Section Three

Section Three: Teacher Candidate Artifacts
Introduction
This section of my portfolio displays artifacts that I have created and collected to display
my work and accomplishments that highlight my abilities as a teacher. These artifacts have been
specifically selected to emphasis my competency in planning, research, instructional abilities,
assessment and include subjects like literacy, science and math lesson development, professional
development and my ability to use technology seamlessly in the classroom. Each artifact has
been embedded and outlined by professional standards set out by the Ontario College of
Teachers, the International Society for Technology in Education for Students and Teachers,
Special Education Professional Ethical Principles and practicing Standards, and the New York
State Code of Ethics for Educators. These artifacts are a display that showcase my teaching skills
and dispositions while highlighting my skill set to educate, assess and evaluate my students
learning.
Artifact #1: Title
My first artifact is my literacy learning segment, which I constructed during my time at
Medaille. This learning segment includes three lesson plans that are linked together seamlessly to
create a multi-day learning experience for elementary students. The lesson plans emphasize
literacy instruction and planning. The central focus of the learning segment was to teach students
how to explore an interactive read aloud, compare and contrast a variety of story elements and
make connections with different views of a storybook. Students will then collaborate with their
peers to describe and analyze events while demonstrating their thoughts and ideas to overall
build their capacity as readers and writers.
Why did you include this artifact?
I included this artifact because it demonstrates my ability as an educator to prepare,
create and implement high quality, standard aligned learning experiences for my students to
promote higher order thinking. I created a segment that involved three lesson plans to connect
foundational knowledge with abstract objective thinking. It shows my ability to create
differentiated instruction and scaffolding while creating experiences for neuro diverse children.
How does this artifact show evidence that you are prepared in a field of education?
This artifact highlights my ability to lesson plan engaging and interactive content that
cater to the student’s growth, develop and interests for the overall outcome of participation
engagement and learning. I believe it is extremely important for new teachers to be equipped
with the knowledge and skill set to lesson plan creative, relevant information.
What curriculum and professional standards were used?
InTASC Standards (Interstate New Teacher Assessment Support Consortium)
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.
New York State Code of Ethics for Educators
Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic
potential of each student.
Educators promote growth in all students through the integration of intellectual, physical,
emotional, social and civic learning. They respect the inherent dignity and worth of each
individual. Educators help students to value their own identity, learn more about their cultural
heritage, and practice social and civic responsibilities. They help students to reflect on their own
learning and connect it to their life experience. They engage students in activities that encourage
diverse approaches and solutions to issues, while providing a range of ways for students to
demonstrate their abilities and learning. They foster the development of students who can
analyze, synthesize, evaluate and communicate information effectively.
ILA STANDARDS (INTERNATIONAL LITERACY ASSOCIATION PROFESSIONAL

STANDARDS
2: Curriculum and InstructionCandidates use foundational knowledge to critique and implement
literacy curricula to meet the needs of all learners and to design, implement, and evaluate
evidence-based literacy instruction for all learners.
ISTE STANDARDS
1. Empowered Learner Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals, informed by the learning
sciences.
ONTARIO ETHICAL STANDARDS

Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.

CAEP Standards
1. Content and Pedagogical Knowledge: The provider ensures that candidates develop a deep
understanding of the critical concepts and principles of their disciplines and, by completion, are
able to use discipline-specific practices flexibly to advance the learning of all students toward
attainment of college- and career-readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning;
content; instructional practice; and professional responsibility.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as
reflected in outcome assessments in response to standards of Specialized Professional
Associations (SPA), the National Board for Professional Teaching Standards (NBPTS),
states, or other accrediting bodies (ed., National Association of Schools of Music –
NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all
P-12 students’ access to rigorous college- and career-ready standards (e.g., Next
Generation Science Standards, National Career Readiness Certificate, Common Core
State Standards.
THREE LESSON
PLANS
ALEXANDRA
MCKILLOP
Alexandra
McKillop
Medaille College Department of Education
Learning Segment Prompts
Teacher Candidate’s Name: Alexandra McKillop
Subject/ Grade Level: One Learni

Good Egg”
State your central focus and explain how your plans build on each other to help students make connections thr
segment. (edTPA Task 1, Prompt 1)
The central focus of this learning segment is to teach students how to explore an interactive read aloud, compare and
elements and make connections with different views of a storybook. Students will be collaborating with peers, descr
and demonstrating their thoughts and ideas. To overall, build their capacity as readers and writers.
First Lesson: Interactive Read Aloud

This introductive lesson will be used as the foundation to build upon in future lessons. Students will have the opportu
storybook throughout different domains Ex. Teacher directed prompts or questions after each page to infer predicting
and to overall extend comprehension of the story before exercising their thoughts and ideas.
Second Lesson: Compare & Contrast

The Second lesson will be used to take a more in-depth perspective of the storybook ‘The Good Egg’. With the skills
students will be familiarized with the different strategies to distinguish, analyze and compare differences and similari
Students will be given the opportunity to document their learning, organize and produce their ideas and perspectives
Third Lesson: Making Connections

The purpose of the third lesson is to build upon what has been previously learned through interactive read aloud strat
contrasting different character traits and story elements within the book “The Good Egg”. This final lesson will concl
provide students with the opportunity to make connections to text, to self and to the world for further comprehension
Good Egg”.
Create an assessment plan that will describe how you will use multiple forms of assessments that will provide d
your students’ progress toward meeting the central focus of the learning segment. (edTPA Task 1, Prompt 5a)
First Lesson: Interactive Read Aloud
The assessments used to evaluate students’ performance within the read aloud is observation, use of a graphic organiz
informal outline of who is understanding the content by completing the teacher lead prompts successfully. Ex. Turn&
anchor chart paper to inform instruction and evaluate students understanding. Also, will prompt students after each p

The lesson involves a Venn diagram to compare and contrast certain story elements that happened within the book an
investigate similarities and differences between characters, events etc. I will use anchor chart paper to inform instruct
understanding.

I will provide visual representation (Anchor Chart) of the different selections, Ex/ text to text, text to self, text to wor
displayed to ask yourself when making connections. The worksheet will be used as a summative assessment to evalua
progress.
Explain how the design or adaptation of your planned assessments allows students with specific needs to demo
Consider the variety of learners in your class who may require different strategies/support (e.g. students with
English language learners, struggling or underperforming students or those with gaps in knowledge, and/or gi
1, Prompt 5b)
The lesson segment presented involves multiple ways to differentiate instruction that cater to different abilities in the
differentiations are involved in all three lesson plans as follows:
504 Plan: Students will receive support that includes, redirection, alternative work space, use of headphones and mor
Learning Disability- Independent Educational Plan (IEP): Students receives services for a learning disability that includes: I
(iPad) intended to maintain, increase and improve the student’s ability to learn and demonstrate learning, extended time on asse
reduce distractions, simplified visual instructions.
ESL- English as a Second Language: Students receive ongoing instructional accommodations that include adjustments in teac
enable the student to learn and to progress through English related curriculum. Ex. Tactile strategies, Visual cues, computer opti
Behavior Management Plan: Student is currently in stage of diagnosis. Needs extra support around time management, time rem
initiative’s, alternative work space and prompts to return students attention back to task.
First Lesson Interactive Read-Aloud

Students will be provided with a daily agenda of what the lesson will look and use of a time-timer for visual awarene
(So anxious or curious children know what to come next and help ease frustrations). As the teacher, I will provide ex
understanding, provide visual support (ENL, IEP). There will also be time provided for small and whole group inter

As the teacher, I will use informed, purposeful language so the children can differentiate between practices. The stud
daily agenda of what the lesson will look and use a time-timer for visual awareness of how much time is left. I will co
reiteration of instruction and to make sure students are staying on task or need further assistance.

I will provide visual support to ESL and ENL students with anchor chart paper and adapt strategies when needed. As
time for questioning and discussion and will differentiate the lessons when needed by having children “tell me verbal
Describe and justify why your instructional strategies and planned supports are appropriate for the whole clas
groups of students with specific learning needs. (edTPA Task 1, Prompt 3b)
First Lesson Interactive Read Aloud
I will demonstrate to the students by providing teacher framed prompts and questions after each page in the storybook
elements. Students will be describing the different read aloud activities to their small groups and to the teacher. I will
ESL and ENL students with anchor chart paper and adapt strategies when needed. During the reading of the storyboo
ended questions to spark memory recall and extend comprehension.

