebrate their

differences and be proud of the unique individual they are. This follows the other objective of the

assignment, that pre-service teachers are able to modify their instruction for the unique students

that are represented in their classroom. The inclusion of this artifact falls in line with the reason

that I wanted to become a teacher, to educate children to create more inclusive environments for

individuals who are deemed not normal in society. I believe that as a society, we need to be more

cognizant of the aspects that make us different and celebrate these differences, rather than

oppressing others.

This artifact emphasizes the significance of culturally responsive teaching. The INTASC

Standard 2 called learning differences states that teachers should use understanding of individual

differences and diverse culture and communities to ensure an inclusive learning environment for
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their students, so that every learner is able to meet high standards. Regarding the New York State

Code of Ethics for educators, the Principles of 1, 2 and 6 align with the CRT assignment.

Principle 1 is that educators nurture the intellectual, physical, emotional, social, and civic

potential of each student, Principle 2 states that educators create, support, and maintain

challenging learning environments for all, and lastly Principle 6 mentions that educators advance

the intellectual and ethical foundation of the learning community. Additionally, this artifact

follows the Department of Education of Medaille College claims of 2 and 3. Claim 2 is that

Medaille graduates meet the diverse needs of their students through pedagogy and best teaching

practices and Claim 3 states that Medaille graduates are caring educators. With the International

Society for Technology in Education, Standard 2, leader, aligns with this assignment as I am

creating opportunities for leadership to support the empowerment and success of my students.

For the International Literacy Association Professional Standards, this artifact correlates with the

diversity Standard 4, mentioning that candidates create and engage their students in literacy

practice that develop awareness, understanding, respect, and a valuing of differences in our

society. The activity mentioned in this culturally responsive teaching assignment ensures that

every individual in the school environment feels included which algins with the Council for

Exceptional Children Standard 3. The standard articulates that educators are committed to

promoting meaningful and inclusive participation of individuals with exceptionalities in their

schools and communities. Finally, the alignment of the CRT assignment with the Ontario Ethical

Standard’s would be that of respect, meaning that in their professional practice, educators model

respect for spiritual and cultural values, social justice, confidentially, freedom, democracy, and

the environment.
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Culturally Responsive Teaching

Sydney Kerbs

Medaille College

ECI 535

Professor Timothy Hartigan

July 20, 2020

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Introduction

For the culturally responsive teaching activity, I decided to teach to the level of Grade

Five. The subject area that I will be teaching in is writing. It is important that all students are

introduced to diverse groups of individuals, thus as teachers, we need to promote the acceptance

of differences in the classroom. The differences we need to include in our teaching are race,

colour, weight, national origin, ethnic group, religion, religious practice, disability, different

learning styles, sex, sexual orientation, and gender identity. By celebrating differences, we are

able to create a new understanding that there is not a right or wrong way to do things and we can

all learn together, no matter our differences.

Learning Activity

Students will be given the opportunity to research a significant figure from their cultural

background. The figure that the students will research should have made some sort of positive

impact on their culture or community. There will be instructions on what other biographical

information should be included, as well as the opportunity to look at examples from students of

previous years. The students will be provided enough time to complete the writing portion, and

then they will also need to come up with a presentation board. The classroom will be set up in a

museum setting where students will be able to walk around and look at their peer's work.

Students will be asked to share and celebrate their significant figures in the museum setting.

Through walking around and asking questions the students will experience the diversity

represented in the classroom. By learning about a significant figure from their culture, the

students will be able to celebrate their culture, but also introduce the other students to diversity.
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In addition, when students get to show off or teach something about their culture, they feel a

sense of pride, which has the ability to promote positivity in the classroom.

Rationale

For the English as a New Language (ENL) students, I would coordinate with the ENL

teacher to ensure that they were able to assist the two students, Yasser and Jamil with creating

their biography about a significant figure from their culture. During their time out of the

classroom, they would work with the ENL teacher to complete their activity. In addition, when

the students present their significant figure in the museum, I would make sure that the ENL

teacher or myself were present to help their students present their information to the class. I

believe that since the presentation is more casual, as the students are just walking around, that

these students would feel a bit more comfortable with presenting their significant person than

they would if they were presenting in front of the entire class.

Additionally, support would be provided to the students with disabilities. For Jazmin,

who has an auditory processing disorder, I would take her to a quiet space and explain the

instructions of the activity. The background noise of other students in the classroom would be

distracting and harder for her to hear the instructions. Thus taking a few extra minutes to explain

the assignment before she goes out for recess, I would assist in her understanding, therefore

creating a better possibility for success. For Nia, who is classified as emotionally disturbed, I

would coordinate with the school psychologist and the special education teacher to make sure

Nia understands what she needs to do for the biography.

