Capstone Section 3 PDF

Section Three: Teacher Candidate Artifacts
Introduction
This section of my portfolio shows some artifacts that I have collected to display some of my
works and accomplishments that highlight my abilities as a teacher. These artifacts have been
selected to show my planning, instructional abilities, my plans for assessment, literacy, science
and math lesson development, my professional development and my ability to use technology in
the classroom. Each artifact has been connected to both theories and professional standards set
out by the INTASC Standards, NYS Code of Ethics for Education, the Ontario Ethical Teacher
Standards, P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies,
NYS Learning Standards, Ontario Ministry of Education Expectation, DOE Claims and CAEP
Standards, International Literacy Association Professional Standards, International Society for
Technology Education for Teachers and Students, and Council for Exceptional Children (ECE).
I feel that these artifacts showcase my teaching skills and dispositions while highlighting my
ability to confidently plan, instruct and evaluate my students’ learning.

Artifact #1: Pecha Kucha Presentation
The Pecha Kucha presentation is a twenty power point slide presentation featuring twenty
seconds of audio per slide. The topic of choice entails discussing the pitfalls and prevention of
an intellectual disability called Fetal Alcohol Syndrome that falls under the umbrella of a broader
topic called fetal alcohol disorders spectrum. This artifact addresses students with disabilities
and provides suggestions for the audience, presumably teachers, to implement in their
classrooms. According to cognitive load theory by John Sweller, the limitations of working
memory in the learning of new tasks together with its ability to cooperate with an unlimited
long-term memory for familiar tasks enable human beings to deal effectively with complex
problems and acquire highly complex knowledge and skills (Paas, 2014, pg.91). This artifact
touches many areas within the teacher competencies. Planning, instructions, accommodations,
classroom management, student motivation and best teaching practices are the areas most
common to interventions for this artifact. The curriculum and professional standards
associated with my Pecha Kucha presentation are detailed below.
Connections to Standards
INTASC Standards
Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
1 (d) The teacher understands how learning occurs – how learners construct knowledge,
acquire skills, and develop disciplined thinking process – and knows how to use instructional
strategies that promote student learning.
NYS 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, emotional,
physical, social and civic learning. They respect the inherent dignity and worth of individuals.
Educators help students value their own identity, learn more about their cultural heritage, and
practice social and civic responsibilities. Educators help students reflect on their own learning
and connect it to their life experience. Educators also engage students in activities that
encourage diverse approaches and solutions in issues, while providing a range of ways for
students to demonstrate their abilities and learning. Finally, educators foster the development of
students who can analyze, synthesize, evaluate and communicate information effectively.
The Ontario Ethical Teacher 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 judgement and empathy in practice.
RESPECT: Intrinsic to the ethical standard of Respect are trust and fair-mindedness.
Members honor human dignity, emotional wellness and cognitive development. They model
respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and
the environment in their professional practice.
TEAC/CAEP Claims 1-3
Claim 3: Medaille College graduates are caring educators.
Council for Exceptional Children (ECE)
Special Education Professional Ethical Principles
B. Maintaining a high level of professional competences and integrity and exercising
professional judgement to benefit individuals with exceptionalities and their families.

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Artifact #2: School Violence Prevention and Intervention/Identification and Reporting
of Child Abuse and Maltreatment Certificates
A reality of working with children is possibly having an experience where you may be faced
with a situation, or you may witness or suspect wrong doing. Prevention and intervention
strategies are and should be an important part of educators’ training. Staying motivated and
keeping up with professional development should be paramount for educators to help maintain a
professional disposition. Keeping our students safe is an integral part of our role as educators
and teacher competencies in areas such as classroom management and what it entails is part and
parcel of best practices. How educators and learners process and respond to emotions influences
children’s education in ways that affect their emotional, social, and cognitive development
(Brackett and Rivers, 2013).
I chose this artifact due to the seriousness of the subject matter and the importance of
recognizing when the safety of our students is in question or at risk. Professional development
helps strengthen knowledge and heighten awareness. Through an online seminar that was part of
the Foundation of Special Education course I was exposed to the process of being certified for
training in School Violence Prevention and Interview and coursework/training in Identification
and Reporting of Child Abuse and Maltreatment. Below you will find the curriculum and
professional standards that coincide with my artifacts.

INTASC Standards
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually
evaluate their practice, particularly the effects of their choices and actions on others (learners,
families, other professionals, and the community), and adapts practices to meet the needs of each
learner.
9 (o) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.
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 to make a genuine connection with the student and to also instruct them in the most
meaningful way. Teachers also advocate for fair opportunity for all children.
TRUST: The ethical standard of Trust embodies fairness, openness, and honesty. Each
members’ professional relationship with students, colleagues, parents, guardians and the public
are based on trust.
Claim 1: Medaille College graduates know the subject matter in their certificate area(s).
Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

The Universityof the Stateof New York
THESTATEEDUCATIONDEPARTMENT
Certificationof Completion
(Coursework/Training
in Identification
andReporting
of ChildAbuseandMaltreatment)
Part A: TraineeInformation
This form is all that you needas proofthat you havecompletedyour mandatedtraining.For all professionswhich
involveworkingin a school,your certificatewill be sent electronicallyto the Stateand shouldappearon your
TEACHaccountwithina week.For all licensingnot relatedto the the Educationprofessions,sign and date the
form,and then sendit to the statealongwith your licenseapplication.This form is just one requirementfor
certification/licensing.Otherrequirementsincludethe application,transcripts,and, in somecases,passingexams.
For an applicationand furtherdetailson certification/licensing,
call 1 (518)474-3901or visit the NewYork State
EducationDepartmentat www.nysed.gov
1 SOCIALSECURITYNUMBER: 2 BIRTHDATE: 02/10/79
(Leavethis blankif you do not have a U.S. SocialSecurityNumber)
PRINTYOURFULLNAMEEXACTLYAS IT CURRENTLYAPPEARSON NEWYORKSTATEEDUCATIONDEPARTMENT
RECORDS
Last Ketutdjati
First Abigail
Middle J
Organization Medaille College
4 MAILING ADDRESS (You mustnotifythe Departmentpromptlyof any addressor namechanges.)
Line 1 20-6860 Geln Erin Drive
Line 2
City/State Mississauga Ontario

Country Canada Zip code L5N 2E1
5 Completeinformationbelowif you hold,or are applyingfor 6 Completeinformationbelowif you hold,or are applyingfor a
professionallicense(s)or a permit: teachingcertificate:
Nameof Profession(s): CertificateTitle(s):
New YorkStateLicenseNumber:
New YorkStateLicenseNumber: New YorkStateCertificateNumber(otherthan SocialSecurity

Number,if any):
PermitNumber:
Trainee'sSignature:
mo. day y r.
Part B: Certificationby ApprovedProvider

1. ProvidermustcompletePart B.
2. Two copiesshouldbe returnedto the traineewithinten calendardaysof the completionof the courseworkor training.
3. The providerof the courseworkor trainingmustretaina copy.This copymustbe retainedin the provider'sfiles for not less thanfive years
from the datethe coursewas completed
Pursuantto Chapter544 of the Lawsof 198, I certifythat the personindicatedin Part A has completedthe requiredcourseworkor training
regardingthe identificationand reportingof childabuseand maltreatment.
EMILY MCNULTY
Signatureof AuthorizedCertifyingOfficer Nameof AuthorizedCertifyingOfficer
GENIUS GENIUS OF NY, INC. 10606 11/27/2017

ApprovedProviderName IdentificationNumber Date(s)of Courseworkor Training
Certificationof CompletionForm,Rev 1.1 June2006
Certificate #: 235144
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
CERTIFICATION OF COMPLETION
TRAINING IN SCHOOL VIOLENCE PREVENTION AND INTERVENTION
PART A TRAINEE INFORMATION
This form is all that you need as proof that you have completed your mandated training. For all professions
which involve working in a school, your certificate will be sent electronically to the State and should
appear on your TEACH account within a week. This form is just one requirement for certification. Other
requirements include the application, transcripts, fingerprinting, and, in some cases, passing exams. For
an application and further details on certification, call 1 (518) 474-3901 or visit the New York State
Education Department at www.nysed.gov
1. Print name exactly as it currently appears on New York State Education Department Records.
Last Name: Ketutdjati
First Name: Abigail
Middle Name/Initial: J
Organization: Medaille College
2. Print your address:
Street: 20-6860 Geln Erin Drive
City/State: Mississauga Ontario
Country: Canada Zip L5N 2E1
Code:
3. Date of Birth: 02/10/79
4. Social Security Number:
Trainee's Signature: Date:

PART B CERTIFICATION BY APPROVED TRAINING PROVIDER
1. Provider must complete Part B.
2. The EDUCATION DEPARTMENT - ORIGINAL COPY and TRAINEE COPY should be returned to the
trainee within 21 calendar days of the completion of coursework and training.
3. The provider of the coursework or training must retain the PROVIDER COPY. This copy must be retained
in the provider's files for not less than six years from the date the course was completed.
Pursuant to Chapter 181 of the Laws of 2000, I certify that the person indicated in Part A has completed the
required coursework or training in School Violence Prevention and Intervention.
Name of Authorized Certifying Officer

Approved Provider Name:
(Print or Type)
EMILY MCNULTY GENIUS GENIUS OF NY, INC.
Signature of Authorized Certifying Officer: Identification Number:
0090
Date(s) of Coursework or Training
11/27/2017
Certificate #: 235143
Artifact #3: Guided Reading Lesson Plan
The guided reading lesson plan provided room for me to showcase my creativity through use
of a children's literary work, The Rough Faced Girl, written by Rafe Martin and illustrated by
David Shannon. I chose this book for the guided reading lesson intended for Grade 4 students
for the purpose of enhancing my students’ abilities of reading fluency, compare and contrast and
reading comprehension. Many teachers have embraced small group teaching as a way of
effectively teaching the broad range of learners in their classrooms (Fountas & Pinnel, 2013).
The guided reading artifact embodies the following professional and curriculum standards.
INTASC Standards
Content: Teachers must have a deep and flexible understanding of their content areas and be
able to draw upon content knowledge as they work with learners to access information, apply
knowledge in real world settings, and address meaningful issues to assure learner mastery of the
content. Today’s educators make content knowledge accessible to learners by using multiple
modes of communication, including digital media and information technology. They integrate
cross-disciplinary skills (e.g., communication, creativity, critical thinking and problem solving)
to help learners use content to propose solutions, form new understandings, solve problems, and
imagine possibilities. Lastly, teachers make content knowledge relevant to learners by
connecting it to local, state, national and global issues.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines
they are teaching and creates multiple learning experiences that make these aspects of the
discipline accessible and meaningful for learners to achieve mastery of the content.
Educators promote growth in all students by integrating intellectual, physical, emotional,
social and civic learning. Educators respect the inherent dignity and worth of each individual.
They also help students to value their own identity, learn more about their cultural heritage, and
practice social and civic responsibilities. Educators help students to reflect on their own learning
in order to make connections in their own lives and experiences. Educators 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 also foster the development
of students who can analyze, synthesize, evaluate and communicate information effectively.
and learning through positive influence, professional judgement and empathy in everyday
situations.
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
A. Standards:
New York – Speaking and Listening Standards K-5, Grade 4 – Comprehension and
Collaboration
1. Participate in collaborative conversations with diverse partners about Grade 4 topics and texts
with peers and adults in small and larger groups.
1(a). Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion).
1(b). Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
Ontario Ministry of Education Expectation
A. Standards:
Ontario – Communication – Grade 4 – Listening to Understand. Comprehension Strategies.
1.3 Identify a few listening comprehension strategies and use them before, during and after
listening in order to understand and clarify compare and contrast-type questions, initially with
support and direction (e.g., use background knowledge, familiar word order, and context to make
predictions about content or vocabulary before listening to an oral text; think about what known
words might be related to the topic; ask questions to check understanding during and after
listening; create mental pictures while listening to a read-aloud and draw or talk about what
they visualized; retell the important information presented in a class discussion or a think-pair-
share activity).
J. Advocating for professional conditions and resources that will improve learning outcomes
of individuals with exceptionalities.
Lesson Plan: Guided Reading – Compare and Contrast
Abigail Ketutdjati
Medaille College
EDU 550
Kate Haq
August 4, 2017
Medaille College Department of Education

Lesson Plan
Teacher Candidate’s Name: Abigail Ketutdjati Date: August 4, 2017
Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: X
Town:_______ Rural: ______
Grade level: Four Number of students in the class: 22
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,