I will support the students by providing a Venn diagram that we will complete together to compare and contrast chara
will practice doing own VD in small groups before we create one as a whole group as a post lesson assessment. The c
character traits will be used within a Venn diagram that will be presented on an anchor chart and completed as a who
story elements will be identified together and then completed in small group with instruction. During the creation of t
I will be asking open ended questions to spark memory recall and extend comprehension. I will provide open-ended
bridge connections. I will model with the anchor charts, our reasoning and where and how we found those answers.

I will support the students by providing a worksheet that outlines the different categories for students to interpret the
understanding of text to text, text to self and text to world influenced by the story “The Good Egg”. The vocabulary w
worksheets (with illustrations and question prompts) and initial example of each (provided by teacher). Students will
extend their thinking and comprehension of the storybook. I will provide open-ended examples for students to bridge
with the anchor charts, review, investigate and analysis collaboratively where students gained their thoughts and inter
provide visual support to ESL and ENL students with anchor chart paper and adapt strategies when needed.
Support your instructional strategies through theory and/or research. (edTPA Task 1, Prompt 3)
The Zone of Proximal Development (ZPD) has been defined as:
"The distance between the actual developmental level as determined by independent problem solving and the level of
determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1
To assist a person to move through the zone of proximal development, educators are encouraged to focus on three im
aid the learning process:
1. The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable o
As the teacher, I had teacher lead/framed prompts within the storybook to assess and extend further comprehension w
time for small and large group interaction. A student was assigned the role of “leader” in each group to provide peer s
2. Social interactions with a skillful tutor that allow the learner to observe and practice their skills.
I provided open-ended examples for students to bridge connections. I modelled with anchor charts, represented our re
how we found those answers. I also provided time so students could document their learning, ideas and perspectives.
group and observed other learners and practice their collaboration and reasoning skills.
3. Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the s
through the ZPD.
All activities are planned and executed with the intent to support the student through their Zone of Proximal developm
within their developmentally appropriate domain.
Describe anticipated common misconceptions students might have within your central focus and how you will
1, Prompt 3c)
Common Possible Misconceptions
“There will always be a percentage of children who don’t want to learn regardless of the teaching methods use
I used a variety of teaching methods to meet the needs of all students in the classroom. By using differentiated instr
tasks, activities, and assessments with my students' interests, abilities, and learning styles. By doing this, I was able
information and make sense of different concepts and skills. Therefore, the learning segment is adapted to involve all
students can benefit from the content being taught.

Lesson Plan
Teacher Candidate’s Name: Alexandra McKillop Date: October 2019
Context for Learning (edTPA)
Where is the school where you are teaching located? City: _______ Suburb: _______ Town:_______ Rural: ______
Grade level: 1 Number of students in the class: 28
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
Classifications/Needs Students Goals
Learning Disability- Independent Educational Plan (IEP) 4 Students receives services for a learning disability that includes:
Individualized equipment (iPad) intended to maintain, increase and
improve the student’s ability to learn and demonstrate learning,
extended time on assessments, alternate seating to reduce
distractions, simplified visual instructions.
504 Plan 1 Student receives support that includes, redirection, alternative work
space, use of headphones and more frequent breaks.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ESL- English as a Second Language 3 Students receive ongoing instructional accommodations that
include adjustments in teaching strategies required to enable the
student to learn and to progress through English related curriculum.
Ex. Tactile strategies, Visual cues, computer options for translate.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Behavior Management Plan 2 Student is currently in stage of diagnosis. Needs extra support
around time management, time reminders, reinforcement
initiative’s, alternative work space and prompts to return students
attention back to task.
Lesson 1 of a 3 Day Learning Segment
Subject and Lesson Topic: Read Aloud Activities
Grade Level: 1 Lesson Duration: 20 minutes (Intro Les
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, essentia
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The introductive lesson will start by reading the picture book called “The Good Egg’ and introducing interactive read aloud stra
storybook. Students will complete read aloud activities throughout the book, instructed teacher framed questions and prompts re
elements through each page of the book “The Good Egg”.
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)
 As part of the curriculum in previous grades, students have been introduced and have had exposure to elements of a stor
identifying between two things. (Ex. Basic level of character traits) They have learned that stories have a beginning, mid
about vocabulary words found in the book the Good Egg when we read it the first time. Ex. Graceful
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
 I will use this information in aid to inform my discussions around comparing and contrasting and identifying more adva
Problem/Solution. The students will identify and practice reading, investigating and pull out important elements of the s
knowledge by showing an action, writing it down, or giving a thumbs up for a formative assessment of understanding.
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, T
 My students are able to describe and identify things around them and their classroom environment. The lesson is designed to foster
exercising memory, identifying elements of a story.
 Having visual aid support and audio support (teacher equipped with microphone) will support my diverse learners in the classroom.

 I will use this knowledge to inform instruction by designing the lesson to start with reading the storybook and using our
events. The read aloud activity sheet will help with my instruction aid in reviewing my students thinking and knowledg
threes objective.
Curriculum Standards
NY CCLS: L.5.1 demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explai
identify what students will be able to do by the end of the will you evaluate and document your students’ progress assessments to allow
lesson and are aligned to the standards identified above. on each of the objectives? demonstrate their le
(edTPA Task 1, Pro
Students will be able to demonstrate, explain and I will use anchor chart paper to inform instruction Provide extra instr
recognize the different elements of a story. and evaluate students understanding. Also, will Check for understa
prompt students after each page with questions. Provide visual sup
I will provide time for small and whole group I will use informed
interaction. children can differ
I will provide a da
will look and use a
awareness of how
or curious children
help ease frustratio
Academic Language Demands Instructional Sup

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners und
concepts (edTPA Task 1, Prompt 4d)
Function  Demonstrate I will demonstrate to the students by providi
Looking at your standards and objectives, and questions after each page in the storybo
choose the one Bloom’s word that best elements.
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary  Describe Students will be describing the different rea
Key words and phrases students need to be  Predict small groups and to the teacher.
able to understand and use  Explain
Syntax The students will demonstrate syntax During the reading of the storybook, I will b
Describe ways in which students will by identifying and giving examples questions to spark memory recall and extend
organize language (symbols, words, of different elements of that
phrases) to convey meaning. happened in the story.
Discourse My students will identify discourse Will provide open-ended examples for stude
How members of a discipline talk, write, and by identifying story elements like will model with the anchor charts, our reaso
participate in knowledge construction and main character, setting, problem and found those answers.
communicate their understanding of the solution. (with pre-assessment of the
concepts background of those words) Students I will provide visual support to ESL and EN
will have time in small groups and paper and adapt strategies when needed.
large group instruction to provide
questions and knowledge. They will
continue to practice comparing and
contrasting of character in the story.
Instructional Process Accommodation

and/or Support
Anticipatory Set/Motivator  Flexible
 Different
 Have environment set up for when children come in for instruction to spark creativity and  Time-Tim
questioning surrounding the lesson- get children excited for learning  I will circ
 Explain todays objectives- Refer to the agenda- have agenda always displayed (students who like children
to know what’s coming next) what is e
 Start with reading the story and identifying story elements collaboratively, followed by my
personal example Ex. Miss. McKillop wouldn’t like that, would you?
 Identify to students to main goal is to have fun and learn new ways to build our reading and writing
skills
 Introduce myself before the lesson, review agenda, and time regulations “We are not going to sit
for more than 20 minutes, and then we will take a brain break”.
Instructional Procedures  I will con
reiteratio
 Together we will go through the daily agenda sure stud
 Have prompts and questions displayed on the smart board as well as hard copies for each student,  I will pro
have vocabulary words displayed on the board for further comprehension chart the
 Read the storybook “The Good Egg” and identify interactive strategies throughout modelled by the
teacher
Closure  I will pro
move int
 We will go into centers tomorrow to complete work that has not been finished  I will hav
 Hang anchor chart in the literacy corkboard or wall in classroom environment for constant today) ex
representation of collaborative work instructio
 Overview of what we have learned today- Exit Ticket per small group (1 thing you learned from  Students
today’s lesson) instructio
 At our grammar, word wall center there will be story open ended questions prompts asking you the rules
about different elements of the story raise han
 Story Elements posted around classroom environment and referred to throughout lessons students
 Continuing to build their literacy toolkit for when they get into grade two  A studen
“leader”
support a
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, slides,
images.
 The Good Egg Storybook

 Read Aloud Activities Anchor Chart– attached on the next page
 Sensory items for fidget students (only if they need it) Ex. Stress ball, fidget cube
 Materials for students Ex. Sticky note/ paper/pencil
Posted on the board and directed to throughout lesson. This was constructed by me on an
anchor chart.
Vocabulary words posted on the board for further comprehension.
Teacher Framed prompts, posted on the inside of each page as a discussion starter.
LESSON PLAN #2