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For the students who struggle to read at grade level, I would group them together based

on their proficiency level. I would then use visual supports, such as anchor charts, to assist them

in the completion of the assignment. Also, by giving an example of a biography from a previous

student, the students would gain a better understanding of what the expectations are. I would also

have a checklist created that would include expectations that every student should include in

their biography. This will be helpful for the entire class to ensure they are meeting the

requirements of the assignment. In addition, I would also offer a teacher-student conference for

anyone who would like one. This would give me the opportunity to access understanding and

monitor the progress each student is making. This conference would also be important to help

them create a template for the biography. For students with no internet or computer access at

home, but also those who read at a lower grade level, I would give them time to do research in

the school library. The students would be given help by the librarian or myself, as they would be

unable to do it on their own time. With these ideas, I have confidence that I will be able to

provide each student with the support they need to be successful in this assignment.

Culturally Responsive Teaching

One of the key factors important to culturally responsive teaching that I included is

cultural sensitivity. Cultural sensitivity refers to maximizing learning opportunities of culture

within the classroom, so the teachers are able to represent and translate this knowledge into

instructional practice. By having the students do this activity early on in the school year, I would

get a feel for what cultural backgrounds are represented in my classroom and how I can teach

and create an inclusive space for the rest of the school year. I believe it is essential to creating a

space where my students feel comfortable enough to share their experiences and ask questions
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about other cultures. This is the reason that it is so essential for teachers to learn culturally

responsive teaching and how to do it effectively in their classrooms. Another key factor I choose

to use is small group instruction and academically related discourse. With the class being built of

so many different levels, separating the students into smaller groups and differentiating the

instruction based on the levels of the students, would ensure that all students understand what is

being asked of them. Oftentimes, there is a wide range of abilities in the classroom, thus as

teachers, we need to think of ways that we are able to teach to every level. Lastly, the third key

factor I used in my teaching activity is student-controlled classroom discourse. This refers to

giving the students the opportunity to control some part of the lesson, which provides teachers

with insight into the student's home and their community. Through the students being able to

choose the individual to write a biography about, I would be offering them this control, but I

would also understand who they find as an inspiring person or someone who has made a positive

impact in their culture or community.

The Dignity for All Students Act Connections

The Dignity for All Students Act offers a variety of teaching strategies to help reduce

harassment, discrimination, and bullying. The first that I included in my learning activity is to

build a community that is welcoming and supporting of others. Through building a classroom

community we are offering the students the opportunity to feel safe and able to discuss their

experiences and questions about culture. When other students are introduced to culture and

differences in the classroom, we are able to create an awareness of differences that are prevalent

in our community, which have the ability to reduce harassment, discrimination, and bullying.

The second aspect that I included in my teaching activity was making connections. With the
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museum portion of the assignment, the students would be able to make connections between the

cultures. The students would recognize that although there are differences, the cultures are

similar in many ways as well. Finding similarities helps students make a connection with the

culture, which will most likely reduce the harassment, discrimination, and bullying.

Reflection

I think what is really interesting about this scenario is how wide the range of students is.

We would have a very diverse compilation of biographies present. From some students including

a veteran who inspires them, to the transgender student offering a trans individual’s story, the

students are likely to learn a lot about each other. But there is also, a wide range of religious

communities present in the class such as Christian, Jehovah’s Witness, and Muslim. If the

students are passionate about where they came from and what makes them who they are, they are

likely to choose someone that they look up to as a role model. I feel that a biography assignment

is able to incorporate a wide range of diverse students represented in my classroom. By creating

a conference time when each student has the ability to show me what they have done, I am able

to ensure they understand the assignment and what they need to do to be successful.

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Artifact #2: Dignity for All Students Act Certificate

The second artifact that I have chosen to include is my training for the Dignity for All

Students Act (DASA). The purpose of the training is to instruct educators on the prevention and

intervention of harassment, bullying, and discrimination in schools. In regard to the teacher

competencies obtained through this training, I believe that instruction and classroom

management algin well. For instruction, with this training, I am able to carry out best teaching

practices, skills, and strategies that make the classroom learning environment safe for all

individuals. This DASA training has expanded my knowledge of harassment, bullying, and

discrimination so that I am able to recognize instances in my classroom and address them. As

explained in Classroom Management That Works, lack of discipline is one of the most serious

problems facing schools today (Marzano et al., 2003). I wish to be a teacher that is able to

recognize poor behaviour and address them, which is an essential part of classroom management

for effective teachers. Through this training, I obtained the knowledge to identify indicators and

warning signs, along with how to interact with the families of the victims and aggressors. I want

my students to understand that there are consequences to your actions and that harassment,

bullying, and discrimination will not be tolerated in my classroom. The inclusion of this artifact

shows that I am more equipped to deal with these behaviours when they are present in my

classroom and that I am open to creating an ethical place for my students to learn.