Classifications/Needs Students Modifications, Pertinent IEP Goals
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
ENL 1 Frequent checks for understanding.
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling readers 6 Explain and show difficult vocabulary words in
the text to students before reading the story
to help them understand meaning and
pronunciation. Direct them to look at pictures
to help them understand the text better.
Lesson 1 of a 4 Day Learning Segment

Subject and Lesson Topic: Language Arts (Text Used: The Rough Faced Girl by Rafe Martin)
(Lexile Reading: 540L)
Grade Level: Four Lesson Duration: 30 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the
important identifiable theme, essential question, or topic within the curriculum that is the purpose of the
instruction of the learning segment (Making Good Choices, 2016).
NYS Standards:
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (eg., a character’s thoughts, words, or actions).
RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to
significant characters found in mythology (eg., Herculean).
RL.4.9 Compare and contrast the treatment of similar themes and topics (eg., opposition of good and evil0
and patterns of events (eg., the quest) in stories, myths, and traditional literature from different cultures.
RI.4.7 Interpret information presented visually, orally, or quantitatively (eg., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)
Students need to know how to read close to a Lexile level of 540 and be familiar with the
story of Cinderella. They also need to be able to successfully employ other reading
strategies learned in previous years. 4th grade students are learning about Native American
history and culture and this story can enhance that learning.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Students will need to recall details from the story of Cinderella in order to compare and
contrast that story with that of the rough faced girl.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the
central focus? (edTPA Handbook, Task 1, Prompt 2b)
Most of the students come from newly arrived immigrant families of a lower socio-
economic background, making them more apt to relate to Cinderella and the rough faced
girl as they may closely relate to being the underdog and/or the struggle to fit in.
I can highlight how perceived “lower status” people in society tend to be valued less and
are not seen as “worthy” of respect.
Curriculum Standards
Students will be able to connect the stories of Cinderella and The Rough Faced Girl to see
how acts of honesty and perseverance are eventually rewarded after a series of prolonged
hardships.
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include Using formal and/or informal If applicable, explain how you
statements that identify what assessment tools, how will you will adapt assessments to allow
students will be able to do by the evaluate and document your students with specific needs to
end of the lesson and are aligned to students’ progress on each of the demonstrate their learning.
the standards identified above. objectives? (edTPA Task 1, Prompt 5b)
Students will be able to Create a Venn diagram or T Provide a Venn diagram or
compare and contrast the chart showing similarities T chart with pre-filled in
two stories of Cinderella and and differences in plot, criterias and ask ENL
The Rough Faced Girl. character traits, or how evil student to write in name of
step sisters treated the character.
“underdog.”
Students will be able to Provide students with sticky Have ENL sit close by to
identify reading strategies paper to place on pages in monitor them. Ask often if
they can use in order to the book where something they have questions.
understand text while was unclear. Watch them
reading. closely and remind them to
go back and use “Repair”
strategies: reread, continue
reading, stop and think, ask
yourself questions, and use
picture clues.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners
understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Function
Looking at your standards Monitor and Repair Post a list of other reading strategies
and objectives, choose the
one Bloom’s word that best
Understanding students would be familiar with, having
describes the active learning (While Reading) used them before, and have students
essential for students to determine what other strategies they used
develop understanding of to successfully monitor and repair
concepts within your lesson. understanding as they read.
Vocabulary
Key words and phrases Go through text to Discuss and show vocabulary words before
students need to be able to
understand and use
identify words or reading the story as a way to prepare
phrases that might students to know what those words mean
present a challenge once they encounter those words. The
to students’ vocabulary words are:
comprehension. wigwam, supposedly, scarred, charred,
buckskin, haughtily, moccasins, reeds, birch
bark.
Syntax
Describe ways in which Students will Remind students to use pictures to help
students will organize
language (symbols, words,
successfully create a bring meaning and understanding to a word
phrases) to convey meaning. compare and that is unclear.
contrast graphic Students can also read around the word/s
organizer. that they are unsure of to determine its
meaning and how it fits in the overall
structure of the sentence/paragraph.
Discourse
How members of a discipline After students have Students can STOP! reread a sentence or
talk, write, and participate in
knowledge construction and
read the text they phrase to help determine what the text is
communicate their will be able to discuss saying.
understanding of the their use of the
concepts strategy monitor and
repair and will be
able to compare and
contrast Cinderella
stories.
Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator
Leave the cover of the
Show a 2 minute clip of the movie Cinderella and have students movie on display for ENL
think about three things they notice about Cinderella and other student to visualize
characters in the story: characters.
1. How does the step mother treat Cinderella? Building and activating
2. How do the step sisters treat each other? background knowledge.
3. How does Cinderella react to orders given?
Instructional Procedures
Have ENL student sit close by so I
a. Ask students to tell me as much as they know/remember about the can check often for
story of Cinderella. understanding.
b. Brainstorm and write BIG ideas (themes) on a graphic organizer and
leave it at the front for students to see while we read.
c. Watch 2-3 minute video clip of Rodgers & Hammerstein’s Cinderella
(13:00-16:30). Give white board to each student asking them to
think about 3 things as they watch the video. Think about (1) How
does the step mother treat Cinderella? (2) How do the step sisters
treat each other? (3) How does Cinderella react to orders given?
d. Discuss answers they wrote down on their white boards. If
necessary, revise the words that are on the T chart.
e. Introduce Rafe Martin’s book The Rough-Face Girl; remind them
how they are learning about the Haudenosaunee culture in social
studies and how this book ties in with that to further enrich their
understanding of the culture.
f. Before reading the story, before even opening the book, remind
students of the reading strategy “Monitor and Repair.” Discuss
what monitor means and talk about ways to repair their
comprehension if they come across something in the book they
don’t understand.
g. Post a list of ways students (reading strategies) can use to exercise
monitor and repair.
h. Introduce vocabulary words and have them display at the front of
the room and discuss their meaning with students. Point out the
vocabulary words when we encounter them as we read the text.
i. Teacher reads for modeling purposes: Read the first 2 pages of The
Rough Faced Girl together, using reading strategies such as reread,
think aloud, and using context clues to help with understanding the
meaning of the text. Point out vocabulary words we come across in
those three pages. Teacher will provide sticky paper (post-its) to
students to stick on pages where they need to use reading
strategies to monitor and repair. Teacher will instruct students that
they need to show at least THREE places in the story where they
used a sticky paper.
j. Teacher calls on volunteer #1 to read page 3 aloud, volunteer #2 to
read page 4 aloud. Stop and discuss vocabulary words and pictures
along the way.
k. Ask: What information about the story or characters can we find
out from the pictures?
l. Teacher reads page 5 & 6, continuing to talk about the pictures as
we go.
m. Teacher asks volunteer #3 (possibly ENL student if they are
comfortable) to read page 7 (shorter text with easier words). ENL
student doesn’t have to comply.
n. Students read the rest of the book silently on their own. They will
stay on the same page if they finish reading the words on the page
before their friends. They will have sticky paper to put on the pages
where they had to use reading strategies to monitor and repair
their reading.
o. As students finish reading each page, teacher will direct them to
look at the pictures and talk about what the images mean & discuss
if pictures are trying to show readers something else (eg. rainbow,
birds and mountain make up the face of the Invisible Being).
Closure
Hand ENL student that has two
Hand students an index card and ask them to write down one similar fact theme words written down on it.
(about the story or character) that connects Cinderella and The Rough-Face They circle the one that applies
Girl to each other. to both Cinderella and The
Rough-Face Girl.
Materials and/or Technology Tools
Class set of The Rough Faced Girl, enough so each student has one.
White board, dry erase markers, used drier sheets to erase writing on white board.
Laptop to show a brief clip of Cinderella.
Post paper with reading strategies students can use to monitor and repair.
Paper with vocabulary words on it.
Sticky tack to post paper with reading strategies and vocabulary words.
Post it paper.
Index cards.
Artifact #4: Unit Plan Social Studies
Artifact number four is a Unit Plan I developed about First Nations People for Grade 3 in the
Ontario curriculum requirements. This unit plan includes four lessons, each of which includes
materials needed, why the unit is important, which standards are being covered, a central focus,
assessment plans, main procedures, as well as students’ perceived misconceptions. This
interactive unit of study was created because I feel that First Nations People is an important unit
for students to learn about. This artifact was included because I feel this artifact displays my
ability to prepare and plan a lesson in a thoughtful and purposefully sequential way. Each of
these lessons build upon one another so that student learning is scaffolded, building on each
other.
This unit plan showcases my ability to plan engaging lessons but also highlights my abilities
to work in a group setting, and to participate as a team member. This lesson was created with
another colleague, ideas and strategies had to be shared and consolidated. Communication skills
and creating a healthy group environment were necessary throughout the process of creating
these engaging lessons. As colleagues, we had to exercise problem solving, accountability,
constructive feedback, support, respect, and openness with one another.
ISTE Standards for Teachers (International Society for Technology in Education)
2. Design and develop digital age learning experiences and assessments: Teach design,
develop and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes in the standards.
2(c). Customize and personalize learning activities to address students’ diverse learning
styles, working strategies, and abilities using digital tools and resources.
2(d). Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards, and use resulting data to inform learning and teaching.
Ontario College of Teachers
The Standards of Practice for the Teaching Profession
Leadership in Learning Communities Members promote and participate in the creation of
collaborative, safe and supportive learning communities. They recognize their shared
responsibilities and leadership roles in facilitating student success. Members maintain and
uphold the principles of the ethical standards in these learning communities.
The Core of Education: Unit Plan

Abigail Ketutdjati
Medaille College
EDU 500 – U36
Dr. Jeffrey Faunce
August 12, 2017
I. UNIT DATA
A. Candidate’s First & Last Name: Abigail Ketutdjati
B. Subject/Content Area: Social Studies
C. Grade Level(s) (PK-12): Grade 3
D. Unit Topic: European Settlement and First Nations Relations
in Canada 1780-1850
E. Unit Title: Who’s That Guy?
 Duration of Unit Lesson Plan #1 Title: They Came From Afar
 Lesson Plan #2 Title: The Struggle Is Real
 Lesson Plan #3 Title: Veni, Vidi, Vici
 Lesson Plan #4 Title: I Thought We Were Friends
F. Materials, including technology integration: Course text, world map, computer and projector,
smart board, journals, writing & coloring tools,
popsicle sticks, glue, tape, scissors.
G. Table of Contents
Unit Plan ………………………………………………………………………….. page 2 – 11
Lesson One: They Came From Afar …………………………………………….. page 12 – 16
Lesson Two: The Struggle Is Real ………………………………………………. page 17 – 21
Lesson Three: Veni, Vidi, Vici ………………………………………………….. page 22 – 26
Lesson Four: I Thought We Were Friends ……………………………………… page 27 – 31
II. UNIT DESCRIPTION