Lesson Plan

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that
IEPs/504 Plans: Number of Supports, Accommodations, M
Learning Disability- Independent Educational Plan (IEP) 4 Students receives services for a learni
Individualized equipment (iPad) inten
improve the student’s ability to learn
extended time on assessments, alterna
distractions, simplified visual instruct
504 Plan 1 Student receives support that includes
space, use of headphones and more fr
Language Needs Number of Supports, Accommodatio
Students
ESL- English as a Second Language 3 Students receive ongoing instructiona
include adjustments in teaching strate
student to learn and to progress throug
Ex. Tactile strategies, Visual cues, co
Other Learning Needs Numbers of Supports, Accommodatio
Students
Behavior Management Plan 2 Student is currently in stage of diagno
around time management, time remin
initiative’s, alternative work space and

Subject and Lesson Topic:
Grade Level: 1 Lesson Duration: 20 minutes (Second L

The intro lesson consisted of reading the book ‘The Good Egg’ and doing an interactive read aloud. The introductive lesson was
students to now identify these interactive reading and writing initiatives. The purpose of this second lesson is to build upon the s
identifying different themes, comparing and contrasting character traits and identifying different story elements to overall build
and writers.
 As part of the curriculum in previous grades, students have been introduced and have had exposure to elements of a stor
identifying between two things. (Ex. Basic level of character traits) They have learned that stories have a beginning, mid
 I will use this information in aid to inform my discussions around comparing and contrasting and identifying more adva
Problem/Solution. The students will identify and practice reading, comparing and contrasting and working on their writ
this lesson.

 My students are able to describe and identify things around them and their classroom environment. The lesson is designed to foster
exercising memory, identifying elements of a story and comparing and contrasting the similarities and differences between two thin
 Having visual aid support and audio support (teacher equipped with microphone) will support my diverse learners in the classroom.

 I will use this knowledge to inform instruction by designing the lesson to start with reading the storybook and using our
events. Chart paper will help with my instruction and a systematic overview of the lesson.
NY CCLS: L.5.1 demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

(edTPA Task 1, Pro
Students will be able to demonstrate, explain and I will use anchor chart paper to inform instruction Provide extra instr
recognize the different elements of a story. and evaluate students understanding. Check for understa
Provide visual sup
Students will be able to compare and contrast the I will use a Venn diagram using to compare and I will use informed
main character and identify fellow character’s in the contrast for post lesson assessment. children can differ
story: The Good Egg.
I will provide a da
will look and use a
awareness of how
Function  Demonstrate I will support the students by providing a Ve
Looking at your standards and objectives, complete together to compare and contrast c
choose the one Bloom’s word that best Practice doing own VD in small groups befo
describes the active learning essential for group- post lesson assessment.
students to develop understanding of
Vocabulary  Compare The compare and contrast character traits w
Key words and phrases students need to be  Contrast diagram that will be presented on an anchor
able to understand and use as a whole group assessment. The story elem
together and then completed in small group
Syntax The students will demonstrate syntax During the creation of the Venn Diagram to
Describe ways in which students will by identifying and giving examples ended questions to spark memory recall and
organize language (symbols, words, using the Venn diagram to compare
phrases) to convey meaning. and contrast character traits.
Discourse My students will identify discourse Will provide open-ended examples for stude
How members of a discipline talk, write, and by identifying story elements like will model with the anchor charts, our reaso
participate in knowledge construction and main character, setting, problem and found those answers.
communicate their understanding of the solution. (with pre-assessment of the
concepts background of those words) Students
will have time in small groups and
large group instruction to provide
questions and knowledge. They will
continue to practice comparing and
contrasting of character in the story.

and/or Support
 Different
 Have environment set up for when children come in for instruction to spark creativity and  Time-Tim
questioning surrounding the lesson- get children excited for learning represent
 Explain todays objectives- Refer to the agenda- have agenda always displayed (students who like anxieties
to know what’s coming next)  I will circ
 Start with story elements then move to compare and contrast (Pick only one if needed for time) children
 Identify to students to main goal is to have fun and learn new ways to build our reading and writing what is e
skills
Instructional Procedures  I will con

reiteratio
 Together we will go through the daily agenda sure stud
 Pre-assessment of who has had exposure to or know compare and contrast and what story elements  I will pro
mean chart the
 Review mini lesson on them if needed
 Talk about the Good Egg and what we can remember from our interactive read aloud activity
 Review key story elements and what happened
 Start filling out the anchor chart with a large Venn diagram represented start identifying,
describing, comparing and contrasting characters from “The Good Egg”
 Provide time for small group instruction for completion of Venn diagrams, assess if needed to
break into smaller groups
move int
 We will go into centers tomorrow to complete work that has not been finished  I will hav
representation of collaborative work. By our interactive read aloud chart paper instructio
 Overview of what we have learned today- Exit Ticket per small group (1 thing you learned from  Students
today’s lesson) instructio
 At our grammar, word wall center there will be story books and empty Venn diagram worksheets the rules
to complete your own if you wish raise han
 Continuing to build their literacy toolkit for when they get into grade two students
 Dramatic play center can be transformed into a library, classroom etc. with opened ended materials  A studen
to scaffold understanding and comprehension “leader”
support a
images.
 Anchor chart
 Sharpie anchor paper markers
 Venn Diagram worksheet (Extra worksheets to scaffold centers)
LESSON PLAN #3
Lesson Plan

2019

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that
IEPs/504 Plans: Number of Supports, Accommodations, M
Learning Disability- Independent Educational Plan (IEP) 4 Students receives services for a learni
Individualized equipment (iPad) inten
improve the student’s ability to learn
extended time on assessments, alterna
distractions, simplified visual instruct
504 Plan 1 Student receives support that includes
space, use of headphones and more fr

Language Needs Number of Supports, Accommodatio
Students
ESL- English as a Second Language 3 Students receive ongoing instructiona
include adjustments in teaching strate
student to learn and to progress throug
Ex. Tactile strategies, Visual cues, co
Other Learning Needs Numbers of Supports, Accommodatio
Students
Behavior Management Plan 2 Student is currently in stage of diagno
around time management, time remin
initiative’s, alternative work space and
Subject and Lesson Topic: Making Connections
Grade Level: 1 Lesson Duration: 20 minutes

The purpose of this lesson is to build upon what has been previously learned through interactive read aloud strategies
contrasting different character traits and story elements within the book “The Good Egg”.
This final lesson will wrap up all three lessons and provide students with the opportunity to make connections to text,
further comprehension of the storybook “The Good Egg”.
As part of previous lessons and curriculum, students have been exposed to and are familiar with, comparing and cont
diagrams between two characters, identifying and describing story elements of a book and using different strategies i
and comprehend the story,
I will use the information built upon in previous lessons on interactive read aloud strategies, comparing and contrastin
comprehension into making connection with self, the text (The Good Egg) and with the world. The students will have
they have learned to fill out their ideas on a worksheet.
My students have previous exposure and knowledge in depicting different story element, comparing and contrasting d
event. This knowledge of the storybook will aid in discussions around making connecting with self, the book and the
will have time to share there thinking and learning in open discussion style.
I will use this knowledge to inform my instruction by having the students display their thoughts, ideas and answers on
they clearly identify texts to self, text to text, text to world.

(edTPA Task 1, Pro
Students will be able to demonstrate their I will provide visual representation (Anchor  I will che
knowledge and understanding of text to text, Chart) of the different selections, Ex/ text to  I will pro
text to self and text to world for the storybook text, text to self, text to world and a few and discu
“The Good Egg”. questions displayed to ask yourself when  I will diff
making connections. The worksheet will be children “
used as a summative assessment to evaluate a picture”
and document students’ progress.