Regarding the curriculum and standards that are in association with the Dignity for All

Students Act (DASA) certificate, I found that the INTASC Standard 3 referred to as learning

environments and Standard 9 called the professional learning and ethical practice are suitable for

this artifact. Standard 3 states that the teacher works with others to create a classroom

environment that supports learning, but also encourages positive social interactions. Meanwhile,
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Standard 9 outlines that the teacher engages in ongoing professional learning and adapts their

practice to meet the needs of each learner. This connects to the DASA certificate as I will

continually look for effective ways to prevent harassment, bullying, and discrimination in my

classroom, as well as how to address occurrences with the unique characteristics of each student.

In addition, this artifact connects to the New York Ethics Principle 3 and 6. Principle 3

references that educators are commit to their own learning in order to develop their practice,

while Principle 6 indicates that educators are dedicated to advancing the intellectual and ethical

foundations of the learning community. Through my interest to continually become educated on

inclusive practices, I will be able to create a learning environment that every student is able to

develop to their fullest potential. The Department of Education of Medaille College requires their

graduates meet the diverse needs of their students through pedagogy and best teaching practices

(Claim 2) and are caring educators (Claim 3). With the effective prevention and intervention

strategies I gained through the DASA training I am dedicated to applying them to my teaching

practices in order to show that I am a caring educator. DASA training also connects to the Centre

for Exceptional Children (CEC) Standard 7 of protecting and supporting the physical and

psychological safety of individuals with exceptionalities through the prevention and intervention

of harassment, bullying and discrimination and Standard 8 of neither engaging in nor tolerating

any practice that harms individuals with exceptionalities. Furthermore, Standard 11 which is

engaging in the improvement of the profession through active participation in professional

organizations and Standard 12 of participating in the growth and dissemination of professional

knowledge and skills. Lastly, the Ontario Ethical Standard that the DASA training aligns with

would be the Standard of Care because I will be committed to the well-being of every one of my

students and Respect since I will model the acceptance of individual differences .
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 Artifact #3: Guided Reading Lesson Plan

The third artifact I have included in my portfolio is a guided reading lesson plan. The

teacher competencies addressed in this artifact are planning, instruction, and assessment. For

planning, this artifact shows that I have prompts, objectives, as well as accommodations that may

be needed for the students in the reading group. My lesson plan has questions to ask the children

before and after they are reading to encourage further thinking. Also, the guided reading group

that is being instructed has a student with attention deficit hyperactivity disorder (ADHD), thus I

have stated that there should be a fidget chair, standing desk, and pillow for the carpet available

for the student. Through creating lesson plans, teachers enable themselves to have more

successful instruction as they know what they want to teach and the strategies they will need in

order to teach the lesson effectively. Planning and preparation fall under domain 1 of Charlotte

Danielson’s framework for teaching (1996). This domain indicates that teachers should be able

to organize what students are expected to learn and design their instruction with this in mind

(Danielson, 1996). The point of guided reading is to assess students reading abilities and assist

them in improving them. To do this, students need to be correctly placed inn reading groups and

challenged enough so that they are increasing their proficiency in literacy. The presence of this

artifact in my portfolio is important because I am able to display that I can effectively plan,

instruct, and assess my students in literacy. In addition, the book I chose for the guided reading

group was about birthday parties, which is a topic that the majority of students would be able to

connect with.

The guided reading lesson plan highlights a variety of curriculum and professional

standards. For the INTASC Standards, the artifact shows the teacher competencies mentioned

above in Standard 1, learner development, 4 content knowledge, 5 application of content, 6

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assessment, and 7 planning for instruction. Through grouping the students based on their reading

abilities, the guided reading lesson plan displays the New York State Ethics Principle 2, that

educators create, support, and maintain challenging learning environment for all. The lesson plan

relates to the NYS P-12 Common Core Learning Standards for Grade 1 foundational skills,

specifically, to know and apply grade-level phonics and word analysis skills in decoding words.

Additionally, the reading standards for literature, which includes prompting and support, students

will make cultural connections to text and self. Regarding the New York State Standards for

Grade 1, the lesson plan connects to the integration of knowledge and ideas (1R9), as well as

phonics and word recognition (1RF3a). The guided reading lesson plan also relates to the

Department of Education of Medaille College Claims 1 and 2, Medaille graduates know the

subject matter in their area of certification, and they are able to meet the diverse needs of their

students through pedagogy and best teaching practices. For the International Society for

Technology Education (ISTE), the lesson plan connects to Standard 5 called the designer, which

outlines how the educator designs authentic, learner-driven activities and environments that

recognize and accommodate learner variability. Through providing a book that the majority of

students are able to connect with, the lesson is more authentic for the students. The guided

reading lesson plan also relates to the International Literacy Association (ILA) Standard 2,

curriculum and instruction and Standard 5, literate environment. Connections can also be made

to the CEC Standard 6 of using evidence, instructional data, research, and professional

knowledge to inform practice. For the Ontario Curriculum for Grade 1, the lesson plan addresses

reading for meaning 1.6 (extending understanding) and 3.2 (reading unfamiliar words). Finally,

for the Ontario Code of Ethics, the lesson aligns with the Standards of Care and Respect.
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Sydney Kerbs Date: October 25 th, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _______ Town: _______ Rural: ______

Grade level: 1 Number of students in the class: 24 Number of students in Guided Reading Group: 6

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that w ill affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
1. Fidget chair for Guided Reading
IEP – ADHD 1 Group
2. Standing desk and/or floor pillow for
independent reading/work

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
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Students

Lesson 1 of a 3 Day Learning Segment

Subject and Lesson Topic: Reading Comprehension: Reading skills/word work

Grade Level: 1 Lesson Duration: 30 – 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 identifiab le theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learni ng segment (Making Good Choices, 2016).