A. Introduction/Significance of Unit
I chose this unit to help give Grade 3 students a better understanding of Canada’s early
communities. Through material covered in this unit, students will learn about some of the
challenges faced by early European settlers and how their stake on colonial land was far different
from what they dreamed it would be. Students will learn about this to because Canada has an
ever-growing and culturally diverse society where families travelled far distances to come to
Canada and make it their new home. Similar to the experience that they, or a family member
may have experienced, students will discover the hardships faced by these early European
settlers, not only in their voyage from France to New France, but also in the many challenges
they faced in climate, food, diseases, and language barriers in communicating with the First
Nations population. Through the study of maps, students will learn to identify the correlation
between where settlers built homes and established farms in comparison to how/where accessible
water was, and how advantageous having access to water was, not only for watering their field
but also as a means of travel, trade, and gaining capital.
B. Central Focus
Students will explore how adaptation and perseverance played a role in shaping early
Canadian communities. Through the adaptation of some First Nations tribes, they were able to
acquire new friendships with the early French settlers and an exchange in language, commerce,
and survival skills began. Students will also explore how the failure to adapt, by other First
Nations tribes, caused their ultimate demise. Perseverance is the overarching theme that students
will discover the early settlers possessed. Though the very early years of settlement were hard,
through hard work and determination they were able to forge relations with First Nations tribes
that proved to be highly advantageous.
C. General Objectives
SWBAT identify the ways early European settlers have affected First Nations tribes. (A3.3)
http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf
SWBAT explain why some tribes did not lose their traditional way of life and others did. (A3.6)
SWBAT compare and contrast our current land distribution to early European settlers, the Metis
and First Nations people. (A3.4)
SWBAT create a presentation which applies their knowledge to predict the future and/or change
for the Metis and First Nations peoples in early Canada. (A3.7)
D. Assessment
(A) Quiz (word bank, matching) – to test knowledge/comprehension of the topic.
(B) Reconstruct a First Nations house (long house, wattle and daub).
(C) Working in groups, students will write and draw events in sequential order.
(D) Compose a song, rap, or poem that talks about how a certain group feels about what’s
happening to them from their point of view.
(E) Create a journal entry as a response to our trip from the Museum. Students will also be
required to stain the paper (with tea bags or another way they choose) to give it an
authentic look. This will be added to their student portfolio.
E. Anticipatory Set/Student Engagement
Part 1: What am I going to do on the first day of the Unit to get the kids excited and have the
kids involved?
On the first day of our Unit I will introduce the word colonialism to the Grade 3s. I will have
big signs posted at the front of the room that will define terms like mother country, resources,
subjugation, dominant power, and minority/majority population. After I’ve explained the terms
to them in detail I will show students this short video (2:17) on you tube. Before starting the
video, I will direct students to have a paper and pencil out and to keep three things in mind while
they watch. (1) Write down terms/words they don’t understand, (2) write down ideas that came
to mind as they watched the video, and (3) write down questions they have as a result of
watching the video. “What is a colony?” https://www.youtube.com/watch?v=6M5kKo_OmO0
Part 2: Brainstorm a list of possible activities you might do throughout the Unit.
 Have students construct wigwams (made of wattle and daub – twigs and mud) or
longhouses (made of popsicle sticks or smaller twigs).
 Divide the class in half and have them individually write a diary entry from the
point of view of an 8 year old boy or girl. Half of the class will be First Nations
children and the other half will be children of French settlers.
 Closer to the end of the Unit students could create a comic strip showing interaction
of the First Nations and French settlers over several topics: beaver pelts,
introduction of guns and horses, curing diseases, alliances formed.
 Have students create the drink the First Nations taught the French settlers to help
the Europeans heal from scurvy.
 Give students a choice of four characters. Only six people per character.
(1) A Catholic priest or nun, (2) a hunter, (3) a village Chief, (4) a woman
diviner/healer. Groups will be created based on the different characters available.
Therefore, 4 groups of 6 people could be possible. Each group will present facts
and information on specific people we learned about in the Unit. Daily life and
activities, responsibilities and difficulties they encountered.
 Arrange a field trip to the Royal Ontario Museum and spend time looking through
the First Nations section in the morning. Arrange for the museum guide to explain
art pieces and various artifacts to students. As an afternoon activity, arrange for
students to be in a workshop where a museum worker will direct students through

hands-on activities that ties in what students learned in the morning from the First
Nations gallery.
F. Classroom Management
(1) In order to foster respect we are going to:
 Acknowledge people when they come in the room. We will greet people with, “Good
morning,” and say, “See you tomorrow,” at the end of the day.
 We will say, “Bless you,” or something like it when someone sneezes.
 Wait for someone to finish speaking before sharing our thoughts or ideas with the class.
 Acknowledge our differences and celebrate our different cultures and ways of doing
things, and we will not put anyone down if they do things differently than we do.
(2) Classroom Rules
1. Respect yourself and others.

Act, speak and think in a way that will cause you to be happy with your
decisions. Treat others and speak to them in a way that you want to be
treated/spoken to.
2. Always be willing to try.
Only you can make yourself have the right attitude – whether it relates to
learning or in how you treat others or how you react to their actions and
words towards you. Always try to be better and do better.
3. Have fun while learning.

Learning is supposed to be fun. Enjoy the process of doing new and
different things with your teacher and friends everyday.
(3) Keeping kids on task
 Give kids a daily activity. Keep it short and meaningful. Example: As
soon as the opening exercises and announcements are finished, the daily
activity would be writing a page, double spaced in your journal. Writing
prompts will be given daily. eg: What games would you like to play
outside at today?
 Post the day’s schedule at the front of the room. This way, students will
always have a way to refer to what subject or class is happening next.
 Establish a routine and stick to it all year. Example: washroom and water
fountain breaks always happen a the end of recess followed by a 15
minute snack time, write homework in agendas always at the last 10
minutes of the day, have homework our on top of your desks before
opening exercises come on in the morning so teacher can check for
completion.
(4) Attention grabbers
 If you can hear me clap once (wait for them to clap once), clap twice (they
clap twice), clap three times (they clap three times).
 Simon says, a classic game, and perhaps always end with hands in your
lap or hands on your desk or finger over your lips.
 You can teach your students a call and answer, the possibilities are
endless! When I say __, you say __! (repeat).

 Ring a desk bell once, like what they have a the reception desk.
(5) Classroom configuration and why
The desks will be set up in groups of 4 or 5, not too close to each other to allow
for room to walk in between them and also to give groups some distance from others so
they concentrate on their work and not be too distracted from other groups’
conversations.
The reading centre will be on a carpet with comfortable seats by the window, or
lacking a window, with lots of light source. Chairs can be bean bags, large floor pillows
or canvas chairs commonly used for camping or going to the beach. We can try to foster
a cozy nook for reading to encourage students to read to try to instill a love of reading.
The media centre can be at a part of the room close to the teacher’s desk so I can
pay attention to what is happening to try to keep the students on task. I can also keep a
closer eye to see that they are using the equipment and materials safely and properly.
The Art supplies can be kept at a table or shelf close to the sink for an easier and
more convenient clean up. I will provide a container with a lid for students to keep their
scissors, glue, glue sticks, pencil crayons, extra pencils, sharpener and markers in. This
way, their desks will not be too cluttered and their school supplies will be kept separate
as I am a firm believer that the materials bought by a parent for their child should be used
by their child.
I will also provide a couple of shoe racks to be situated by the classroom door.
They will keep their indoor gym shoes and indoor shoes in the classroom, unless
otherwise instructed by their parent/s.
III. REFLECTION
A. Culturally Responsive Teaching
This unit focuses on an introduction to early communities in Canada and the struggles faced
by the early European settlers in a new land, as well as the challenges First Nations tribes
experienced because of the French settlers’ arrival. As the overarching theme of perseverance is
explored throughout the unit it is important to draw on prior knowledge to engage learners and
determine what perseverance means to each other. Though students are in an urban community,
the notion of settling down in a new place is an experience they need to draw upon; this will
directly help them relate to the feelings, hopes and struggles the French settlers faced. The
coming days/weeks will need to reflect all cultures within the classroom as they will be able to
relate with moving great distances to make a perceived “better place” their new home. Students
are expected to work together in pairs and groups at times and are expected to respect each other
at all times. Students will also be respectful when their classmates are sharing their ideas. The
goal is to create a positive and fun learning environment for all students so that everyone will
learn and want to participate.
B. Accommodations
This unit uses multiple delivery methods to accommodate different learning styles. The
teacher uses oral instructions, visual examples, an both individual and partner activities. The
paired discussion activity is meant for students to learn from each other and share ideas. The
visual images are meant to assist students with creative thinking and also deepen their
understanding of the concept of perseverance.
Prior to beginning each lesson, the teacher will prepare and post at the front of the room,
vocabulary words that may be new to students. These words will be written in large letters on
bristol board and will be kept as a visual aid posted on the Social Studies bulletin board at the
duration of the unit. In addition to vocabulary words written on bristol board, ELL students will
receive a vocabulary sheet with each word’s definition and, when applicable, pictures that
portray the meaning of the vocabulary word.
For students who complete activities quickly, the teacher will allow them to review additional
books obtained from the Public Library that will be in the classroom for students to read while
the unit is being covered. The teacher will also allow students who complete their activities
quickly to help each other with ideas by allowing partner groups to discuss with each other as
needed. The teacher will monitor discussions to ensure students are staying on task, and will
also check frequently with the ELL students to make sure they understand the activity or
discussions at hand. The teacher will make sure that all students understand the instructions of
the activities and provide additional examples as a whole or individually as required.
C. Prerequisite Skills
In order to be successful in this unit:

 Students must be able to work individually.
 Students must be able to work in pairs/groups.
 Students must be able to pull ideas from visual images.
D. Anticipated Misconceptions
Students may think that early European settlers travelled to Canada on a modern ship with all
the amenities. Students may think that when the settlers came, the land where they settled to
build their homes was level and clear of trees and/or shrubs. Students may think that early
settlers had tools to build their homes, and knew how to hunt for food in their new surroundings.
Students may think that First Nations people wanted the French settlers there. Students may
think that all First Nations people were aggressive and violent to the French settlers. Students
may think this information is so far in the past that it doesn’t apply to them and their lives now.
The teacher will make sure to communicate that early settlers struggled to survive in their new
surroundings. They had to survive harsh conditions in a foreign land where they were isolated
and didn’t know the language to communicate with the First Nations. The teacher will also
communicate to the students that while some First Nations peoples were aggressive towards the
new settlers, some were friendly and help the French settlers survive by teaching them how to
hunt, how to make clothes and how to cure diseases. Some French settlers and First Nations
groups even formed alliances to fight as one group against a common threat/enemy. The teacher
will make sure that any misconceptions are corrected prior to the end of the unit.
E. Academic Language
Some key words in the unit are: colonialism, mother country, natural resources, subjugation,
dominant power, minority/majority population, wigwams, longhouses, treaty, alliance, beaver
pelt, scurvy. The teacher will use verbal discourse, visual aids, videos and a vocabulary sheet to
communicate the meaning of these words throughout the unit.

Artifact #5: Science Lesson Plan
Artifact five, the Science Lesson Plan, has been designed to appeal to multiple learning styles,
in line with the principles of Gardner’s theories of multiple intelligences (Gardner & Hatch,
1989). The lesson content, which is based on the principle of engaging learners with discussion
and interactive learning to draw out their hypothesis and discovery of what is buoyant and what
is not. The content of the lesson demonstrates several essential professional dispositions, and the
lesson is well-planned showing an understanding of time management, as well as classroom
management. The content of the lesson is prepared in order to both engage and immerse the
learners, allowing students to have visual, auditory and tactile experiences throughout the lesson.
The lesson also draws on the best practices of creating personal connections between the learner
and the material. The specifics of the lesson show a thorough understanding of the content area
as well as a fun medium in presenting it to the young learners. The lesson also employs various
ways to assess student comprehension as the lesson progresses. Opportunities to discuss the
work with their table partner as well as writing their guesses on the board at the front of the room
allow students to talk, get up and walk thus getting their blood circulation going which has been
proven to help increase student attentiveness in class.
INTASC Standards
Standard #1h The teacher respects learners’ differing strengths and needs and is committed to
using information to further each learner’s development. Students are exposed to familiar items
around the classroom which they will guess if the item either floats or sinks in water.
2a: The teacher designs, adapts, and delivers instruction to address each students’ diverse
learning strengths and needs and creates opportunities for students to demonstrate their learning
in different ways. The students will be asked to write their guesses on the board, a
demonstration will follow to ascertain whether or not the items were buoyant, and an elbow
partner discussion will take place for students to share their thoughts on the results they have just
witnessed.
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential
of each student.
Educators respect the differences of all students and provides them with multiple ways to
successfully engage in learning. The Science Lesson Plan also fosters a supportive learning
environment for students which allows them to succeed and develop their skills and abilities.
Ontario Ethical Standards
and learning through positive influence, professional judgment and empathy in practice.
TEAC/CAEP Claims 1 – 3
Special Education Professional Ethical Principles
B. Maintaining a high level of professional competence and integrity and exercising
professional judgement to benefit individuals with exceptionalities and their families.
Medaille College Department of Education

Lesson Plan
Teacher Candidate’s Name: Abigail Ketutdjati Date: October

14, 2017
Context for Learning (edTPA)
Where is the school where you are teaching located? City: _______ Suburb: X Town:_______ Rural:
______
Grade level: Kindergarten Number of students in the class: 18
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your
students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals
2 Frequent checks for understanding, visual
IEP organizers, elicit response when certain that the
student knows the answer, check progress and
provide ample feedback in the first few minutes
of the assignment.
Maintain consistent schedule, point out
similarities to previous learning/work, use
manipulative materials, preteach/reteach.
1 Frequent checks for understanding.
504
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Lesson 4 of a 5 Day Learning Segment
Subject and Lesson Topic: Science: Matter
Grade Level: Grade 1 Lesson Duration: 30 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices,
2016).
The Ontario Curriculum: Grade 1

Overall Expectations: Developing Investigation and Communication Skills
2.2 investigate characteristics of various objects and structures, using their senses
2.3 investigate, through experimentation, the properties of various materials
NYS K-12 Science