Function  Interpret I will support the students by providing
Looking at your standards and objectives, the different categories for students to in
choose the one Bloom’s word that best
understanding of text to text, text to self
describes the active learning essential for
students to develop understanding of influenced by the story “The Good Egg”
Vocabulary  Text to Self The vocabulary will be presented on the
Key words and phrases students need to be  Text to Text illustrations and question prompts) and i
able to understand and use
 Text to World (provided by me). Students will use this
thinking and comprehension of the story
Syntax The students will identify syntax During the lesson, I will provide exampl
Describe ways in which students will by identifying and giving prompts like:
organize language (symbols, words,
examples of different connections Ex.
phrases) to convey meaning.
they interpreted in the story. Text to Self: It remind me of somethin
“I can connect to the book because”
Text to Text: It reminds me of anothe
“This story reminds me of another book
Text to World: It reminds me of some
“This story makes me think of _____ be
Discourse My students will demonstrate Will provide open-ended examples for s
How members of a discipline talk, write, and discourse by making connections connections. I will model with the ancho
participate in knowledge construction and
to the text. Students will have students gained their thoughts and interp
communicate their understanding of the
concepts time in large and small group
discussion to share ideas and I will provide visual support to ESL and
identify different peer thoughts. chart paper and adapt strategies when ne

and/or Support
 Have environment set up for when children come in for instruction to spark creativity and  Differen
questioning surrounding the lesson- get children excited for learning (Have “The Good  Time-Ti
Egg” displayed & past anchor charts)  I will cir
 Explain todays objectives- Refer to the agenda- have agenda always displayed (students children
who like to know what’s coming next) understa
 Review time regulations- Not sitting on the carpet for more than 20 minutes then we will them.
have a brain break
 Review past lessons from previous day- Ask open-ended questions for a summative
assessment on student comprehension
 Demonstrate to students the lesson surrounding text to text, text to self and text to world
evaluations
 Provide an example done collaboratively between the teacher and the students
 Provide time for questions
Instructional Procedures  I will co
reiteratio
 Prompted by the daily schedule- Review past learning objectives Ex. Remember when we make su
learned about comparing and contrasting? What do you remember from that? task.
 Explain todays lesson objective- to make connections from our story “The Good Egg” to  I will pro
ourselves, to the world and to other books we’ve read by providing examples (anchor
 Refer to anchor chart for visual representation in the learning environment reassura
 Provide time for small group table discussion if needed  I will diff
 Come together at the end and ask students their what their thoughts were alternativ
 Collaboratory design an anchor chart for each section of text to text, text to self and text to Ex. “You can dra
feeling or thinkin
world involving students answers.
“You can verball
thoughts”
 Wrap up the lesson with a formative assessment of who knows what by doing an exit ticket move int
activity to leave the classroom (evaluation of all three lessons)  I will hav
representation of collaborative work instructio
 Students
 Continue to build their literacy toolkit for when they get into grade two
instructio
the rules
raise han
students
A student will be
in each group to p
needed
images.

 Anchor Chart – Making Connections (attached below)
 Text to Self, Text to Text, Text to World Worksheets
 Materials for students Ex. Sticky note/ paper/pencil
 Small individual “Making Connections” papers per table if needed Ex. Students with visual strain
Exit Ticket
Artifact #2: Science Field Trip
[Back to Table of Contents]
My second artifact is an inclusive Science Field Trip proposal that I created as a stimulus
for a future teaching situation where we plan our own field trip with the foundation of science
education. This specific artifact shows my ability to create a field trip for a large group of
students, handle financials between parent and school, while creating in depth curriculum to
scaffold the experience.
This artifact reflects evidence I am prepared because it highlights my skill set to organically
create learning experiences for students while outsourcing support and targeting there learning
interests. It emphasizes multiple methods of learning science, while giving students a chance to
experience their own learning independently. Science is a pillar in education, therefore creating
experience like this field trip to scaffold foundational knowledge will only open up student
perspective and mindset to innovative new advances.
InTASC Standards (Interstate New Teacher Assessment Support Consortium)
Standard #3: Learning Environments The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure mastery of the
content.
Standard #6: Assessment The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
DOE Claims & CAEP Standards
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
2.3 The provider works with partners to design clinical experiences of sufficient depth,
breadth, diversity, coherence, and duration to ensure that candidates demonstrate their
developing effectiveness and positive impact on all students’ learning and development.
Clinical experiences, including technology-enhanced learning opportunities, are
structured to have multiple performance-based assessments at key points within the
program to demonstrate candidates’ development of the knowledge, skills, and
professional dispositions, as delineated in Standard 1, that are associated with a positive
impact on the learning and development of all P-12 students.

Principle 2: Educators create, support, and maintain challenging learning environments
for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
Principle 5: Educators collaborate with parents and community, building trust and
respecting confidentiality.
Educators partner with parents and other members of the community to enhance school programs
and to promote student learning. They also recognize how cultural and linguistic heritage,
gender, family and community shape experience and learning. Educators respect the private
nature of the special knowledge they have about students and their families and use that
knowledge only in the students' best interests. They advocate for fair opportunity for all children.

Care
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honor human
dignity, emotional wellness and cognitive development. In their professional practice, they
model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.

STANDARDS
1: Foundational Knowledge Candidates demonstrate knowledge of the theoretical, historical,
and evidence-based foundations of literacy and language and the ways in which they interrelate
and the role of literacy professionals in schools.
ISTE STANDARDS
2. Leader: Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning.

Miss. McKillop’s Grade 5 Science Field Trip
to the Recycling Centre!
Grade: 5
Location: Recycling Center (Oxford Community Enviro Depot) 1450 Oxford St, W London ON.
Ride: Parent/ Bus drop off in morning (regular time) Bus to center and back before end of day
busses to go home.
Financials: Allocated district board money for field trips to scaffold educational experiences.
Parent Volunteers X2 (unpaid) Extra money for pizza lunch raised by selling magazines
subscriptions throughout the year.
Objective of Trip:
o Identify and describe the difference between recycling and reusing materials
o Identify and describe how an individual’s action in regard to waste management can affect change and
improve the environment
Waste is a part of everyday life. As we go about our daily tasks, we create waste. The
average citizen generates approximately one ton of trash annually, but seldom gives it any
thought once they throw it away. This trash goes into the waste stream where it is collected
and hopefully, disposed of in a manner that least impacts the environment. This process is
known as solid waste management. Children need to be exposed to and have awareness of
these sustainable innovative resources that is ultimately best for the environment and the
future of their generation.
Why did you choose this field trip?

I choose this trip because in the Science and Technology Canadian 1-8 curriculum it
outlines that fundamental concepts are key ideas that provide a framework for scientific and
technological knowledge. One of the fundamental concepts is Sustainability and Stewardships.
This relates to my topic of exploring the recycling center. The sustainability concept where we
have prior knowledge and explore the concepts of sustainability and innovation and gaining the
skill set to meet the future generation’s needs. The stewardship portion involves the
understanding that we need to use and care for the natural environment in a responsible way and
explore the innovative initiatives like using non-renewable resources with care, reusing and
recycling what we can and switching to renewable resources whenever possible.
Do you this go along with a unit you are studying?
This experience was a vital closing to capturing our unit of sustainability and stewardship
science unit. As we researched and outlined prior to the trip trash takes up space, it uses valuable
resources and harms the environment. People also make a lot of trash- everyday they throw it
away without even thinking about where it will go or what will happen to it. People need to
understand the consequences of making all that trash, make better choices so the amount of trash
they make is reduced, and design a plan to properly dispose of the trash we make. Not all trash
goes in the garbage, some of it can be reused in a different way. As steppingstones to this lesson
we explored different ways of reusing materials, as some can be recycled and made into
something else, and some like scraps of food, leaves and grass clippings can be composted. We
examined ways of using fewer items that make trash ex. Instead of using plastic sandwich bags
to put snacks in, use a reusable container. Instead of plastic water bottles, use a reusable water
bottle. We tried our best to make these initial changes in our classroom environment first and
then extended it into initiatives that we can commit to in our home environments as well. We
also committed to a recycling team and system that we implemented into place after our unit for
our classroom culture. We have a designated garbage, recycling and compost area in our
classroom where you can responsibility dispose of your garbage properly.
Do you have things for kids to look for or questions they need to answer?
What do you envision?
Before the field trip to the recycling center we were actively discussing the types of
products the class was able to move from the disposable column to recycling column. We
displayed a specific plastic drink water bottle and explained to the students that the bottle was
originally going to be disposed of but was moved to the recycling column – we asked them the
following questions.
1. Is recycling the only option for this type of waste?
2. How is reusing an item different from recycling it?
We then examined different ways we could reuse the water bottle to be an efficient material
that serves a purpose. The students then gained understanding of the difference between
reusing and recycling waste materials while re using materials to gain a purpose.
Scaffold activities prior to unit end trip: Have a written waste item on separate cards, place
the cards into a container, shake it and ask a student to reach in and take out a card- written
on the card is a waste item the group will come up with ideas to reuse it as an efficient
material. This allows the students to gain understanding of the many diverse materials that
get recycled.
Open ended questions asked throughout the field trip to encourage observation, expand
perspective and initiate questions and ideas.