The Central Focus of this lesson is using strategies to decode new words and comprehension of text.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

The students in this guided reading group are semi-adv anced emergent readers who fluctuate
between beginner and early reader.

1. Semi-adv anced emergent reader who fluctuates between beginn er/early reader
2. Emergent Reader
a. student will be able to read from left to right
b. student will recognize a few high frequency words
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c. student will use meaning/language in simple text

3. Early Reader
a. student uses information from the pictures as added information while reading print
b. student reads without pointing and uses knowledge of repetition patterns

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The students in this Guided Reading Group are grouped together because they are all similarly skilled.
We will use these skills throughout the lesson.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

The students in this Guided Reading Group hav e most likely celebrated a birthday or been to a
birthday party.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

In the anticipatory set, I will hav e the students “Think -Pair-Share” to talk about what in their opinion
makes a fun Birthday party. After the “Think -Pair-Share,” as a group we will do a Mind Map on the
board to discuss what the students believ e makes a fu n Birthday party.
Curriculum Standards
New York State Standards
1R9: Make connections between self and text (texts and other people/ world).
1RF3a: Know the letter-sound correspondences for common blends and consonant digraphs
Ontario Curriculum
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and
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experience, to other familiar texts, and to the world around them

3.2 predict the meaning of and solv e unfamiliar words using different types of cues, including:
semantic, syntactic, and graphophonic
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
At the end of the lesson, students “Connections” Worksheet Since the students are grouped
will be able to connect ideas homogeneously in this guided
from the text to themselv es and reading group, the IEP student
another text with 90% accuracy. should need no modifications
to this assessment.
At the end of the lesson, students Instructor will complete students Since the students are grouped
will be able to hypothesize an reading checklist and check for homogeneously in this guided
unfamiliar word by using different 85% accuracy. reading group, the IEP student
types of cues with 85% accuracy. should need no modifications
to this assessment.
At the end of the lesson, students Word Sort Since the students are grouped
will be able to identify letter- homogeneously in this guided
sound correspondences for reading group, the IEP student
common blends and consonant should need no modifications
digraphs with 100% accuracy. to this assessment.

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 connect I will work with students to connect ideas in the
Looking at your standards and objectives,
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choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
Instructional Process
text to their life and/or experiences.
went During pre-reading, I will picture walk the book
down with the students and point out ‘went’ and
ov er ‘down’ and ‘ov er’ and ‘out.’ I will read them to
out the students, we will define them together, and
hypothesis then we will practice reading the words
together.
“Connections” I will giv e the students the beginning of the
Worksheet sentence and then they will hav e to complete
the sentence for a self and a text connection.
To ensure the students know what is expected, I
will giv e an example of a text-self and a text-
text connection to model what is expected.
Think-Pair-Share I will listen to the partners discuss what they think
1.What do you think is fun at Birthday parties. I will make certain that
makes Birthday parties they are on the right track and guide them if
fun? they stray.
Accommodations and/or Modifications
and/or Supports
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Anticipatory Set/Motivator Accommodations for the IEP