Elementary (K-4th)
E.S1.1 Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and
develop solutions.
Scientific Inquiry
The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
Performance Indicator S1.1
Ask “why” questions in attempt to seek greater understanding concerning objects and events they have observed and heard about.
Knowing Your Learners
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students have learned that all living and non-living things are made of matter, and the more matter something
has, the denser they are. The more dense things are, the heavier they are. Today’s lesson will show students in
a concrete way how matter affects buoyancy, and how different materials likely have the ability to float in water
over others.
I have already taught students that materials vary in heavy (dense) they can be, because some students
struggled with the concept of mass and density of some materials, today’s lesson will show them that not all
things that are perceived to be dense, due to the material they are made of, will have a low/no buoyancy.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA
Handbook, Task 1, Prompt 2b)
Most of the students come from middle-income, working class families and live within walking distance to the school. The class is
ethnically diverse and brings with it a knowledge that sometimes different cultures do things differently that how they may do things at
home. This has come in handy when IEP students have worked on modified worksheets – they are still learning the same thing, but
applying it in a different way. Although students appear to be understanding of some of their peers’ need to learn class material
differently, they still ask “why” things have to that way - natural curiousity is there.
Because the students are naturally curious, I will apply that wonder in today’s lesson: What items will float?
Curriculum Standards
Students will be able to recall prior reading strategies to employ monitor and repair to help with their understanding of the text. They
will also be able to us varying styles of communication skills to recite the narrative poem, “In Flanders Fields” by John McCrae.
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include Using formal and/or informal assessment If applicable, explain how you will adapt
statements that identify what students will tools, how will you evaluate and document assessments to allow students with
be able to do by the end of the lesson and your students’ progress on each of the specific needs to demonstrate their
are aligned to the standards identified objectives? learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to determine Students have a top part of a worksheet Check for frequent understanding for IEP
which items have the tendency to be that they will fill in to estimate whether an and 504 students. Ask questions to
item will be buoyant or not. Think, pair, verify that they grasp the terms used for
buoyant based on its composition share will happen before the actual today: matter, density, material, and
make up. experiment will happen. buoyancy.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use,
and practice the concepts (edTPA Task 1, Prompt 4d)
Function Decipher I will have a clear plastic (see through) container filled with
Looking at your standards and water on a table at the front of the room so that all students
objectives, choose the one can see it easily. I will have everyday school items beside the
Bloom’s word that best describes container of water. The buoyancy of the items is what the
the active learning essential for students will decipher today.
students to develop
understanding of concepts within
your lesson.
Vocabulary Matter Walk around the class and establish eye contact with each
Key words and phrases students Materials student as you remind them of what these words mean.
need to be able to understand Density (Dense)
and use Buoyancy
Estimate
Syntax First, students will guess Make a graphic organizer on the board asking students to
Describe ways in which students which items they think will share their estimation on what they think will be buoyant or
will organize language (symbols, float in water. Then we will not.
words, phrases) to convey see as a class what everyone’s
meaning. guess is. Then we will carry
out our experiment and see
which everyday school items
will float in the water.
Discourse Students will talk about what Walk around the room to monitor discussions and check to
How members of a discipline talk, their guesses are as to which see that students are taking the items’ material composition
write, and participate in items will float and which into consideration.
knowledge construction and won’t, and why they think that
communicate their understanding way.
of the concepts
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator
Make IEP and 504 students can clearly
Have two cans of pop at the front of the room and hold them above the clear container see the experiment as it is taking
full of water. place.
Ask students which can of pop they think will float.
Entertain a couple of answers from students.
Teacher talk: It’s good to hear your guesses, now let’s see which one will float.
Teacher places both can of pop in the water at the same time. One sinks to the bottom
and the other floats on it’s side, slowly taking in water through the opening but still
staying afloat.
Teacher talk: Class, why do you think this is happening?
Elicit responses and guesses from some students.
Teacher talk: That’s right. One can was still closed and full of pop inside while the other
can had already been opened and was empty. Even though the cans are both made of
the same material, their density was totally different and that greatly affected their
buoyancy.
Instructional Procedures
Review the meaning of the terms
Teacher leaves the pop cans in the water and dries hands on a near-by towel. matter, material, density and
buoyancy.
Teacher talk: Right class, if you recall over the past few science classes, we’ve been
talking about the terms matter, material, and density. We have discussed how all things
– living and non-living are made up of matter. And the more matter something has, the
more material is inside it which means it’s going to be dense. And if you remember,
dense means heavy. Dense means how heavy something is.
Teacher talk: For example, let’s stop to think about the density of some of our healthy Have a play/pretend strawberry and
snacks that we eat in the morning. Which do you think is more dense, which one do you apple to serve as a visual during this
think has more density in it: One strawberry or one apple. question.
Student talk: Apple.
Teacher talk: That’s correct! Let’s do another example. Which kitchen item would have
more density in it, which would be more dense: A mug where mommy’s and daddy’s Hold up your coffee mug and a spoon.
drink coffee in the morning or a spoon.
Student talk: Mug.

Teacher talk: Very good. Let’s try one last example and this time I don’t have items to
show you, let’s see if you can imagine which item has more density. Which sports ball
has more density: A bowling ball or a basket ball?
Anticipated student answer: Basket ball (because it’s a bigger)
Teacher talk: That is a good guess, if I were in kindergarten, I would think that the
basketball was more dense too because it’s a bigger ball, but actually, even though the
bowling ball is smaller, it has more density than a basketball because it weighs more. But
I like the way you imagined what the two different balls look like before you answered
that question. Good job, _________ (student’s name)!
Teacher talk: This is what we’re going to do now: I want you to look at these items I Give students the option to come up
have at the front of the room. They are common items we have, see and use in our and look at the classroom items closer.
classroom everyday.
Show students each item and give a brief explanation of what the item is and how we use
it in the classroom:
-scissors, used for cutting
-ruler, used for measuring
-eraser, used for erasing mistakes
-pencil crayon, used for coloring
-paper clip, used to keep paper together
Teacher talk: Now that we’ve gone over the items together, I would like you to estimate
– that means guess – which of the items that we just talked about would have good
buoyancy…that means, which of these items do you think will float in this container of
water? I will give you a moment to think about your answers.
As students are thinking about their answer, make graphic on the board at the front of
the room.
Teacher talk: As a class, we are going to record our answers as to which items are
buoyant – that means, which items will float in this container of water. It’s important
that you raise your hand only once for every item. I will ask you if you think the item is
buoyant (that means it’s going to float – or if you think the item is not buoyant and that it
will sink. Think about your answer and raise your hand for your guess when I call out
each item. Allow students to think about their answers.
Who thinks the scissors are buoyant, that means who thinks the scissors will float?
Record answer.
Who thinks the scissors are not buoyant and that they will sink? Record answer.
Who thinks the ruler is buoyant, that means who thinks the ruler will float? Record
answer.
Who thinks the scissors are not buoyant and that they will sink? Record answer.
Who thinks the eraser is buoyant, that means who thinks the eraser will float? Record
answer.
Who thinks the eraser are not buoyant and that they will sink? Record answer.
Who thinks the pencil crayon is buoyant, that means who thinks the pencil crayon will
float?Record answer.
Who thinks the pencil crayon are not buoyant and that they will sink? Record answer.
Who thinks the paper clip is buoyant, that means who thinks the paper clip will float?
Record answer.
Who thinks the paper clip are not buoyant and that they will sink? Record answer.
Look at the results of the class’ estimates.
Teacher talk: Wow! Look at all of these great guesses. I am very excited to find out
which of these items are buoyant and which are not. Are you excited too? (Anticipated
affirmative response). Let’s find out together!
Teacher talk: Make sure you’re sitting back in your seat so that your
Take the items and begin the experiment, placing one item in the water at a time. After
you have placed all 5 items in the water, record the results of what floated and what sunk
on the second graphic organizer.
Dry your hands on paper towels you have prepared nearby.
Teacher talk: What an exciting class we are having today! I am so happy to be doing this
together with you all. So, let’s talk about the results of our experiment. Let’s have a look
and see if our estimates were different from what actually happened. Why do you think
that’s so?
Listen to the students’ responses and validate their answers, giving correction when/if
necessary. Incorporate today’s syntax: matter, material, density, buoyancy, estimate.
Closure Check for understanding
Teacher talk: So can anyone give me an example of something we would find in the
forest that floats? For tomorrow’s class, if the weather cooperates, we will take a walk to
the forest just at the end of our school field and we will all get one thing that we will find
on the forest floor and bring it back to class with us to see if it floats.
Materials and/or Technology Tools
 Clear container filled with water
 Scissors
 Ruler
 Eraser
 Pencil crayon
 Paper clip
Artifact #6: Annotated Bibliography
Critical assessment is an essential asset of a teacher’s skillset. Being able to assess the value,
relevance, and the application of the professional writings in the field of education is an
invaluable skill and demonstrates the teacher’s ability to reflect on pedagogical practices as well
as keep abreast with the changes in the field of education. Engaging with these materials further
demonstrates an educator’s capability and willingness to learn about and understand the
academic components of education, components which remain relevant and significant as
teaching continues to evolve and develop. This particular study is relevant in two specific
reasons: It examines inclusion of identified students with disabilities, students at risk, as well as
ENL students and juxtapositions the three groups with nonidentified students in today’s
classroom. Secondly, it looks at how the three aforementioned groups fare in the topic of
academic self-concept and peer acceptance which ultimately leads to integration, the true aim of
inclusion. This article focuses on students with disabilities as well as other marginalized
students, a topic relevant to every teacher in which one should be well-informed. Analysis of the
subject matter of the article demonstrates active professional development by the teacher, as well
as an ability to comprehend and incorporate current research into their practices and attitudes. In
doing so, it directs the teacher to reflect on their own practices, possibly leading to changes
where needed and, ultimately, a deeper understanding of why they do what they do in the
classroom. The ability to successfully understand the data presented, and further consider the
impacts of which this information may have on the educational practices of a specific teacher is a
measure of these reflective skills.
Not only does this artifact demonstrate critical analysis skills as well as a strong
understanding of research and academic instruction, it is also connected to the concept of
instructional scaffolding. In a very personal way, this article highlighted the role that “being
identified” plays in how one sees one’s self and the limitations placed therein, as well as what
“being identified” means in relation to peers and how that plays a role in whether an individual
accepted by the group or whether they remain an outsider. The article raised questions about the
achievement gap and testing biases which, while they are unfortunate realities of the current
educational system, should not be forgotten. This artifact is significant in that it has caused me
to re-examine these biases and perspectives and work towards understanding their effects and
think about possible ways to make integration of identified students a reality for the students in
my care.
INTASC Standards
Standard #9: Professional Learning and Ethical Practice
This ensures invested and active professional development by the teacher in order to continue to
hone their craft.
(b) The teacher engages in meaningful and appropriate professional learning experiences aligned
with his/her own needs and the needs of the learners, school, and system.
(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve practice.
ISTE Teacher Standard
5.a. Participate in local and global learning communities to explore creative applications of
technology to improve student learning.
This is a reminder to educators to utilize technology in the classroom as a means of helping
students learn about the subject matter in a tangible way that they are able to connect with.
Principle 3: Educators commit to their own learning in order to develop their practice.
This demands that educators should be constantly learning, growing and improving.
Ontario Teacher Ethical Standards
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.
and learning through positive influence, professional judgement and empathy in practice.