Questions
Is recycling truly beneficial for the environment?
Why is it important to only put items that can be recycled into the recycling bin?
What shouldn’t you put in a recycling bin?
What do you notice? What do you wonder? What do you think about that?
Artifact #3: ELA Block Assignment
I included this artifact in my portfolio because it demonstrates my ability to create a
structured ELA block in my future classroom. The ELA block includes a daily concept that is
correlated with common core standards. It has whole group lessons as while as independent
practice and time for student teacher engagement. I created and implemented six literacy centers
that presents important literacy components to students. I also included ways for Differentiation
(flexible seating, exploration etc.) and method of assessment.
This artifact highlights my skill set to create and outline blocks of time in my learning
day to accommodate student growth and development in this particular case, it was literacy
engagement. It shows my capability of creating literacy centers focused around a specific
concept. I constructed mini lessons for each center that include, word work, work on writing,
read to self, read to someone and listening to reading. These Daily5 habits contribute immensely
to help students build their capacity as readers and writers and are imperative to practice in
elementary school. Therefore, elementary teachers need to be equipped with the skill set to
organically create English language Art learning experiences daily to practice those skills.
InTASC Standards
Standard #1: Learner Development The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
Standard #5: Application of Content The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
Standard #7: Planning for Instruction The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 3: Medaille College graduates are caring educators.
1. Content and Pedagogical Knowledge: The provider ensures that candidates develop a deep
understanding of the critical concepts and principles of their disciplines and, by completion, are
able to use discipline-specific practices flexibly to advance the learning of all students toward
attainment of college- and career-readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning;
content; instructional practice; and professional responsibility.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as
reflected in outcome assessments in response to standards of Specialized Professional
Associations (SPA), the National Board for Professional Teaching Standards (NBPTS),
states, or other accrediting bodies (ed., National Association of Schools of Music –
NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all
P-12 students access to rigorous college- and career-ready standards (e.g., Next
Generation Science Standards, National Career Readiness Certificate, Common Core
State Standards.
for all.
Principle 3: Educators commit to their own learning in order to develop their practice.
Educators recognize that professional knowledge and development are the foundations of their
practice. They know their subject matter, and they understand how students learn. Educators
respect the reciprocal nature of learning between educators and students. They engage in a
variety of individual and collaborative learning experiences essential to develop professionally
and to promote student learning. They draw on and contribute to various forms of educational
research to improve their own practice.

Care

Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,

STANDARDS
3: Assessment and Evaluation Candidates understand, select, and use valid, reliable, fair, and
appropriate assessment tools to screen, diagnose, and measure student literacy achievement;
inform instruction and evaluate interventions; participate in professional learning experiences;
explain assessment results and advocate for appropriate literacy practices to relevant
stakeholders.
ISTE STANDARDS
1. Learner: Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.

3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the
digital world.
4. Collaborator Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems.
5. Designer Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.
FOR STUDENTS:
3. Knowledge Constructor Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
5. Computational Thinker Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop and test solutions.
Artifact #4: Professional Development
I chose to include my professional development initiatives under artifact four in my
portfolio. These certificates are extremely important to me as an individual and as an educator. It
highlights my hard work and dedication to the field of education and says a lot about my
willingness to continue to educate myself with new knowledge for the benefit of my students and
families. The reference letters are written evidence from professionals and parents on their
opinion of me as a future becoming educator. It highlights my extensive experience with
working with children in different areas and my experience at those location. It gives you an
insight of what is like to work with me as an educator and outlines my diverse skill sets.
These artifacts are a direct representation of how I operate when working with children and
families. These are testimonials from educators and professionals for who I have worked for and
there unbiases opinion of what it is like to work with me. I am very proud of them and want to
display them in my portfolio,
InTASC Standards
Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.

2. Clinical Partnerships and Practice The provider ensures that effective partnerships and high-
quality clinical practice are central to preparation so that candidates develop the knowledge,
skills, and professional dispositions necessary to demonstrate positive impact on all P-12
students’ learning and development.
2.1 Partners co-construct mutually beneficial P-12 school and community arrangements,
including technology-based collaborations, for clinical preparation and share
responsibility for continuous improvement of candidate preparation. Partnerships for
clinical preparation can follow a range of forms, participants, and functions. They
establish mutually agreeable expectations for candidate entry, preparation, and exit;
ensure that theory and practice are linked; maintain coherence across clinical and
academic components of preparation; and share accountability for candidate outcomes.
2.2 Partners co-select, prepare, evaluate, support, and retain high-quality clinical
educators, both provider- and school-based, who demonstrate a positive impact on
candidates’ development and P-12 student learning and development. In
collaboration with their partners, providers use multiple indicators and appropriate technology-
based applications to establish, maintain, and refine criteria for selection, professional
development, performance evaluation, continuous improvement, and retention of clinical
educators in all clinical placement settings.
2.3 The provider works with partners to design clinical experiences of sufficient depth,
breadth, diversity, coherence, and duration to ensure that candidates demonstrate their
developing effectiveness and positive impact on all students’ learning and development.
Clinical experiences, including technology-enhanced learning opportunities, are
structured to have multiple performance-based assessments at key points within the
program to demonstrate candidates’ development of the knowledge, skills, and
professional dispositions, as delineated in Standard 1, that are associated with a positive
impact on the learning and development of all P-12 students.
Principle 4: Educators collaborate with colleagues and other professionals in the interest of
student learning.
Educators encourage and support their colleagues to build and maintain high standards. They
participate in decisions regarding curriculum, instruction and assessment designs, and they share
responsibility for the governance of schools. They cooperate with community agencies in using
resources and building comprehensive services in support of students. Educators respect fellow
professionals and believe that all have the right to teach and learn in a professional and
supportive environment. They participate in the preparation and induction of new educators and
in professional development for all staff.
Principle 6: Educators advance the intellectual and ethical foundation of the learning
community.
Educators recognize the obligations of the trust placed in them. They share the responsibility for
understanding what is known, pursuing further knowledge, contributing to the generation of
knowledge, and translating knowledge into comprehensible forms. They help students
understand that knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students' growth and development. As models for
youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.

Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members' professional
relationships with students, colleagues, parents, guardians and the public are based on trust.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

STANDARDS
6: Professional Learning and Leadership Candidates recognize the importance of, participate in,
and facilitate ongoing professional learning as part of career-long leadership roles and
responsibilities.
7: Practicum/Clinical Experiences (for specialized literacy professionals only). Candidates apply
theory and best practice in multiple supervised practicum/clinical experiences
COUNCIL FOR EXCEPTIONAL CHILDREN STANDARDS
Initial Preparation Standard 2: Learning Environments 2.0 Beginning special education
professionals create safe, inclusive, culturally responsive learning environments so that
individuals with exceptionalities become active and effective learners and develop emotional
well-being, positive social interactions, and self-determination.
Key Elements
2.1 Beginning special education professionals, through collaboration with general
educators and other colleagues, create safe, inclusive, culturally responsive learning
environments to engage individuals with exceptionalities in meaningful learning
activities and social interactions.
2.2 Beginning special education professionals use motivational and instructional
interventions to teach individuals with exceptionalities how to adapt to different
environments.
2.3 Beginning special education professionals know how to intervene safely and
appropriately with individuals with exceptionalities in crisis.
ISTE STANDARDS
Heather Neufeld
1596 Purser Street
London, ON
N5V 5J3
[email protected]
April 20, 2015
To whom it may concern:
I am writing this letter as a recommendation for Alexandra McKillop. I
was the faculty advisor assigned to Alexandra on her field placement at
Jack Chambers Public School FDK with Fanshawe College in the Early
Childhood Education program.
Alexandra displayed strong leadership skills in the FDK classroom,
showing initiative by taking on extra challenges not assigned to her by
the Early Childhood Educator or teacher. She displayed a caring,
nurturing manner with the children in the classroom making their needs
and development a priority. Alexandra provided creative ideas and well
planned activities to inspire and challenge the children in the room. She
was open to new ideas and constructive criticism to aid in her growth as
an individual.
I would highly recommend her to your organization. She is a
hardworking, creative, conscientious and goal oriented individual with a
strong work ethic. She will be a well -respected asset to your company.
Sincerely,
Heather Neufeld
Faculty Advisor
Fanshawe College
Artifact #5: Title.