In the anticipatory set, I will hav e the students “Think-Pair-Share” to student are physical in nature.
talk about what in their opinion makes a fun Birthday party. After the They are prov ided with a
“Think-Pair-Share,” as a group we will do a Mind Map on the board to fidget chair for the guided
reading lesson itself. They can
discuss what the students believ e makes a fun Birthday party.
mov e to the standing desk or
the floor cushion for
independent reading.
Because they are grouped
academically with their peers
(they are reading at the “B”
lev el), academic
modifications for this lesson are
not needed.
Instructional Procedures Accommodations for the IEP
1.Pass out Birt hday Surprise to the students. Picture walk the book. student are physical in nature.
Point out the word ‘went’ on page 2. Ask if they know what the word They are prov ided with a
fidget chair for the guided
is. Hav e them point to the word and trace the word as you read it to
them. Then hav e the group practice it together. Point out the word reading lesson itself. They can
‘out’ on page 2. Ask if they know what the word is. Hav e them point mov e to the standing desk or
to the word and trace the word as you read it to them. Then hav e t he the floor cushion for
group practice it together. Continue to picture walk the book and independent reading.
stop on page 4, point out the word ‘down.’ Ask if they know what the Because they are grouped
word is. Hav e them point to the word and trace the word as you read academically with their peers
it to them. Then hav e the group practice it togeth er. Then, continue (they are reading at the “B”
to picture walk the book again and stop on page 10, point out the lev el), academic
modifications for this lesson are
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word ‘ov er.’ Ask if they know what the word is. Hav e them point to not needed.
the word and trace the word as you read it to them. Then hav e the
group practice it together.
2. Hav e the students ‘whisper read’ the book. While they are reading,
pay close attention to at least a couple of students and do running
records on their skill set. Also pay attention to whether the students
are able to hypothesize an unfamiliar word by using cues in the book.
3. Hav e a discussion about the book. Ask the students, “When Grace
followed the string in the story, did that remind you of something that
has ev er happened to you?” Giv e an example of a text -self
connection and a text-text connection. Once a child responds yes,
ask “Can you explain why it reminded you of what happened in your
life?” or “How is it the same as what happened to you?”
4. Word Sort: Blends and Digraphs
a. Go back to page 2 in the book. Hav e the students find the word
with the blend (The word is ‘step’). Ask the students, “How did this
word hav e a blend?” (‘st’).
b. Go to page 8 in the book. Hav e the students find the word with
the digraph (The word is ‘path’). Ask the students, “How did this word
hav e a diagraph?” And remind them that a digraph that is two letters
that make one sound (‘th’).
c. Go to page 12 in the book. Hav e the students find the word with
the digraph (The word is ‘shed’). Ask the students, “How did this word
hav e a diagraph?” (‘sh’).
d. Giv e the students the “Word Sort” worksheet. Hav e them cut
them out. Hav e them sort the words.
 MSED ELEMENTARY PORTFOLIO PROJECT

Closure Accommodations for the IEP

What’s next? student are physical in nature.
They are prov ided with a
1. Explain to students that they will go to their independent work and fidget chair for the guided
reading lesson itself. They can
complete the “Connections” worksheet and “Word Sort.” Prov ide the
students with examples for the “Connections” worksheet so that they mov e to the standing desk or
know what is expected. When they are done, they should put the the floor cushion for
sheets in their mailbox. independent reading.
2. After they are done with their worksheets, they should do their Because they are grouped
journal writing for the day and then do partner reading. academically with their peers
(they are reading at the “B”
lev el), academic
modifications for this lesson are
not needed.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slide s, and interactive white-board images.

- Birthday Surprise Book

- Whiteboard and whiteboard markers
- Worksheets below
- Pencil and eraser
- Scissors and glue sticks

https://www.getepic.com/app/read/28169 (Birthday Surprise by Rachel Walker)

‘Connections’ Worksheet
MSED ELEMENTARY PORTFOLIO PROJECT
 MSED ELEMENTARY PORTFOLIO PROJECT

‘Word Sort’ Worksheet

Cut out each word

string shed
steps thumb
through shoe
ship shirt
stripe stop
thorn stew
MSED ELEMENTARY PORTFOLIO PROJECT

thrown thin
shell sheep

[Back to Table of Contents]

 Artifact #4: Science Learning Segment and Lesson Plan

The fourth artifact that is included in my portfolio is a science learning segment and

lesson plan. I chose to do types of matter, which falls into the Grade 5 science curriculum and

professional standards. The teacher competencies that are addressed through this assignment are

planning, instruction, assessment, learner accommodation, and lastly, culturally responsive

teaching. The lesson plan shows that I have organized my worksheets and materials needed for

the science experiments, but also included some of the instructional strategies that I will use

throughout the lesson. For the assessment of the lesson, I gave the students some time to take

their worksheets home to complete so that when they handed them in the next day, I was able to

have a complete idea of what the students understood and what may need some more instruction.

Concerning learner accommodation, the learning segment includes a variety of activities that

appeal to different kinds of learners. The specific lesson plan I created, appeals to learners who

may prefer linguistic (reading), logical mathematical (Venn diagram), and bodily-kinesthetic

(science experiment) (ASCD Guest Blogger, 2018). Moreover, the lesson adopts culturally

responsive teaching because I included modified worksheets for students that are not at grade

level. This is important because I want to ensure that all my students are understanding the

content and staying engaged throughout the lesson. I chose to include this science learning

segment and lesson plan as an artifact because I believe it is important that as an elementary

educator, I can plan and instruct the various subject areas for my students.