In acting out the claim, Medaille Collage graduates should live it out in their classrooms, truly
caring for the well-being of all students in every aspect – academically, emotionally, socially and
mentally.
Annotated Bibliography
Abigail Ketutdjati
Medaille College
ESP 600
Professor Belete Mebratu
November 21, 2017

Article Reference
Stanovich, P.J., Jordan, A., & Perot, J. Relative differences in academic self-concept and peer
acceptance among students in inclusive classrooms. Remedial and Special Education,
March/April 1998, 19(2); Pro Quest p.120.
Objective/Purpose
The objectives in this study were examining the social and affective functioning of students
who were in inclusive general education classrooms and were identified as being at risk for
school failure, having a disability, using English as a second language, or non-categorized (1998,
p.120). The purpose of the article is to attempt to directly trace a profile of the relation of
academic profile and social integration so that comparative differences between the
aforementioned populations can be directly identified (1998, p.121). The academic self-concept
and social integration of the students were assessed using two instruments: The Perception of
Ability Scale for Students (PASS) and the Perception of Social Closeness Scale (PSCS) (1998,
p.120).
Target Population/Participant Number
Data was collected from 2.011 pupils enrolled in 79 general education classrooms, ranging
from second to eighth grade. The classrooms were in three separate school districts in and near a
large metropolitan area in Canada. There were 960 girls and 1,051 boys in the sample. All the
schools participating in the study were following an integrated special education service delivery
model, meaning that students with special needs were placed full time in general education
classrooms and in-class resource support was then provided to the classroom teachers by special
education resource teachers (1998, p.121).
According to information gathered from their teachers, 9.4% of the students (137 boys, 51
girls) had been formally identified as being exceptional by an Identification, Placement and
Review Committee (IPRC) and 5.4% of the students (58 boys, 51 girls) were receiving services
as pupils for whom English was their second language. Teachers reported that they would
describe 11.6% of the pupils (155 boys, 79 girls) not already in another category as exhibiting
learning difficulties that put them at risk for school failure (1998, p.121).
Research Method
Students in the study completed the Perception of Ability Scale for Students (PASS), which
has been demonstrated to have a relationship to academic achievement (Boersma & Chapman,
1992a, 1992b; Chapman, 1988a). Boersma and Chapman (1992a) argued that the PASS is an
appropriate measure of effective teaching and that it is more likely than achievement or ability
indicators to be sensitive to short-term teacher effects. They assert that the relationship with
effective teaching comes about because students who have been taught by effective teachers and
accumulated successful learning experiences will develop more positive perceptions of their
academic ability. (1998, p.121)
The PASS requires students to answer yes or no to 70 items that describe how they feel about
their performance in school. The resulting score is interpreted as a measure of academic self-
concept which is defined as: A relatively stable set of attitudes and feelings reflecting self-
evaluation of one’s ability to successfully perform basic school-related tasks such as reading,
writing, spelling, and math. In this regard, academic self-concept is seen as a factor related to,
yet separate from, general self-concept or self-esteem (Boersma & Chapman, 1992, p.1).
Questions ask generally about school and specifically about several academic areas. It provides
an overall score and six subscale scores (general ability, math, reading/spelling,
penmanship/neatness, school satisfaction and academic confidence (1998, p.122). The PASS is
easily group administered. Children read the questions to themselves. However, if a student had
difficulty reading the first five questions on their own or if the group had a significant amount of
pupils who had reading difficulties, the questions were read to them as a group. Items were
scored 0 or 1, with a score of 1 indicating high academic self-concept. The score on the measure
was the sum of the 70 item scores (1998, p.122).
Students in the study also completed the Perception of Social Closeness Scale (PSCS) created
by Horne in 1981. The PSCS is a socioeconomic rating scale in which a rating is given to every
child in a class by every child in that class. The PSCS was administered in each of the 79
classrooms and required students to select one of five statements for each of their classmates:
(1) I would like to invite this person to my home. (2) I would like to spend time with this person
at recess. (3) I would like to spend some time with this person once in a while. (4) I wish this
person would be more like the other students. (5) I would rather not spend time with this person.
The PCSC is laid out in a grid format and the five statements run across the top of the page.
Down the left-hand column, all the names of the students in a particular classroom are typed.
Students read the statements and, working their way f=down the column of their classmates’
names, check off the one statement for each classmates. Before beginning, students remove their
own names from the list by crossing them out. Students who had significant disabilities were
assisted in filling out the PSCS by their educational assistants. Data collection occurred during
the latter part of the school year (late March to early June). The PASS and the PSCS were
administered to the children by members of the research team in a single session in each of their
classrooms (1998, p. 122).
Article Summary
In this article Stanovich, Jordan, & Perot (1998) collects data that analyzes the differences
that are present between academic self-concept and peer acceptance among students in inclusive
classrooms. The results we re measured by administering two different assessments: The

Perception of Ability Scale for Students (PASS) and the Perception of Social Closeness Scale
(PSCS). On the PASS, the noncategorized group score significantly higher than three of the
identified groups, but the average results of the three categorized groups did not differ
significantly (1998, p. 120). Peer acceptance was again significantly higher for the
noncategorized children than it was for each of the three identified groups. However, the group
of students with disabilities differed significantly from the group who were at risk, with those
children scoring lowest on the assessments taken (1998, p. 120). Relative differences between
academic self-concept and social integration were explored in a series of convergent analyses.
Children with disabilities and children who were at risk displayed particularly large (but
opposite) discrepancies: Those who were at risk were relatively accepted by their peers but had
low perceptions of their own academic abilities. The children with disabilities, however, rated
relatively higher in academic self-concept than in social closeness (1998, p. 120).
The study provided a direct comparison of academic self-concept and social integration
among four large samples of students: Those with disabilities, those who had been identified as
being educationally at risk, those for whom English was a second language, and those who were
noncategorized. All of the students were receiving instruction in general education classrooms.
The basic finding that the academic self-concepts of the three groups of students who were
categorized were lower than those of the students who were noncategorized is consistent with
previous research that has focused on one or the other of the subgroups (Chapman, 1988b;
Grolnick & Ryan, 1990; Ryba et al, 1984). Likewise, on the measure of social integration
(PSCS), the three groups of students who were categorized scored significantly lower than the
students who were noncategorized, which is again consistent with research from separate groups
(Gresham, 1984, 1986: Swanson & Malone, 1992; Weiner, 1987). However, the present study
revealed that those students who had disabilities and those for whom English was a second
language scored significantly lower on the social integration measure than did those who were
identified as being at risk (1998, p.123).
Results/Outcomes
The PASS assessment revealed that the three categorized groups had lower academic self-
concept scores than the noncategorized group. Although it might have been thought that the
pupils with disabilities would score particularly low on this variable, in fact, their scores were
equal to those of the other two identified groups – students who were at risk and those from who
English was a second language (1998, p. 122). The outcome of the PSCS assessment revealed
that the average of the noncategorized group was significantly higher than that of the three
categorized groups. The group of students with disabilities differed significantly from the group
of students who were at risk. The children who were noncategorized displayed the highest social
integration and the children with disabilities displayed the lowest social integration, according to
PSCS (1998, p.123). The pupils who were at risk were relatively accepted by their peers but had
low perceptions of their own academic abilities. The pupils who had disabilities, however, were
relatively higher in academic self-concept than in social closeness. The main finding is that
students in all three categorized groups scored significantly lower than their peers who were not
categorized on the measures of social acceptance and academic self-concept is cause for concern.
Classroom Application
There are several reasons why students with disabilities have been incorporated in the general
stream classroom on a fulltime basis. One rationale is to increase peer acceptance of students
with special needs, thereby providing them with a sense of belonging. Another is to nurture a
positive sense of self in children with special needs (e.g., those with disabilities, who are
educationally at risk, or for whom English is a second language). The following study suggests
that these needs are currently not being met for any of the affected groups.
One possible suggestion is to provide preserve and inservice teachers with training that
addresses the social and emotional aspects of inclusion (1998, p.124). The training should not be
separated as “nondisabled” or “disabled,” but should help teachers analyze their own attitudes
and beliefs about diversity and prepare them to teach children with diverse learning needs by
providing them with specific strategies and techniques for doing so.
Curriculum changes are also important. Curricular methods and instructional strategies that
are responsive to student diversity should be developed and implemented. An emphasis on
community building, both in the classroom and among the teachers, should also take place.
Teachers need training in, and also time for, collaborating with other professionals who have a
stake in the education of their students with special needs.
General stream educators should continue to be provided with support in the form of special
education teachers. The number of students without disabilities in the classroom will continue to
need to teacher’s attention and guidance and having special education teachers in the classroom
will ensure that the best interest of all students will be at the root of their instruction.
Artifact #7: Assessing Student Literacy Learning
The literacy assessment artifact is a good indicator of specifically tailored individual
instruction. It actively demonstrates planning, assessment, student-centered learning, and a
creative instructional approach to literacy. It examines the capabilities and needs of an
individual student who are struggling with a curricular area and aims to undergird specific skills
in order to help the student achieve some improvement in English Language Arts. The specific
learning structures are designed to help find the current reading level of the student and ascertain
how familiar the learner is with grade-appropriate sight words. These are essential in knowing
how best to instruct the student by selecting books in and around the learner’s current level. The
material itself is based on skills which the student already possess and challenges the learner to
stretch their capabilities in creative ways.
I chose this artifact due to showcase my planning abilities as well as my capabilities to assess
a learner and provide them with immediate feedback. Completing this assignment required me
to gain permission to work with the child by asking for their parent’s consent prior to starting the
student literacy assessment. I also had to collaborate with the parents to find convenient times of
instruction for their child. As the literacy assessment was done outside of class time, this artifact
shows how I am able to communicate with parents in order to prove an added-service for their
child. More importantly this artifact shows that I am trusted by parents to work alongside them
in order to help their child advance further in their literacy skills for their current grade level.
Having a raport with parents is invaluable for teachers as both truly need to partner together
throughout the school year to best help the learner. Please note that parental consent was given
but their signature and contact information has been covered to protect their privacy.
INTASC Standards
6a: The teacher balances the use of formative and summative assessments as appropriate to
support, verify, and document learning.
6e: The teacher engages learners in multiple ways of demonstrating knowledge and skill as part
of the assessment process. The acknowledgement of the possibility of, and necessity for,
adaptations to the learning strategies connects with 7f: The teacher evaluates plans in relation to
short and long range goals and systematically adjusts plans to meet each student’s learning needs
and enhance learning.
8b: The teacher continuously monitors student learning, engages learners in assessing their
progress, and adjusts instruction in response to student learning needs.
The artifact presents a challenging and open activity, with multiple approaches appealing to
multiple intelligences which works along side building intellectual abilities while building
student analysis and communication at the same time.

The Ontario Ethical Teaching Standard
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.
and learning through positive influence, professional judgment and empathy in practice.
TEAC/CAEP Claims 1 – 3
Standard 1: Maintaining challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways that respect
their dignity, culture, language and background. The artifact does this by challenging the student
with a new, creative approach to reading and learning about the skills they already possess and
then aims to proceed and build on from there.

ELED Assessment & Instruction Plan
Abigail Ketutdjati
Medaille College
EDL 650
Professor Mary Beth Scumaci
November 20, 2017

Department of Education
ELED Assessment & Instruction Plan Descriptor (2017-2018)
I. Basic Data
a. Student name: Tino
b. Student grade/ stage of development: Grade 1
c. Type of assessment analyzed:
i. Attitude/Interest Inventory (Abigail Ketutdjati, 2017)
ii. Concepts of Print (Lucy Caulkins, 2006-07)
iii. Letter/Sound Recognition Assessment (Lucy Caulkins)
iv. Phonological/Phonemic Awareness (Reading Rockets)
v. San Diego Quick Assessment, Form 1 (McKenna & Stahl, 2015)
II. Summary of assessment document:

a. Attitude/Interest Inventory (Appendix A)
Students come the classroom with varying backgrounds, experiences and beliefs.
They also come with different skill levels which can result to each student
performing skills at varying degrees. Teachers must consider a student’s attitude
towards reading and their reading habits as it can gage a student’s success and
progress in reading. The reality in a classroom may be that students have different
attitudes towards reading, the classroom teacher plays a role in helping to shape
student attitude towards reading. If the classroom material is too hard for the
student, it can have a definite effect on the students’ attitude towards reading in
class, and ultimately reading in general. Various research findings agree with the
idea that “instructional methods can have a positive influence on attitudes”
(McKenna & Stahl, 2015, p.240) which further backs up the belief that teachers
play a big part in helping to form beliefs in young minds. Preparing a reading
interest inventory requires the teacher to know their students and to know some
family backgrounds that students in the class are coming from. Factors and
circumstances that a student may face at home can greatly affect their interest and
attitude towards reading. When conducting the reading interest inventory survey
with Tino, he seemed excited about the bright yellow faces he saw on the page. I
explained that this survey will help me know what he likes to read and how he
feels about reading. He seemed really interested with the mildly upset and very
upset faces. Tino read question 1 aloud and looked at his options taking his time
before selecting the “slightly happy” face. He was smiling as he chose the rest of
his smiley-face answers on page one. I’m not certain that his attitude is clearly
represented for questions 2-5 as he seemed very eager to circle wither the “mildly
upset” or “very upset” faces. Tino answered questions 6-10 by taking his time to
think about which smiley-face he would circle. His answers for question 11 a-e
were not answered in haste. Tino thought about his responses before writing them
down. He needed help with spelling for most of the words he wrote down.
Nevertheless, Tino provided good responses and gave me an idea about his
attitudes towards reading and his preferences in reading.
b. Concepts of Print (Appendix B)
The concepts of print assessment determines a student’s knowledge about book
orientation and their awareness of word arrangement and the meaning of
punctuations on a page. Literary terminology and directionality of a student’s
reading are gaged in this assessment. According to the work of Marie Clay it is
essential to make “economic use of a child’s learning time,” (Askew & Gaffney,
1999). During this time of assessment, Tino was able to successfully show the
proper way to hold a book, and displayed a thorough knowledge of how the book
should be handled and which direction was top, bottom, front, and back. He was
able to identify for me where one would start reading, which direction the words
go, and properly identify page sequencing. Tino knew the difference between a
letter and a word, and showed a good The understanding of punctuations.
Tino showed a good understanding of the various concepts of print which
showcases his knowledge of sentence structure. He was very comfortable
handling the book to show that it was in the correct position to be read and he
knew that when a word ended on a page the reader must turn the page to find the
next set of words to be read. Tino answered the questions quickly and with ease.
Though I don’t think Tino was rushing, in answering questions quickly, he didn’t
always know exactly what the question was asking him to identify. For example,
when I asked, “Where do I read after this?” Tino quickly responded with, “You
mean here?” Though he wasn’t wrong in is response, listening to the question or
instructions first would clarify what the instructor is asking him to do. Tino is
encouraged to listen to the question being asked in its entirety before reacting or
giving a response.
c. Letter/Sound Recognition Assessment (Appendix C)
The Letter/Sound Recognition Assessment allows teachers to assess a student’s
identification of letters as well as their ability to match the letter-sound with the
corresponding letter. It also gives teachers an opportunity to ascertain if a student
has an awareness of upper and lower case letters. Letter/Sound recognition is
important as it serves as the building blocks for decoding words and makes a
reader more fluent, and encourages independent reading. Singing the alphabet
exposes students to the letters in their sequential order, and teaches the student
letter names from a very young age. “During the primary years word knowledge
is fundamentally aural. From the oral language that surrounds them (e.g. word
experiences and stories), children develop a rich speaking vocabulary." (Bear,
1993). Bear outlines how important it is for young children to hear words and
songs to help form their knowledge and understanding of letters and sounds. This
activity measures how much the student knows about letter/sound recognition. As
they move down the chart identifying upper and lover case letters as well as
associated letter sounds. It is important to note if the student can correctly
identify both vowel sounds and other consonants that have more than one
associated sound.
In completing the Letter/Sound Recognition Assessment, Tino was able to
identify upper and lower cases correctly, doing so quickly and efficiently. Upon
hearing the instructions for this assessment, Tino responded with, “Okay,” and got
right to work. For the letters Q, W, X, and Y Tino used a great strategy to identify
the sound. He thought of a word that started with the same letter, said the word
aloud and correctly identified the sound associated with the letter. An area of
improvement would be for the vowels. While Tino correctly identified the short
vowel sounds, he was also able to say the long vowel sounds for the letters I and
U. Tino was also unable to identify both hard and soft sounds for the consonant G.
Upon completion of this activity, I asked Tino if he was able to recognize the long
vowel sounds for the letters A, E, and O, saying each one slowly for him. Smiling
he said, “Oh yeah.” This assessment shows that Tino has great comprehension of
letters/sound recognition and association. He is encouraged to remember that all
vowel have a short and long sound, and that consonants such as C and G have
both a hard and soft sound.
d. Phonological/Phonemic Awareness (Appendix D)
The Phonological/Phonemic Awareness assessment provides information on
which foundational reading skills students have mastered and which skills they
still need to develop. Phonological awareness refers to a student’s ability to
identify and make oral rhymes, clap out syllables, or recognize words with the
same initial sounds (Reading Rockets, 2015). Phonological awareness is the
foundation on which students can build in order to develop into successful
readers. Other concepts assessed include deletion of a phoneme, rhyming
patterns, blending and segmentation.
Completing this assessment with Tino was fun. Upon hearing the instructions, he
seemed excited to do the assessment. Tino enjoyed the assessment and made no
errors while completing the activities. Tino was very confident in identifying
rhyming word pairs during the rhyming assessment, making no mistakes. He
asked for clarification with identifying initial sounds, asking for the instructions to
be repeated. Tino responded correctly for the word pairs in the second activity but
he asked for the first word pair “hat and come” to be repeated. When completing
the blending words activity, Tino gave the correct answer immediately after
hearing the sound pair, indicating that he was listening attentively. The phoneme
segmentation of the assessment was completed next. Again, Tino listened
attentively and was able to correctly identify the word after all the phonemes were
given. The fourth part of the assessment was the phoneme manipulation. Tino
found humor in this activity as all of the words being said were going to have an
“m” sound when he said it back to me. Tino was excited for the final part of the
test because (1) I told him it was the last part and (2) he really enjoyed the
previous activity. He was very excited and feeling confident when we started the
fifth and final part of the assessment: Phoneme deletion. Tino found this activity
even more humorous than the previous one as all of the first letter sounds were to
be removed and he was to say the word that was left. He especially found “tape
(ape)” funny. Tino answered the entire section correctly and confidently.
d. San Diego Quick Assessment, Form 1 (Appendix E)
The San Diego Quick Assessment, Form 1 is an excellent tool for teachers to gage
a student’s comfort level with letter recognition and high frequency words, and if
they are able to read accurately within a testing time of 2 minutes. Since Tino is
in Grade 1, his testing box started at the very beginning I-RR(1). When asked to
identify which letters were alike, Tino successfully selected all of the lines where
the letters were the same. For the second box where he was asked to name all of
the letters, Tino answered those quickly with no hesitation. The third box,
I_RR(3) asked Tino to circle the letter a word I said begins with, he answered
correctly without needing much time to think about his answers. Tino read all of
the words in I-1, 1-2 and 1-3 correctly and made 3 errors in 1-4. The errors were
“our” pronounced as “are,” “early” pronounced as “EAR-ly” and “believe”
pronounced as “bevile.” Tino continued to read until the third word “moment” in
box 1-5 until the testing time of 2 minutes came to an end. It is interesting to note
that Tino read the rest of the words from believe until moment correctly and
accurately. Based these results, Tino’s independent, and possibly even
instructional level is box I-3, which is the 1st Grade reader level. Since he had 3
errors in box I-4 it would suggest that this level (Grade 2) is his frustration level.
Knowing a student’s independent, instructional and frustration levels are
important for teachers to know as it is a useful tool in guiding the educator on how
to instruct students. A teacher should strive to instruct students at a level that
students can comprehend and help them acquire skills to bridge the gap between
their instructional and frustration levels.
III. Instruction Plan:
Based on the completed assessments it would be in Tino’s best interest to
continue working on Phonics. I would like Tino to continue working on

developing mastery of long vowel sounds. Based on his Letter/Sound
Recognition Assessment and San Diego Quick Assessment, Form 1, Tino would
benefit from continuing to learn vowel sounds as it will help him become a more
confident and fluent reader, as well as equip him with the skills necessary to
achieve greater comprehension to the texts he reads and continue to help Tino
progress at an independent level.
In developing an instructional plan for Tino, I would begin with reinforcing the
short and long sounds for the vowels. I will ensure that by the end of the lesson
Tino will be able to name all of the vowels’ short and long sounds. I will also
review the sounds for the consonants, making sure that I cover the hard and soft
sounds for the letters C and G to help Tino recall that those letters have two
different ways of being pronounced. I will also provide Tino with a spelling list
prior to the lesson of words that he can review. These words will come from
Fry’s 100 most common words, and possibly from McKenna and Stahl’s Sane
Diego Quick Assessment, Form 1 words. I will ask Tino to write down some
words from his spelling list, asking him to pronounce the word after he’s written
it. We will discuss the words together and I will draw Tino’s attention to how he
spelled the words and how the letters are pronounced. If some of the words are
spelled incorrectly, we will write them down correctly together and talk about the
sounds we hear once the word is spelled correctly. I will engage Tino’s phonemic
awareness by asking him to come up with two rhyming words for each spelling
word we spelled. I will also explain to Tino that sometimes adding a little change
to the word will completely change its meaning and pronunciation. A short vowel
sounds in a CVC word becomes long when we add the “bossy E” at the end of the
word; cap/cape is an example of this. By adding an E at the end of cap, the
pronunciation of the A is changed to its long sound. After reviewing the change in
how the vowel is read in adding an E at the end, I will then proceed to mark the
vowels with Tino. I will end the instructional lesson by showing Tino flash cards
that have the CVC pattern, asking him to read them for me within a testing time
of 2 minutes. I will put all of the words Tino read correctly in one pile and the
words read incorrectly in another. At the end of 2 minutes, we will go over the
words that were read incorrectly and talk about how we can determine which
strategies to use in order to read the word accurately. I will end the lesson by
praising Tino for all of the words he read correctly in the 2 minute time span. It is
important to praise students for things that are done correctly. B.F. Skinner
believes that doing this will ensure that students continue doing the positive
behavior since all children crave praise (Hussung, 2016).
IV. Reflection:
Putting together an assessment and instruction plan requires a lot of time and effort.
It took a fair bit of time and effort to collect the assessments I wanted to conduct that
was age-appropriate for Tino, a Grade 1 student. Each assessment must have a
purpose that will be beneficial for the teacher and student alike. When assessing
students in reading and literacy, it is important for the educator administering the
assessments to know how to administer the tests well and give clear instructions,
something that I feel happened throughout Tino’s assessment. I also feel that it is
imperative for the teacher to conduct a baseline reading of their students within the
first two weeks of school. In doing so, the teacher can be better informed on how to
instruct their students and help them move from one reading level into the next.
Conducting a reading and literacy assessment will also help the teacher identify
which phonic skills the student still needs to acquire and know which skills they have
mastered. I believe that while conducting reading and literacy assessments, the
educator needs to know the content well and also keep a positive demeanor
throughout the assessment. The educator should be aware of their body language and
should strive to have a friendly, open, and welcoming attitude while assessing the
student. They should aim to refrain from reacting to student errors in a negative
manner and should avoid making comments that would diminish the student’s
confidence in taking the test. In doing this assignment, I was also surprised at how
time-consuming analyzing the assessment would be. Though conducting the literacy
test took relatively little time, analyzing its outcome and the possible reasons for the
outcome caused me to reflect on the assessment and play the time spent with Tino
over and over again in my mind. I was also surprised at how much thinking went
into creating a Reading Interest Inventory. The process required me to consider what
Tino’s interests might be based on what I know about him. For a Grade 1 student,
Tino is reading well and is at the high end of the Grade 1 reading level but I was very
surprised at some of his reactions and answers to some of the reading interest
inventory questions. At first glance, by looking at the emoji faces he circled, you
might come to the conclusion that Tino does not enjoy reading, but he has a positive
attitude about going to the bookstore and about reading in school. Perhaps it might
be because he is a good reader who quite possibly does not experience anxiety when
reading. It would be very interesting to conduct another literacy test on Tino at the
end of the school year to see the difference in his assessment results. It must be an
exciting time when educators do an end-of-the-year literacy assessment as they get to
see the progress their student has made and realize the part they played in helping
their student progress under their tutelage.
Works Cited
Askew, B., & Gaffrey, J.S. (1999). Stirring the waters: The influence of Marie Clay.
Literacy, teaching and
learning, 1(1), 121-141. Retrieved from https://readingrecovery.org>marie.clay
Bear, D.R. (2004). Words their way (3rd ed.). Upper Saddle River, NJ; Pearson Merrill
Prentice Hall.
Hussung, Tricia. (2016). Understanding three classroom management theories. Retrieved
from
http://www.theedadvocate.org/understanding-three-key-classroom-management-theories/
McKenna, M.C., & Stahl, K.A. (2015). Assessment for reading instruction (3rd ed.). New
York, NY: The
Guilford Press.
Department of Education
ELED Assessment & Instruction Plan Assessment Form (2017-2018)
Teacher’s Name: ______________________________________ Date:

_________________________
Evaluator’s Name:
______________________________________________________________________________
Rating Label Description

Acceptable
This section of the lesson plan exceeds expectations for a beginning teacher with no revisions (revision
3 Highly Effective do not include minor grammatical/ format errors).
This section of the lesson plan meets expectations for a beginning teacher, but some factors may
2 Effective require extra direction by evaluator/ needs some revisions.
Unacceptable
This section of the lesson plan does not meet expectations for a beginning teacher. The teacher
requires significant extra direction in this area and there is a need for immediate and significant
1 Ineffective improvement in this area.
0 Missing This section of the lesson plan is required, but missing.
I. BASIC DATA Complet Incomplet Inaccurate Missing

e e
A. Student’s Name:
B. Grade/Stage of Reader:
C. Type of Assessment:
II. SUMMARY OF ASSESSMENT 3 2 1 0