Artifact #5: Padlet
My fifth artifact is a Padelt, that I designed in a technology course at Medaille it
highlights my ability to incorporate technology into lesson planning for a diverse method of
delivery to enhance the student’s perspective and method of inquiry. The padlet highlights my
ability to create online virtual content to scaffold experiences for my students learning as well as
let them have a chance to operate learning tools for themselves that speak to their style of
learning.
I included this artifact because it is important teachers are equipped with virtual online learning
tools to be able to deliver multiple methods of delivery when it comes to current technological
advances in education. Is used to be an extra if you were a teacher equipped with tech knowledge
now it is an asset. You need to understand how to operate, manipulate and use technology in
your learning experiences and deliver it in genuine way that reaches your students. This
knowledge comes from the foundation of knowing technological educational tools and how to
incorporate them into your classroom setting.
InTASC Standards
content.

Standard 4. Program Impact The provider demonstrates the impact of its completers on P-12
student learning and development, classroom instruction, and schools, and the satisfaction of its
completers with the relevance and effectiveness of their preparation.
4.1 The provider documents, using multiple measures that program completers contribute
to an expected level of student-learning growth. Multiple measures shall include all
available growth measures (including value-added measures, student-growth percentiles,
and student learning and development objectives) required by the state for its teachers
and available to educator preparation providers, other state-supported P-12 impact
measures, and any other measures employed by the provider.

4.2 The provider demonstrates, through structured validated observation instruments
and/or student surveys, that completers effectively apply the professional
knowledge, skills, and dispositions that the preparation experiences were designed to achieve.
for all.

Care
Respect

STANDARDS
5: Learners and the Literacy Environment Candidates meet the developmental needs of all
learners and collaborate with school personnel to use a variety of print and digital materials to
engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective
ways; foster a positive climate that supports a literacy-rich learning environment.
ISTE STANDARDS
FOR STUDENTS:
sciences.
2. Digital Citizen Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.

4. Innovative Designer Students use a variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative solutions.

Virtual Interactive Literacy Padlet.
Artifact #6: Curriculum & Training Pamphlet
I incorporated a pamphlet that outlines my ability to create high quality learning tools for
my students and families. It is constructed to emphasize to other educational professional
indicators of a high-quality curriculum. It includes educators on a global scale and looks at
different perspectives on how to delivery quality educational methods of learning.
This artifact displays evidence that I am able to create virtual information tools to send out to
parents and families regarding high quality curriculum and how that’s displayed in educational
settings. Essentially, it gives the parents an opportunity to understand and educate themselves on
how to bridge the gap between home and school. As a great teacher, you are not just
understanding of your students but also there homelives and the people they share that with.
InTASC Standards


Standard 5. Provider Quality Assurance and Continuous Improvement The provider maintains a
quality assurance system comprised of valid data from multiple measures, including evidence of
candidates’ and completers’ positive impact on P-12 student learning and development. The
provider supports continuous improvement that is sustained and evidence-based, and that
evaluates the effectiveness of its completers. The provider uses the results of inquiry and data
collection to establish priorities, enhance program elements and capacity, and test innovations to
improve completers’ impact on P-12 student learning and development.
5.1 The provider’s quality assurance system is comprised of multiple measures that can
monitor candidate progress, completer achievements, and provider operational
effectiveness. Evidence demonstrates that the provider satisfies all CAEP standards.
5.2 The provider’s quality assurance system relies on relevant, verifiable, representative,
cumulative and actionable measures, and produces empirical evidence that interpretations
of data are valid and consistent.
5.3. The provider regularly and systematically assesses performance against its goals and
relevant standards, tracks results over time, tests innovations and the effects of selection
criteria on subsequent progress and completion, and uses results to improve program
elements and processes.
5.4. Measures of completer impact, including available outcome data on P-12 student
growth, are summarized, externally benchmarked, analyzed, shared widely, and
acted upon in decision-making related to programs, resource allocation, and future direction.
5.5. The provider assures that appropriate stakeholders, including alumni, employers,
practitioners, school and community partners, and others defined by the provider, are
involved in program evaluation, improvement, and identification of models of excellence

student learning.

Trust
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

STANDARDS
6: Professional Learning and Leadership Candidates recognize the importance of, participate in,
and facilitate ongoing professional learning as part of career-long leadership roles and
responsibilities.
7: Practicum/Clinical Experiences (for specialized literacy professionals only). Candidates apply
theory and best practice in multiple supervised practicum/clinical experiences
ISTE STANDARDS
3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the
digital world.

Artifact #6: Rainbow Families Annotated Bibliography
I have included this artifact because it displays my research skill set. I did a qualitative
research project in my Honors Bachelor program and conducted educational research on five
different educators in the field of education. The research was conducted around the
representation of LGBTQ2+ communities in early childhood education environment. As
researchers, we examined curriculum for gender equality and representation. We examined
traditional teaching concepts linked with gender phobia. We conducted an annotated
bibliography on multiple methods of research to gain a foundation of knowledge before creating
our own set of research questions.
This artifact was a steppingstone in an eight-month research venture. With lots of hard work and
determination, we were able to connect with educators in the community to examine the
question: How do you represent Lesbian, Gay, Bi-sexual, transgendered, queer and questioning
and two spirited communities in your learning environments? We were successful at finding
answers and in the end contributed a high-quality piece of evidence to rainbow families research
in education.
InTASC Standards
content.
for all.

Principle 6: Educators advance the intellectual and ethical foundation of the learning
community.
Educators recognize the obligations of the trust placed in them. They share the responsibility for
understanding what is known, pursuing further knowledge, contributing to the generation of
knowledge, and translating knowledge into comprehensible forms. They help students
understand that knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students' growth and development. As models for
youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.

Respect

STANDARDS
4: Diversity and Equity Candidates demonstrate knowledge of research, relevant theories,
pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for
understanding all forms of diversity as central to students' identities; create classrooms and
schools that are inclusive and affirming; advocate for equity at school, district, and community
levels.
ISTE STANDARDS
FOR EDUCATORS:
FOR STUDENTS:
sciences.
Annotated Bibliography
Alexandra McKillop, ECE, ECL
Ali, R. (2010). Effect of using problem solving method in teaching mathematics on the
achievement of mathematics students. Asian Social Science 6 (2), 67-72)
The purpose of this quantitative study is to investigate the effects of using the problem-solving
method on grade eight students in public and private elementary schools in Pakistan. There was
a significant difference between teaching concepts in the traditional method versus the problem-
solving method. The author presented referenced literature to support his purpose. The
conclusions were based on student scores on mathematics achievement tests. Knowledge,
comprehension and application were areas assessed for the purpose of this study. There were
recommendations offered by the author based on his findings and these included changing the
focus of textbooks to problem-based learning, using problem-based learning in the classroom to
improve student achievement and to prepare teachers to include problem-based learning into
their practices. This information is helpful is the classroom setting because as a teacher, being
equipped with world views and perspectives can be beneficial to your own professional toolkit.
Fulcher, M. (2014). Teaching the rainbow: A guide to including gender and sexual diversity in
school curriculum and culture. Psychology of Sexual Orientation and Gender Diversity, 1(2),
196-197. doi: 10.1037/sgd0000036
Fulcher provides us with the perspective of current gender structures that are implemented
throughout a student’s day at school. Specific lesson plans that frame gender inclusivity
curriculum and different techniques when speaking to children and families. The goal of the
journal was to provide proper knowledge to educators to make a more gender inclusive school
culture. The journal highlights the direct effect inclusion has on physical and mental health and
therefore representations of each individual should be a focus when creating inclusive
environments and curriculum. The journal encourages educators to focus their center’s mission
statements to revolve around the inclusion of the ‘whole’ child, which involves diverse family
structures. Although the journal as detailed and understandable, most texts were long and could
have been displayed in a more concise and cohesive manner. Fulcher suggests the journal should
have an index to effectively direct readers to key information within the text. In Canada, the
fastest growing family structure is LGBTQ2+ families, inevitably we are going to have children
in our classrooms whose family tree looks like this, therefore we as teachers need to be educated,
informed and readily available to provide support to this families so their children can thrive in
our learning environments.

References
Ali, R. (2010). Effect of using problem solving method in teaching mathematics on the
achievement of mathematics students. Asian Social Science 6 (2), 67-72)
Fulcher, M. (2014). Teaching the rainbow: A guide to including gender and sexual diversity in
school curriculum and culture. Psychology of Sexual Orientation and Gender Diversity, 1(2),
196-197. doi: 10.1037/sgd0000036

Artifact #7: IEP Analysis
I have included my IEP analysis as an artifact because it displays my ability to create and
conduct an Individual learning plan for a student. It is evidence that I can complete these
essential forms for student success. It includes learner information, evaluation reports that best
suit the student’s assessment tools and present levels of performance and individual needs while
in the classroom. It also displays suggested modifications and accommodations that teachers can
use to help support students with learning disabilities. It involves outlined services that would be
appropriate for the students moving forward and outlined goals to reach for throughout the term
of content. Education strategies are implemented with the vison of the students in mind,
suggestions like integrated co teaching services and supplementary materials to scaffold learning.
The total percentage of students identified as exceptional was 8.8% of the school population.
That would mean that 3.5% of the school population was identified for special education under
Learning Disability in 2015-16 in Ontario Canada. (LDAO, 2015) That number is rising,
therefore new teachers needs to be aware that their students will think and learn in diverse ways,
and they need to have the knowledge and awareness on how to accommodate these neuro diverse
children and their needs for the future of their success.
InTASC Standards

for all.
Care
Respect

STANDARDS
levels.
COUNCIL FOR EXCEPTIONAL CHILDREN STANDARDS
Initial Preparation Standard 1: Learner Development and Individual Learning Differences 1.0
Beginning special education professionals understand how exceptionalities may interact with
development and learning and use this knowledge to provide meaningful and challenging
learning experiences for individuals with exceptionalities.
Key Elements
1.1 Beginning special education professionals understand how language, culture, and
family background influence the learning of individuals with exceptionalities.
1.2 Beginning special education professionals use understanding of development and
individual differences to respond to the needs of individuals with exceptionalities.
ISTE STANDARDS
IEP Analysis
Alexandra McKillop
Medaille College
April 16. 2019
Learner Information
Name: Cai Davis
DOB: 01/01/2010
Classification of Disability: Learning Disability
Evaluation Reports
New York State Math Assessment: Score 380
CORE (Elementary Qualitative Spelling Inventory Test- Score 40% & 0%
Segmentation Test- 33.3% Spelling Area
Introduction
Undoubtedly, all children, irrespective of their abilities need love, support, and encouragement.
For those with learning disabilities however, more positive reinforcement is needed to ensure
that their sense of confidence, self-worth, and determination is enhanced, even when things get
tough. It is therefore important for their caregivers, teachers included, to devise and adopt ways
of assisting them. They should seek to provide emotional and social tools that will potentially
help the kids to work through the challenges so that they can grow more resilient, stronger, and
as capable as other children.
In the provided scenario, Cai is an eight-year child with a learning disability. This qualifies him
as a child who needs an IEP. Below is a report outlining the various needs that the boy has and
the support that he needs.
Present Levels of Performance and Individual Needs
Strengths
Despite the learning disability, Cai maintains a positive social emotional stability throughout the
school day. He takes school seriously and tries his best. He also maintains positive relationships
with peers, teachers and his family and exhibits age appropriate social emotional skills.
Moreover, he has portrays proficiency at third grade level mathematics. He has proved this by
completing the New York State Math Assessment and scoring 308 on a range scale of 137-397.
Finally, he is in good health with age appropriate physical expectations and milestones.
Challenges
Cai’s weaknesses are present in Writing and Spelling. He scored below level on the three
separate tests from the CORE Assessing Reading Multiple Measures. He also shows area of
concern in the CORE Elementary Qualitative Spelling Inventory test with a score of 40% on the
first segment and 0% on the second segment. Additionally, he completed a Segmentation Test
and scored 33.3% which put him in a considerable delay in the area of spelling. He also
demonstrates a serious delay in phonemic, orthographic and morphological awareness.
Alignment of classroom modifications and accommodations with the needs of Cai
Various modifications and accommodations can be used by teachers to help children with
learning disabilities.
Considering Cai’s needs and challenges, the human resources is the most ideal classroom
accommodation for him. The boy would greatly benefit from checking with the teacher for the
highlighting and correcting of misspelled words.
Additionally, he also needs a material resource, specifically an electric speller to aid his
development in the area of spelling. By conducting regular spelling tests with the device, he will
be able to improve on his spelling ability. The self-correction feature enabled by the device will
facilitate permanent and significant spelling improvement. When Cai keys in a phonetic spelling
on the device, he will be presented with a list of words that he probably meant to spell. For
example, if he types ‘geumt’, the device will generate phonetic alternatives such as jumped. He
will then select the intended word from the list. This will assist him to enhance his spelling
development.
An iPad would also be useful for Cai. With the device, Cai would be able to access kids’ spelling
apps such as The Magical Spelling Game, Spelling Bee, Simple Spelling Phonics, Spelling
Monster, Montessorium: Intro to words, Spelling Teacher, etc.
Further, the use of a Universal Design Framework would also be ideal for Cai. This is an
approach that provides all learners with an equal opportunity for success, irrespective of their
ability differences. Cai’s abilities will be greatly enhanced when materials and an environment
that meets the needs of his different mental abilities is provided. More specifically, I think he
would greatly benefit from Representation. This is a technique where animations and graphics
highlighting critical features and activating background knowledge are provided. For example,
supportive vocabulary and similar techniques would help Cai in resolving his phonemic,
orthographic, and morphological challenges. It will provide him with the exposure he needs to
symbols, letters, language, sight words, and phonics. This will enable progress in his learning.
Services that Cai receives
Currently, Cai is studying and undergoing the New York State Common Core Curriculum and is
presently in grade 3. The boy is receiving a number of services to enable and facilitate his
learning process. First, to facilitate reading, he reads and discusses stories with his teacher and
peers in a classroom setting. He also orally recites key aspects of a story to enhance his ability to
comprehend the materials he reads. Secondly, he undergoes a number of tests and assessments to
measure his learning progress.

One of the most conspicuous features of Cai’s learning process is the use of a least restrictive
environment. This is a setting in which children with special learning needs spend the most
possible time with their peers who are adequately abled. This helps the learners to prepare for a
better adult life, to have better education, to improve their social skills, and to raise their
expectations. Cai, just as is required, studies and interacts with other students who do not have
special learning needs to help in the enhancement of his intellectual and social abilities.
Goals
There are a number of Cai’s skill gaps that result from his learning differences and that need
support. His specific IEP goals in this regard are as follows:
i. Reading
Upon the completion of the program, when presented with 10 words from reading narratives or
specific informational text from his content area subjects on the third-grade level, Cai will
correctly de-code the words.
ii. Writing
When Cai is given 10 words selected by the teacher from his reading literature and content
subject area, he will spell them correctly in written assignments. Again, when given a writing
assignment, he will use the writing processes of revising and editing to strengthen writing, and
utilize a written rubric to evaluate and quantify the revision and editing processes.
iii. Spelling
When given 10 words selected by the teacher from his reading literature and content area
subjects, Cai will spell them correctly in written assignments.

Cai’s success in achieving the IEP goals will be measured according to the average percentage
scores on the work and writing samples over the five weeks, with 90% and above portraying
success. For the reading goals, passing on four out of the five trials over the five weeks will be
the success criteria. Further, the progress will be measured weekly.
Education Strategies
The various strategies that Cai should receive to aid in his learning process include:
a. Integrated Co-teaching Services
Friend et al., (2010) define integrated co-teaching services as the provision of academic
instruction that is specially designed to students with learning and other disabilities. Such an
arrangement will increase Cai’s interaction with peers, expand his knowledge of the word, and
personal interests, and enable him to achieve higher quality and more of the IEP goals.
b. Supplementary aids and services
Greene (1996) defines supplementary aids and services as the supports that are offered in regular
classes and other educational settings to enhance the education of children with disabilities
together with non-disabled children. To this effect, Cai should be provided with an electronic
speller to assist him in correcting spelling errors. Further, in terms of aids, he should be
supported through direct instruction of reading and writing, subject-specific vocabulary book,
assistive technology, and repetition and practice of sex.
Additionally, Cai’s teacher should encourage independent reading to increase his exposure to
printed words as recommended by Cunningham & Stanovich (1991).

Reflection
Congress reauthorized the Individuals with Disabilities Education Act (IDEA) in 1997, and new
regulations were released in 1999. One of the major goals of the reauthorization was improving
access to the general education curriculum for students with disabilities. The new regulations
make sweeping changes in the individual education plan (IEP) process, specifying the
involvement of regular educators (Belley, 2017). This impact was significant as all teachers work
with diverse groups of children and need to be equipped with the skill set to support students
who learn in diverse ways. Every child deserves to be educated at the best of their ability and it’s
our job as teachers to provide that to them. When planning classroom activities and conducting
evaluations, teachers must keep Individual Education Plan goals and outcomes in mind for
students. Teachers must also keep the Individual Education Plan in mind as they determine how
they will collect and evaluate student progress toward educational goals. Evaluation helps
teachers to assess whether their teaching approaches are effective and to change or tune their
practices accordingly. A well-constructed and fully collaborative Individual Education Plan will
help students with disabilities to develop their capacities and to experience academic
accomplishment while benefiting the class by modeling and cultivating a more inclusive and
differentiated educational experience for all students. The Individual Education Plan analysis has
been very useful in the identification of Cai’s strengths and challenges and in the determination
of ways through which his learning experience can be enhanced. Cai for example exhibits a key
challenge in spelling which can be rectified through the use of the identified educational
strategies. The tool is therefore key in ensuring that all children with get an equal chance at
quality education.
References
Cunningham, A. E., & Stanovich, K. E. (1991) Tracking the unique effects of print exposure in
children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational
Psychology, 83, 264-274.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An
illustration of the complexity of collaboration in special education. Journal of educational and
psychological consultation, 20(1), 9-27.
Greene, J. (1996). Language: Effects of an individualized structured language curriculum for
middle and high school students. Annals of Dyslexia, 46, 97-121.

Artifact #8: New York State School Report Card Assignment
I have included my New York State Report Card Review Assignment into my
portfolio because it highlights my ability to research, evaluate and analyze components of a
report card. This specific assignment looked at demographics of multiple school districts and
review information, student performance, ELA scores, NYS achievements, and additional perter
ant information.
This artifact shows evidence that I am prepared to conduct report cards as a future teacher. Its
shows my comfortability in reviewing high quality district programs and adding comments on
how they progress or address concerns. It shows my ability to outline important information in a
large document and transfer that knowledge to transform it into something more efficient for the
learner.
InTASC Standards
effective pedagogy and best teaching practices

student learning.

Respect
Trust

STANDARDS
2: Curriculum and Instruction Candidates use foundational knowledge to critique and implement
3: Assessment and Evaluation Candidates understand, select, and use valid, reliable, fair, and
appropriate assessment tools to screen, diagnose, and measure student literacy achievement;
inform instruction and evaluate interventions; participate in professional learning experiences;
explain assessment results and advocate for appropriate literacy practices to relevant
stakeholders.
levels.
ISTE STANDARDS

2. Digital Citizen Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.

Reflection
Overall when completing the NYSED report card assignment, I can infer that Alexander
Central School District serves a very large student population serving grades Pre-K- grade
12. When reviewing the research, data and statistics I can indicate that Alexander CSD is not
very diverse in population, with the majority of their students being white. Alexander CSD
possesses a low population of English language learners and around 10 percent of students
with disabilities. The data reports that the average class size at Alexander CSD district is
between 14-22 students. Which indicates, that with the lower numbers results in further time
for individualized learning between the student and teacher. 30% of students located at
Alexander CSD are eligible for free lunch and 6% percent of students are eligible for reduced
price lunch. Reviewing the data and percentages of scores with Alexander CSD ELA scores,
indicates the students are gaining knowledge from the current framework the district has
implented. Alexander CSD possess a high attendance rate at 96% between 2015-2016, which
can infer the students are engaged and dedicated with their learning. Likewise, Alexander
CSD has a very low staff turnover rate at 8% over the length of two years. Teachers at
Alexander CSD possess high learning qualifications, 71% of them having masters or
doctorate degrees. This information indicates to the reader that Alexander Central District is
in alignment with the New York State Education expectations. Assessment procedures and
data analysis processes are key to improving and succeeding. If we don’t know as a district
what’s working and what’s not working how can we provide superior education to our
students. With the data, we can review, adjust and change supports when and if needed for
the benefit of our students and families. When reviewing Alexander CSD report card, 1. I
noticed that they could put better supports in place for suspended children, I know it’s only at
2% but that still equals to 17 students a year, they could review their suspension policies and
adjust based on circumstances, sometimes in-school suspensions can be more effective. Also,
2. I noticed that with 75 teachers total, 4% are teaching out of certification. This shouldn’t be
happening at all in schools, you need to be qualified and knowledgeable to deliver
information to students, so I personally would regulate this better. Having a monthly, yearly
etc. workshops or certification updates that have to be up to date to be able to teach. 3. With
such a large school board, I believe they should offer free lunch for everyone, they are in a
higher socioeconomic demographic but you never know the circumstances at home,
especially with English language learning families it can be hard to get your needs across
with the language as a barrier, so having something that went home monthly (newsletter)
that outlined the different food services offered at Alexander CSD in your students native
language. Overall, I believe Alexander CSD is doing a wonderful job at educating their
students!
Conclusion
In this section I showed you a look at different, diverse methods of assessment that I have
had to complete throughout my time in education and becoming a teacher. You saw my ability
to complete lesson plans and deliver them through a multi-day learning segment as well as a
science field trip I created. You were introduced to an ELA block I constructed for my future
classroom as part of literacy instruction and planning. I included my professional development
initiative’s like my reference letter from colleagues, educators and people I have worked for. My
technological advances like a multi interactive padlet are incorporated to display by ability to
intertwine technology tools into learning and diverse assessment tools for students to operate. I
showed my Rainbow families qualitative research project that contributes to the field of research
in education. I included a pamphlet I created to show parents and families the indicators of high-
quality curriculum and programming to bridge at home and school connections. Also included is
an IEP analysis that was constructed around a student with a learning disability indicating to you
the reader I am knowledgeable in these areas of development. Lastly, I included my analysis of
district wide state report cards. This is evidence that I am ready to perform all the tasks that make
of a teacher’s day to day workload. Throughout this document you saw my skill set to accurately
complete lesson plans, ELA blocks, incorporate technology methods, create a room with diverse
culture, implement comprehensive Individual Education Plans and complete report cards.

Section Three

Uploaded by

Copyright:

Available Formats

Section Three

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Section Three

Uploaded by

Copyright:

Available Formats

Section Three: Teacher Candidate Artifacts

specifically selected to emphasis my competency in planning, research, instructional abilities,

My first artifact is my literacy learning segment, which I constructed during my time at

build their capacity as readers and writers.

Why did you include this artifact?

I included this artifact because it demonstrates my ability as an educator to prepare,

foundational knowledge with abstract objective thinking. It shows my ability to create

InTASC Standards (Interstate New Teacher Assessment Support Consortium)

Standard #1: Learner Development

Standard #2: Learning Differences

Standard #7: Planning for Instruction

as well as knowledge of learners and the community context.

New York State Code of Ethics for Educators

analyze, synthesize, evaluate and communicate information effectively.

ILA STANDARDS (INTERNATIONAL LITERACY ASSOCIATION PROFESSIONAL

2: Curriculum and InstructionCandidates use foundational knowledge to critique and implement

evidence-based literacy instruction for all learners.

1. Empowered Learner Students leverage technology to take an active role in choosing,

ONTARIO ETHICAL STANDARDS

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

attainment of college- and career-readiness standards.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

content; instructional practice; and professional responsibility.

1.3 Providers ensure that candidates apply content and pedagogical knowledge as

reflected in outcome assessments in response to standards of Specialized Professional

states, or other accrediting bodies (ed., National Association of Schools of Music –

Generation Science Standards, National Career Readiness Certificate, Common Core

Teacher Candidate’s Name: Alexandra McKillop

Subject/ Grade Level: One Learni

First Lesson: Interactive Read Aloud

Second Lesson: Compare & Contrast

Third Lesson: Making Connections

Second Lesson: Compare & Contrast

Third Lesson: Making Connections

First Lesson Interactive Read-Aloud

Second Lesson: Compare & Contrast

Third Lesson: Making Connections

Second Lesson: Compare & Contrast

Third Lesson: Making Connections

Medaille College Department of Education

Context for Learning (edTPA)

Grade level: 1 Number of students in the class: 28

Students with IEPs/504 Plans

Subject and Lesson Topic: Read Aloud Activities

Grade Level: 1 Lesson Duration: 20 minutes (Intro Les

Central Focus of the Learning Segment

Objectives Assessment Modifications to

Academic Language Demands Instructional Sup

Instructional Process Accommodation

 The Good Egg Storybook

Medaille College Department of Education

Teacher Candidate’s Name: Alexandra McKillop

Context for Learning (edTPA)

Grade level: 1 Number of students in the class: 28

Students with IEPs/504 Plans

Lesson 2 of a 3 Day Learning Segment

Grade Level: 1 Lesson Duration: 20 minutes (Second L

Central Focus of the Learning Segment