Considering the aspects of this artifact that I have already mentioned above, I believe it

fits with a variety of professional standards and curriculum. The INTASC Standards I feel algin

well with the learning segment and lesson plan are 1 learner development, 2 learning differences,

3 learning environments, 4 content knowledge, 5 application of content, 7 planning for

MSED ELEMENTARY PORTFOLIO PROJECT

instruction, and 8 instructional strategies. For the science lesson, I was able to display my

understanding of the content through the planning and instructional procedures in the artifact. I

think one of the most important instructional strategies that I used was in the inclusion of the

science experiment. The science experiment connects to Principle 2 of the New York State

Ethics because I am creating, supporting, and maintaining a challenging learning environment

for all the students in the class. Also, I believe that Principle 3 connects to this because I had to

do a lot of preparation work for this lesson, which shows my dedication to learning for myself. I

would always change instruction and activities from year to year, if something does not work out

well. For the New York State Standards, the lesson plan follows the Grade 5 Structure and

Properties of Matter objectives. Specifically, the students model to describe that matter is made

of particles too small to be seen (5-PS1-1) and make observations and measurements to identify

materials based on their properties (5-PS1-3). The Department of Education of Medaille Claim 1

knowing the subject matter in their certification area(s) and Claim 2 the educator meets the

diverse needs of their students through pedagogy and best teaching practices are reflected in this

artifact. For the ISTE Standard, the first one of learner fits this because I learned a lot from

creating this lesson plan as I have not thought about science concepts in a long time. The CEC

Standard 10 which is advocating for professional conditions and resources that will improve

learning outcomes of individuals with exceptionalities. For the Ontario curriculum, the lesson

plan addresses the Grade 5 objective of understanding matter and energy. Particularly,

understanding basic concepts 3.2 identify properties of solids, liquids, and gases and 3.3 explain

changes of state in matter. Lastly, the Ontario Ethics that the lesson follows is the Standard of

Care and Respect, as I designed the lesson to create a positive experience for the students to learn

and reflect on the aspects that make each student unique.

 Medaille College Department of Education
Learning Segment Prompts

Teacher Candidate’s Name: Sydney Kerbs Date: Friday December 4th , 2020

Subject/ Grade Level: Science/Grade 5 Learning Segment Topic: Types of Matter

State your central focus and explain how your plans build on each other to help students make connections throughout the learning segment. (edTPA Task 1,
Prompt 1)
By the end of the learning segment, students will have an understanding of the different types of matter, including solid, liquid, and gas, as well as the properties for each.
The learning segment begins with an introduction to the unit with the students completing the “K” part of a KWL chart after discussing with their elbo w partner. The
students will write what they already know, then read a text I give them to refresh their memory, lastly, the studen ts will fill out the “W” part of the chart. They will keep this
sheet and then fill it out at the end of the learning segment. The second part of the learning segment, the students will rea d another reading and fill out a worksheet comparing
the states of matter. In the last part of the learning segment, we will do a quick review comparing the states of matter, the students will do an experiment in small groups, and
we will do an experiment as a class. They will be given containers with different states of matter in each and they will need to figure out which state of matter is in which
container. The experiment as a class will look at different materials and how well they can clean up a spill, by either absorbing or repelling it.
Create an assessment plan that will describe how you will use multiple forms of assessments that will provide direct evidence to monitor your students’ progress
toward meeting the central focus of the learning segment. (edTPA Task 1, Prompt 5a)
I will test my student’s knowledge by using multiple forms of assessment such as discussions, worksheets, observations, experiments, and also a tes t at the end of the
learning segment. The initial assessment of discussion and observation is more informal for the students. After progressing through the learning segment, students encounter
more formal assessments like the science experiment and a test.
Explain how the design or adaptati on of your planned assessments allows students with specific needs to demonstrate their learning. Consider the variety of
learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling or
underperforming students or those with gaps in knowledge, and/or gifted students). (edTPA Task 1, Prompt 5b)
I have some students in my class who have an IEP. In terms of assessment, I will modify their tasks so that they are given extra time to complete their reading and
assignments. The English Language Learner students will be provided with an alternative asse ssment that is more at their level. I will provide a quiet space for students to
complete worksheets and tests and provide assistance with reading to the students who are not as fluent or strong of readers. Students will be given preferred seating and
given sentence starters if needed.
Describe and justify why your instructional strategies and planned supports are appropri ate for the whole class, individuals, and/or groups of students with
specific learning needs. (edTPA Task 1, Prompt 3b)
Instructional strategies and planned supports are chosen so that they benefit as many different types of learners. This means that as many learners are engaged during the
lesson as possible. This will be done through the use of slideshows, posters, videos, discussions, worksheets, and even a hands -on experiment. There will be good visuals and
informal discussions where students can build their thinking based on the teacher’s questions. Another strategy that will be used is different forms of working, so we will
work together as a class, in small groups, in pairs, and individually.
For the students with exceptionalities, planned supports include supplemental material which will be more at the grade level of the English Language Learners. These
students will get more time spent with the teacher during the lesson and at the end because they may need a bit more support than the other students.
Support your instructional strategies through theory and/or research. (edTPA Task 1, Prompt 3)
Throughout the learning segment, the objectives have been created so that they take into account the various levels of Bloom’ s taxonomy. This ensures that the students have
 MSED ELEMENTARY PORTFOLIO PROJECT

the opportunity to use both lower-level thinking skills, like remembering and applying and higher-level thinking skills like creating. As the learning segment proceeds, the
hierarchy increases so that the students are working their way up to the higher-level thinking.
Describe anticipated common misconceptions students might have within your central focus and how you will address them. (edTPA Task 1, Prompt 3c)
A common misconception that should be considered is changing matter. When we say that a solid cannot take the shape of the co ntainer, students believe if you break the
solid it then will take the shape of the container. Thus, I will need to make sure that they understand that you cannot alter the shap e to fit the properties.
 MSED ELEMENTARY PORTFOLIO PROJECT