A. Summary includes insightful analysis, is accurate and complete.
B. Summarizes both student’s behaviors and needs. May include decoding or word
analysis skills as well as comprehension.
III. INSTRUCTION PLAN 3 2 1 0

A. Well developed, detailed instruction that matches the needs of the student; accurately reflects assessment
and best practices, thorough and clear.
IV. OVERALL EFFECTIVESS 3 2 1 0

The assessment and instruction plan includes:
 Accurate and effective planning
 Clarity of ideas
 A logical flow
 Developmentally appropriate
V. REFLECTION Complete Incomplete Inaccurate Missing

Reflection: Includes statements of experiences and
lessons learned during the process of developing the
reading analysis.
Artifact #8: Field Work Formal Reflection
Reflecting on experiences is a necessary practice for educators to employ for growth and
improvement. The act of reflecting forces one to think about what they have seen, heard, done
and then take the totality of the experience to think about reality in relation to best practices in
the field and apply what they have experienced in comparison to theories we are currently
studying. This artifact includes my formal reflection after volunteering for over 100 hours in
classrooms of varying age groups. Included are reflections after being in Grades 1 and 6
classrooms in a suburban Christian Private School as well as an urban Grade 6/7 weekend class
for gifted students at Buffalo Preparatory School held on Saturdays at the University of Buffalo.
It was truly a great experience in which I observed and learned a lot from master teachers
operating in their element. That said, not everything that I observed and experienced were best
practice. Some instances I learned a lot from such as being prepared, posting a schedule of what
will be covered in class, directing class discussions to build upon prior knowledge and
instructing from there. Other examples that were less than idyllic were also learning
experiences. As a teacher candidate, it is imperative that we learn from opportunities that come
our way. Avoid repeating the things that we see as less desirable practices and strive to have the
energy of the teachers that we saw were absolutely great in their classroom.
INTASC Standards
Standard 1: Learner Development
The Learner and Learning: Teaching begins with he learner. To ensure that each student learns
new knowledge and skills, teachers must understand that learning and developmental patterns
vary among individuals, that learners bring unique individual differences to the learning process,
and that learners need supportive and safe learning environments to thrive. Effective teachers
have high expectations for each learner and implement developmentally appropriate, challenging
learning experiences within a variety of learning environments that help all learners meet high
standards and reach their full potential.
Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
their practice, particularly the effects of their choices and actions on others (learners, families,
other professionals, and the community), and adapts practice to meet the needs of each learner.
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.
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.
International Society for Technology Education for Teachers and Students (ISTE)
Student 4d: Use multiple processes and diverse perspectives to explore alternative solutions.
Teacher 2a: Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.

Reflection of Field Experience Abigail Ketutdjati
Mississauga Christian Academy, Grade 6 Submitting: 31 hours
January 19 – February 6, 2015
Best Practice
The best practice I observed in the Grade 6 class is a method of teaching and scaffolding that
stems from the theories of Lev Vygotsky. Having returned from Christmas Break, the teacher
scaffolded her lessons to remind the students of what they had previously covered before the
break. After activating prior knowledge the teacher then engaged the students to think about a
common theme found in previous chapters they have covered. By doing this she was activating
the student’s zone of proximal development, encouraging them to think just beyond what they
are comfortable doing, beyond where they currently are, to cultivate growth and development.
She also started the day by greeting her students at the door as they entered the room. All
students were greeted when they first arrived, even the ones who arrived late after the day’s
lesson had begun.
Settings
The Christian private school is located in a suburban setting and the Grade 6 class has a rich
diversity of ethnic backgrounds. It is a small class of 13 students: 4 girls and 9 boys. The girls’
backgrounds were: 1 Asian, Hawaiian or Pacific Islander, 2 African-American, and 1 White. The
7 boys had ethnic backgrounds that consisted of: 2 African-American, 3 Arabic, and 4 Asian,
Hawaiian or Pacific Islander. The students were 11/12 year olds. I observed the class
fromMonday to Friday from 8:30am until 12 noon during the third week back from Christmas
Break in January until the end of the first week in February 2015.
Description
The teacher stood at the door and greeted each student as they came in. The students, whose
lockers were locked outside of the classroom, carried the morning’s supplies with them. They
were chatty and social with each other, and talked about the previous night’s basketball game or
what happened in an episode of a show they watched. The students wore uniforms and looked
neat and tidy. The teacher greeted everyone as they entered the classroom, even the ones who
were tardy.
The students had began the day with Bible class from 9-9:30am. The teacher opened by reading
the Word from Scripture and related it to the story they were covering for the week. Sometimes
they delved right into the lesson and talked about the week’s story, and other times the teacher
showed a brief 4-8 minute video that related to the lesson topic. A class discussion usually
followed; all of the girls were forthcoming with their answers while some boys participated more
than others. Sometimes the teacher would call on some boys who were not as open to share their
answers. When the discussion was over, one to two pages were assigned in their Bible
workbook. Most of the students finished the assigned work before English class began at
9:30am.
Students were in the middle of reading A Father’s Promise by Donna L. Hess. The students had
assigned pages to read from the night before and questions about those pages were briefly
covered. Then round-robin reading was done in class, often making the students pay attention in
fear of not knowing where to read from when called upon. An activity sheet usually followed.
Sometimes the students worked independently, other times they worked on the sheets together
with their table groups. English went from 9:30-10:30am then classes rotated to see other
teachers. Another class came from 10:30-11:15am to have English class and another class came
from 11:15-noon for their English class. All of the classes were mix-gendered and in all of them
the girls were more inclined to share answers and participate in discussions.
Analysis (Connections/Links)
Having observed the teacher greet the students at the door was such a good example of how I
would like to do things in the future. Starting the day off with acknowledging their presence was
a pleasant way to begin the day. Students acknowledged her too with a “Good morning” or a
simple nod, mostly from the boys. I learned a lot from seeing the teacher spending some class
time reviewing material previously covered. Since the students were talking about topics during
first period, sometimes some prodding was necessary for them to recall what they talked about in
an earlier class. This was beneficial because once all of the students were engaged in the topic
they were discussing, new material could be introduced and students could then build on the new
information they were learning. The teacher would remind the students of ideas that were shared
in earlier discussions and have the students make a connection between that and the new idea
being introduced. I also liked how the teacher used a brief video as an anticipatory set to engage
students to think about the topics being covered in class. Knowing they were watching a video
got the students excited and caused most to sit up straighter in anticipation of seeing what the
video was about. When the teacher had students completing worksheets together as a group in
English class was another example of best practice that I learned a lot from. Using more-skilled
peers as teachers to guide others in the groups is another example of how to apply Vygotsky in
the classroom.
Applications
I can strive to begin the day by greeting each student at the door, regardless of whether I’ve had
caffeine or not. Knowing that when others acknowledge your presence is a pleasant feeling, I
will strive to provide the same for my students. Greeting them as the enter the room at the start
of the day sets the tone for how I’d like my class to feel – familiar. I will work towards getting
to know my students’ genuine interests and go further than only greeting them. I would like to
have a genuine conversation where I’m asking about things outside of Bible or English, or
whatever I’m teaching them. I will also how beneficial it is to scaffold and build on what
students already know, and what they’ve made connections to already. Having a clear idea of
what the students know, where the students are with experiences they’re drawing from, and aim
to instruct from there. I will work hard to get to know my students to help them get from where
they are with what they know to where they need to be in preparation for the next level, whether
the next grade or the next Unit of study.

Grade 2 November 21 – December 9, 2016 Submitting: 49 hours
Best Practice
The best practice I observed in the Grade 2 class is a method of teaching and modeling that stems
from Jean Piaget. The teacher demonstrated multiples times the importance of peers working
with each other and discussing ideas and experiences. Whether it was morning circle time or
seated at their desks, the teacher would invite the students to share their thoughts with nearby
partners and exchange experiences. One of Piaget’s theories was students learn best from each
other through shared, hands-on experiences. This practice is beneficial for me to have observed
because it modeled that the learning experience in a classroom should never be to just listen to
the teacher “dispense” all of the information and knowledge. Students bring a vast array of
expertise and experiences to the classroom, drawn from culture and background. It is important
for teachers to get to know their students and value what they have to offer by giving them a
voice and an audience with whom to share their knowledge.
Settings
diversity of ethnic backgrounds. It is a small class of 10 students: 3 girls and 7 boys. The girls’
backgrounds were: 1 Multicultural, 1 African-American, and 1 of Arabic. The 7 boys had ethnic
backgrounds that consisted of: 3 African-American, 1 multicultural, 1 White, and 2 Arabic. All
of the students were 7 or 8 years old. The class was observed on November – December 2016,
every Monday through Thursday from 8:30 a.m. to noon.

Description
Having come in to observe in November, by this time in the school year the students were
accustomed to the routines and expectation of the teacher. They knew exactly what to do when
they came in before the bell, where to hang their belongings and what items the teacher wanted
on their desk before the 9 a.m. bell rang. After hanging their bags and jackets at their cubby, the
students changed from outdoor shoes to indoor shoes without needing reminders from the
teacher. The students then proceed to open their homework book to last night’s page/s at their
desks and they open their agenda to the week’s page as well. The agenda is where the students
write down their homework and is also used as a communication tool by teachers and parents.
The teacher has asked for both the agenda and homework book to be opened to the page so that
she could see if there are any notes from parents in the agenda that may pertain to the day. Notes
that deal with upcoming days of absences due to a family vacation or a request to have their child
ready for pick up earlier than usual on a certain day. Other notes could be the parent asking the
teacher to excuse the previous night’s homework not being finished due to a very busy night.
After Opening exercises and prayer (O Canada, announcements and a prayer over the PA
system), the students had Bible circle time on the carpet. Here the teacher welcomed the
students and asked each to share a little something about their weekend or night, student sharing
– a concept from Piaget – was seen here. After Bible circle time, the students were assigned one
page to answer in their Bible workbooks. These were completed at their desk. Sometimes they
were instructed to complete the page with their elbow partner (as desks were set up in two’s) but
most of the time the students completed the page independently. After Bible, the students
worked on a page in their Phonics, Letters and Sounds, and Cursive Writing workbooks. The
teacher also required the students to hand in a creative writing piece that was one page, double
spaced in length. The students had recess from 10:30 – 10:45 and “healthy snack” time when
they came back inside until 11 a.m. A full hour, from 11-noon was dedicated for Math.
The best practices I have observed during this field observation connects with what I have and
am learning in my courses here at Medaille. In the same way that every teacher I’ve had in my
first and second semester of class has dedicated some class time to be a time where you discuss
and work with others in your cohort, the Grade 2 teacher has done the same. In both the Grade 2
and my classroom settings during this program, the teacher has asked a question and posed it in
different ways, giving students time to think about what they’re thinking about in order to say
what they mean. Teachers also gave students the opportunity to discuss their thoughts, ideas,
and experiences with classmates. In dedicating part of the lesson to be a time of discussion as a
group or as partners, teachers are giving students more of an opportunity to make real-life
connections with the topic at hand.
Applications
I can work towards improving my student’s learning by phrasing questions in multiple ways so
that students can find a way to connect with and relate to the question. By relating their past
experiences with ideas in the lesson, what the teacher is trying to impart to the students will stick
better thus allowing the students to interpret the meaning and show their application of it more
successfully. Pausing for some time after the question/s will also allow students to make
connections with what they already know and give them time to think about their answers. Also,
I will endeavor to set aside class time to allow students to collaborate together, either by working
or discussing on groups or smaller partner pairs. Doing this will be in line with Piaget’s theory
that students learn best through shared experiences through interactions with their peers.
Hearing what they have to say will also allow me as a teacher to get to know my students better
which I genuinely want to make a priority in my classroom in the future.

Mississauga Christian Academy, Grade 1 Submitting: 10 hours
October 16 – 20, 2017
Best Practice
The best practices I observed in the Grade 1 class was the teacher greeted her students at the door
at the beginning of the day. She knew each student by name and greeted them all with a friendly
“Good morning” and a smile. The teacher also practiced B.F. Skinner’s theory of operant
conditioning. The students were praised for positive behaviour and the students kept doing that
which they were praised for. The teacher used this strategy when asking the students to stand in
line when getting ready to go to the bathroom, lining up for recess, or making their way to
another class. The teacher also had a designated spot in the classroom where the students knew
to find their books and supplies. Instead of having it all in their desks, which could get messy,
the teacher provided several places in the classroom to house the students’ belongings. The
teacher also employed Alfie Kohn’s theory of student directed learning. Multiple activity centers
with various classroom structures for group work were set up throughout the room, and the
students’ work were displayed on the wall and in the hallway outside the classroom. The teacher
also ran a well-managed classroom as several activities were occurring at the same time.
Settings
diversity of ethnic backgrounds. It is a small class of 13 students with 6 girls and 7 boys. All of
the students were 6 years old.
Description
Observing the classroom in the middle of October meant the students were now accustomed to
the teacher’s expectations and most students knew the routines. The teacher and students stood
at attention when O Canada played over the PA system and everyone sat in their seats to listen to
the announcements for the day. I stayed with the class from 8:30-10:30am so I got a feel for their
morning routine. The day started with Bible circle time where they sang songs together then the
teacher used picture cards to share the morning’s Bible story. Stories progressed as the week
went on, and the week’s focus was Noah’s Ark. In addition to using picture cards, the teacher
also showed animated videos to reinforce the students’ recollection of the details about Noah’s
Ark. The students were assigned a page in their Bible workbooks after circle time, discussion or
watching the video. The children completed the workbook page on their own. The desks were
arranged in a “U” which allowed the students to see everyone else in the class as they worked.
Work in their Spelling, Phonics, Cursive, and Letters & Sounds followed. The students wrote
sentences properly, identified special sounds in select words, practiced correct formation of
cursive letters and wrote sentences for their weekly spelling list words. For students who
completed their work before time was up, they were directed to choose a center to work in.
Centers were stationed around the room which had word search, coloring, and math pages.
Greeting her students at the door set the tone for the day. Though I was only in the classroom
for two hours in the morning for one week, I could see and sense that it was a happy space, and
that students felt safe, valued and respected by their teachers and peers. By using B.F. Skinner’s
belief that students respond well to compliments and positive affirmation if they do something
“good” the desired behavior will reoccur because students thrive on being getting positive
feedback. I saw this time and again as the teacher engaged the class in discussion and when the
students’ answers were on the right track, she would give immediate feedback by saying, “You
got it!” or “That’s correct!” Skinner’s contribution to how classrooms are managed will likely
continue to be widely practiced in classrooms. Even as the students got in line to go outside for
recess the teacher praised the good behavior she saw. “Good job standing in a straight line,
(student name). Let’s see if the rest of the class can stand in line too.” And like magic, most
undesired behavior stopped and students worked towards doing what was praised.
Applications
As seen from a few teachers, I will also strive to greet my students at the door in the morning to
start the day with a tone of respect, friendliness, and acceptance. I will also follow Skinner’s
well-proven theory that students crave praise and acceptance, and will reward future students
with compliments when I see desired behavior. I will seek to give immediate feedback to give
students and indication that they’re on the right track. I really liked this teacher’s practice of
keeping the student’s supplies in aa separate place in the classroom. Instead of leaving students
to their own devices when it came with what to do with all of their school supplies, I will
remember to collect glue, extra pencils, coloring utensils in an effort to keep things organized but
also as an effort to minimize distraction for students. Young minds are already filled with
imagination and all sorts of other fun and interesting things, they don’t need art supplies in their
desk to distract them. I also plan on using Alfie Kohn’s idea of student directed learning by
having multiple centers around the room dedicated for students to be engaged in independent or
group work in the various areas of study covered in the curriculum. I will have separate centers
for art, music, math and social studies. Ideally, there would be a center dedicated for technology
where students can explore how to use and learn to be comfortable with electronic devices that
may otherwise not be offered or available at home. I will also display my student’s work proudly
for their parents to see, but for them to also see that their work has value and is to be celebrated.
Buffalo Preparatory at the University of Buffalo Submitting: 10 hours
Best Practice
Teacher started the class with roll call, this was important in order to ascertain who was present
and which students were still on their way to class. Teachers provided students with pencils,
papers, and binders after attendance was taken. The teacher allowed time for students to sort out
their new supplies and get organized. The teacher also projected on the screen the schedule for
the class with a break down of the time and what was going to be discussed or the activities
planned for the class. The teacher had students work in groups and discuss answers
independently then came back to ask them what they discussed. Answers were projected on the
screen to be discussed further as a class. When students arrived to class late, the teacher
welcomed them warmly and showed no signs of being annoyed. The teacher had great content
knowledge.
Settings
The school was located in an urban setting and the 6 th Grade students were specially selected for
this program due to their good performance at an earlier program which ran in the summer time.
The students were predominantly African-American in ethnic origin and the females far
outnumbered the males in this age group. The students were around 12-14 years old and came
from a collection of various city schools that they regularly attend in during the school week.
The special program that I had the opportunity to observe ran on Saturdays and spoke of the
dedication and commitment to learning of both teachers and students. I observed from about
9am-1pm on two separate occasions in late October and early November 2017.
Description
We observed two sets of single-gender Grade 6 classes during their first day of class. There
appeared to be three educators and all of the students (both genders) were in one room. Having
arrived after the students, I am not certain if they were gathering until a certain time, or waiting
for other students to arrive before separating in single-gender classes. Once the students
separated, the first class I observed on the first visit were the males in a Social Studies class.
One educator remained and she took attendance, gave the male students instructions on how to
collect the school supplies they were being given. She made sure everyone had enough paper
and handed more out. An hourly breakdown of how the class was going to run was posted on the
screen for the students to refer to. The teacher asked about what the students remembered from
the summer time and briefly glossed over some facts that would have been covered in the
summer classes that students needed to know for the day’s class. I observed the teacher
conducted the classes differently, and that the students in a single-gender setting also acted
differently. With the males, the teacher came across as straight forward and mostly talked about
facts pertaining to the lesson. With the females the teacher was more animated, spoke with her
hands, and seemed to be more relaxed in her body language. For the female class the teacher
spoke right from the beginning about how we treat each other with respect in this (classroom)
community of learners. She did not do that with the males, and in my opinion she didn’t have to
do that with the males. The male students were forthcoming with their answers, ready to share
and engaged in the class. The males gave quality answers that cut right to the heart of the
discussion at hand. However, the females were more reserved in sharing answers. They seemed
to be feeling the waters or checking each other out before answering questions directed at them.
On my second visit to the urban school, I observed the same sets of students in a technology
class. There was a marked difference in the dynamics of both classes since it was no longer the
first day of class. Technology class was taught by two different educators, a male and a female
who were both Science teachers at their respective schools. For both of them, teaching in tandem
was a first time experience and there seemed to be a big difference in their personalities and
teaching styles. The male teacher seemed to be more laid back and paused after asking the class
a question. The female teacher seemed to be more in charge and appeared to be more vocal in
asking questions and giving directions to students. From her body language, arms crossed as she
addressed the male students, firing one question after another, she seemed to be wanting more
than the answers being given by the male students. The male students seemed to be more
comfortable after having two previous Saturday classes. The male teacher had to remind the
male students to stay focused at one point since some students were giggling and having their
own conversation instead of paying attention in class. The female students also seemed more
relaxed with each other. They were more forthcoming with participating in discussions, one
female student stood out as she was answering a lot of the questions and voicing out her thoughts
and opinions. With the female students, the male teacher had the same calm, easy-going
demeanor. The female teacher also seemed more relaxed with the girls, crossing her arms less in
the female class. The female students sat down when they entered the classroom and
immediately started getting their supplies out for class. They waited for the female teacher to
finish addressing the Graduate students and their Professor and began taking notes without being
instructed. The males, on the other hand, had to be told to get their things out and seemed to need
more direction in class.
The best practices I have observed during this field observation connects with what I have and
am learning in my courses here at Medaille. Posting a schedule of the lesson during class will
help the students know what is being covered and what is yet to be covered before class is over.
Knowing your learners means the educator is aware of the realities their students face outside of
the classroom, and providing school supplies for the students eliminates added pressure from
their families to provide for something additional outside of the regular Monday – Friday
schooling. All of the teachers I observed had very good content knowledge. They knew their
subjects and were able to guide students’ thinking in the way it should go in preparation for
future classes. The teacher I observed on the first day of class clearly laid out expectations and
rules to the students and took the time to go over what they students will cover in class. She also
gave the students advanced notice of her absence and when she would return. The reason for
doing these practices is to help give the student a sense of security, that the teacher is a capable
person who will educate and instruct them in the way they should go. Marzano talks about these
practices, in particular, posting the day’s scheduled topics to cover, and the discussion of course
expectations and rules the students need to abide by.

Applications
I will remember to post the day’s schedule on the board as a reminder to students of what will be
covered, but also as a reminder to me on what I need to cover in order to be prepared to present
the following day’s lesson. I learned tat giving the students the supplies they need removes
barriers that some may have and puts the students on an even playing field, as far as supplies go.
I will remember to be mindful of my body language and tone, crossed arms is not an inviting or
welcoming stance. I will be mindful of non-verbal cues and body language when
communicating with parents, but be especially mindful of it when addressing my future students,
as it is them I will see everyday. I also learned that content knowledge is key, no matter the age
of your students. As the teacher, you need to know what you’re talking about in order to
successfully guide your students in what they need to know in order to build on that knowledge
in future lessons. Your lessons need to be memorable so that your students remember them for
the purpose you intended.

Conclusion
Throughout viewing this section, it is my hope that you have gotten to know my teaching,
instruction and assessment style and abilities that was highlighted throughout my lesson and unit
plans. I also hope you have been able to view my own ongoing professional development and
see that this a very big part of who I am as a teacher. I enjoy learning from my working with
other staff on collaborative work because I believe more minds put together can produce
something of higher quality in comparison to working on your own. Finally, it is my hope that
the artifacts I have chosen display my enthusiasm as an educator and my strong desire to teach. I
have worked very hard over the past 16 years to learn and practice my craft as a teacher and am
very excited to begin the next part of my journey as an educator.

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Section Three: Teacher Candidate Artifacts

Standards, International Literacy Association Professional Standards, International Society for

ability to confidently plan, instruct and evaluate my students’ learning.

associated with my Pecha Kucha presentation are detailed below.

Standard #1: Learner Development

strategies that promote student learning.

NYS Code of Ethics for Educators

potential of each student.

The Ontario Ethical Teacher Standards

the environment in their professional practice.

TEAC/CAEP Claims 1-3

Claim 3: Medaille College graduates are caring educators.

Council for Exceptional Children (ECE)

Special Education Professional Ethical Principles

B. Maintaining a high level of professional competences and integrity and exercising

professional judgement to benefit individuals with exceptionalities and their families.

of Child Abuse and Maltreatment Certificates

(Brackett and Rivers, 2013).

training in School Violence Prevention and Interview and coursework/training in Identification

professional standards that coincide with my artifacts.

Standard #9: Professional Learning and Ethical Practice

professional standards of practice, and relevant law and policy.

NYS Code of Ethics for Educators

are based on trust.

TEAC/CAEP Claims 1-3

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

City/State Mississauga Ontario

New YorkStateLicenseNumber: New YorkStateCertificateNumber(otherthan SocialSecurity

Part B: Certificationby ApprovedProvider

GENIUS GENIUS OF NY, INC. 10606 11/27/2017

Trainee's Signature: Date:

Name of Authorized Certifying Officer

connecting it to local, state, national and global issues.

Standard #4: Content Knowledge

NYS Code of Ethics for Educators

potential of each student.

Educators promote growth in all students by integrating intellectual, physical, emotional,

The Ontario Ethical Teacher Standards

with peers and adults in small and larger groups.

at a time about the topics and texts under discussion).

Ontario Ministry of Education Expectation

Ontario – Communication – Grade 4 – Listening to Understand. Comprehension Strategies.

TEAC/CAEP Claims 1-3

pedagogy and best teaching practices.

Council for Exceptional Children (ECE)

of individuals with exceptionalities.

Lesson Plan: Guided Reading – Compare and Contrast

Medaille College Department of Education

Teacher Candidate’s Name: Abigail Ketutdjati Date: August 4, 2017

Context for Learning (edTPA)

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,

Students with Specific Language Needs

Students with Other Learning Needs

Lesson 1 of a 4 Day Learning Segment

Grade Level: Four Lesson Duration: 30 minutes

Central Focus of the Learning Segment

endless! When I say , you say ! (repeat).