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Sydney Kerbs Date: Friday December 4th , 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: ___X____ Suburb: _______ Town: _______ Rural: ______

Grade level: ____5____ Number of students in the class: ___26____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning
segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
IEP – ADHD 2 - Fidget chair
- Standing desk and/or floor pillow for independent work
- Small group instruction will be emphasized
Students with Specific Language Needs
Language Needs Number of Supports, Accommodati ons, Modifications
Students
IEP – English Language Learners 2 - Students will be given some material prior to the lesson
- Lesson will be covered with the whole class and then reviewed
with the students in a smaller group
- Assessment will be modified
IEP – Student Deaf in Right Ear 1 - Student must sit at the front on the right outside of the classroom
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodati ons, Modifications
Students
Undiagnosed Students 2 - These students are undiagnosed, but they may need additional
support with the activities.
- These students will join me in a small group when they are
working in partners or small groups so I can provide additional
support.
- I will provide sentence starters for these students when needed.
- I will read the instructions aloud for them when needed.
 MSED ELEMENTARY PORTFOLIO PROJECT

Lesson ___3___ of a ___5___ Day Learning Segment

Subject and Lesson Topic: Science – Types of Matter

Grade Level: 5 Lesson Duration: ~1.5 hour

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 identifiab le theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

By the end of the lesson, students will be able to identify different types of matter that are in their surroundings.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

I know that the students already have prior knowledge of the types of matter from learning them briefly in grade 2. They learned the properties of liquids and solids, but new
concepts will be properties of gases and changes in matter.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge to inform my instruction because I know that the students may remember learning liquids and solids a few years before, thus these types of matter
may end up being more of a review. This means that I will most likely have to spend more time going through the properties of gases , since this is a new concept.
Using Student Assets
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 know that with my school being in the city, I have a wide range of student experience in my classroom. Although there may b e differences in culture, all the students will
have come across different types of matter in their day-to-day lives. Especially since water is able to exist as each type of matter.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge to inform my instruction by using water as an example that can exist as a solid, liquid, and a gas. By doing this, each stude nt will be able to have a
personal connection to the example as they have witness it in real-life.
Curriculum Standards
Ontario 3.2 identify properties of solids, liquids, and gases
 MSED ELEMENTARY PORTFOLIO PROJECT

Ontario 3.3 explain changes of state in matter

New York 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
New York 5-PS1-3. Make observations and measurements to identify materials based on their properties.
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)
At the end of this lesson, students will be able to identify Comparing States of Matter Worksheet The students who are English Language Learners
properties of solids, liquids, and gases. will be given a separate worksheet that only
IEP – Comparing Liquids and Solids compares liquids and solids. These students are also
given a word bank to assist them.
At the end of this lesson, students will be able to use Changing States of Matter Experiment Worksheet The students will work in small groups with their
scientific inquiry to investigate changes of state and peers, so the English Language Learner students are
changes of matter. better supported.
At the end of this lesson, students will be able to assess Choosing Materials and Cleaning Up Spills Worksheet This will be a teacher led experiment so that the
how the physical properties of materials make them English Language Learners are supported by their
useful for particular tasks. peers and the teacher.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will
organize language (symbols, words, phrases)
to convey meaning.
Discourse
How members of a discipline talk, write, and
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Applying I will provide diagrams to help the students understand the differences between
properties.
I will provide additional videos if a student requires a bit more support.
The students will need to use their knowledge of the properties of solids, liquids,
and gases and apply them to the experiments that are conducted.
Absorb Each term is present on the worksheets that are being completed during the
Repel lesson. I will provide a definition for all of them and then add them to our word
Atoms wall.
Particles
Students will display syntax by sharing I will model my own predictions in example in front of the class, so the students
their predictions about the “Cleaning Up understand what is expected. We will complete this activity as a class, and we
Spills” worksheet. will discuss our predictions before proceeding with the experiment.
Students will demonstrate discourse by I will listen to the partners discuss what they understood from the “Comparing
discussing with their elbow partner the States of Matter” reading. I will make certain that they are on the right track and
 MSED ELEMENTARY PORTFOLIO PROJECT

participate in knowledge construction and properties of solids, liquids, and gases. guide them if they stray.
communicate their understanding of the
concepts
Instructional Process Accommodations and/or Modifications and/or
Supports
Anticipatory Set/Motivator - The students who are English Language
Learners will be given the separate
- The lesson will begin with a brief introduction about the topic that is going to be covered. I will read the worksheet that provides a word bank. I
“Three States of Matter” reading aloud and then ask the students to fill out and discuss the “Comparing will also give these students the
States of Matter” worksheet with their elbow partner. vocabulary the day prior to the lesson and
go over these words with them before
- The students who are English Language Learners will receive a different Venn diagram worksheet called beginning the lesson.
“Comparing Liquids and Solids.” There is another sheet that has a word bank so the students will cut and - Accommodations for the students with
paste the correct phrases into the correct spot on the diagram. I will assist these students if needed. ADHD are physical in nature. They will be
provided with a fidget chair for the seated
activities. If they need, there will also be a
standing desk or floor pillow available.
There are no further modifications needed
for these students.
- The student who is deaf will sit near the
front of the classroom on the right side. In
smaller groups, I will also ensure that they
are seated where they can hear everyone’s
input.
- The students who are undiagnosed, I will
provide support when needed through
reading instructions and providing
sentence starters.
Instructional Procedures - The students who are English Language
Learners will be in a small group together
1. Pass out the “Changing States” reading/instruction sheet. I will read through the instruction sheet so the where I will support their learning. For the
students understand the experiment that they will be conducting. I will mention that if they are struggling, I full group activity, I will ensure that they
am always available to help, but with them being in small groups, I do not think this will be necessary. know what happened by discussing with
2. After the first experiment is conducted in small groups. We will go through the findings as a class. I will ask them after the lesson was complete.
the students what they discovered in each experiment, including the ice cube, water, boiling water, and the - Accommodations for the students with
water and mirrors. This means ensuring that they understood the correct change in matter for each of the ADHD are physical in nature. They will be
experiments. provided with a fidget chair for the seated
3. Before we begin the next experiment, I will ask the students if anyone can define absorb and repel. I will go activities. If they need, there will also be a
through the definition of each and then pass out the “Choosing Materials” reading and the “Cleaning Up standing desk or floor pillow available.
Spills” worksheet. The definition is provided on the instruction sheet for both terms. I will read “Choosing There are no further modifications needed
 MSED ELEMENTARY PORTFOLIO PROJECT

Materials” aloud and then we will conduct this experiment as a class. I will add these two words to our word for these students.
wall at the end of the day, so the students remember them. - The student who is deaf will sit near the
4. I will then go through the 6 different kinds of materials on the worksheet, while the students fill out what front of the classroom on the right side. In
they observe. They will have the opportunity to come up to the front and view it closer if they need to. I will smaller groups, I will also ensure that they
assist any of the students if needed. are seated where they can hear everyone’s
input.
- The students who are undiagnosed, I will
provide support when needed through
reading instructions and providing
sentence starters.
Closure - The students who are English Language
Learners will be in a small group together
- The teacher will go through the key concepts that were learned in the lesson. The students will then fill out where I will support their learning. For the
the reflection piece called “Choosing Materials.” I will bring any IEP students to a round table at the back for full group activity, I will ensure that they
assistance if they need it. know what happened by discussing with
- The teacher will also comment on general student behaviour, especially in regard to the way they worked them after the lesson was complete.
together for the experiment in small groups. - Accommodations for the students with
o During the experiment, most of the class was very well behaved and I did not receive any noise ADHD are physical in nature. They will be
complaints from neighboring classrooms. I appreciate how well you all worked together to get this provided with a fidget chair for the seated
activity complete. activities. If they need, there will also be a
- For next class, we will continue to be working on Matter, and we will be doing a review of the many standing desk or floor pillow available.
activities we did today. I will collect your sheets tomorrow morning; in case you need to do any finishing There are no further modifications needed
touches on them tonight. Remember that our science test on Matter will be next week. for these students.
- The student who is deaf will sit near the
front of the classroom on the right side. In
smaller groups, I will also ensure that they
are seated where they can hear everyone’s
input.
- The students who are undiagnosed, I will
provide support when needed through
reading instructions and providing
sentence starters.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slide s, and interactive white-board images.

Comparing States of Matter Reading

MSED ELEMENTARY PORTFOLIO PROJECT
 MSED ELEMENTARY PORTFOLIO PROJECT

Comparing States of Matter Worksheet

IEP – Comparing Liquids and Solids Worksheet

MSED ELEMENTARY PORTFOLIO PROJECT
MSED ELEMENTARY PORTFOLIO PROJECT
 MSED ELEMENTARY PORTFOLIO PROJECT

Changing States Reading

 MSED ELEMENTARY PORTFOLIO PROJECT

Changing States Experiment Worksheet

MSED ELEMENTARY PORTFOLIO PROJECT
 MSED ELEMENTARY PORTFOLIO PROJECT

Choosing Materials Reading

 MSED ELEMENTARY PORTFOLIO PROJECT

Spilling Up Spills

Choosing Materials Worksheet

MSED ELEMENTARY PORTFOLIO PROJECT

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT