Section Three: Teacher Candidate Artifacts

Introduction

Section two provided you with insight into my educational background and experiences

that have prepared me to become a teacher. In section three you will have the opportunity to see

ten artifacts that demonstrate my skills and knowledge as an elementary educator candidate.

These artifacts will showcase my abilities in regards to planning, instruction and assessment

while incorporating technology, but also my ability to be a culturally responsive and empathetic

educator. The first artifact is an English language arts learning segment focusing on story

structure for a grade one class. Next, I have included lesson plans for math and science.

Following my science lesson plan, you will find my literacy assessment and instruction plan

focusing on a grade one student and their goals and needs. From there you will see my

Individual Education Plan analysis of a student with behaviour issues and who requires support

with reading. Next, you will find my Pecha Kucha presentation on dyslexia. I was interested to

find out more information about dyslexia and this presentation provided me with the opportunity

to do that while also showcasing the information in an interesting and unique way. Following

the Pecha Kucha presentation, you will see my certifications in regards to the Dignity for All

Students Act (DASA), School Violence Prevention, and Intervention / Identification and

Reporting of Child Abuse and Maltreatment. These certificates showcase my professional

development and desire to continue to learn in regards to supporting the varied needs of my

students. The next artifact is my educational survey analysis in regards to the Education Quality

and Accountability Office of Ontario standardized tests. My final artifacts include my Google

Classroom and Weebly websites. These showcase my ability to communicate with students and

parents and ways that I can incorporate technology into my teaching that effectively supports the

students’ learning. I hope you enjoy my work!

Artifacts & Rationales

Artifact #1: English Language Arts Learning Segment

The English Language Arts Learning Segment showcased below focuses on story

structure for a grade 1 class. The learning segment consists of three lesson plans which build

upon each other and include assessment throughout. It includes the introduction of new

vocabulary, story elements, and culminates with the students being able to successfully identify

the elements of story structure in various texts.

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #1: Learner Development
Standard/Progression #2: Learning Differences
Standard/Progression #4: Content Knowledge
Standard/Progression #5: Application of Content
Standard/Progression #6: Assessment
Standard/Progression #7: Planning for Instruction
Standard/Progression #8: Instructional Strategies

NYS Code of Ethics for Educators

Principle #1
Principle #2

Ontario Teacher Ethical Standards

Care
Integrity
Respect

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
CCSS.ELA-LITERACY.R.L.1.3: Describe characters, settings, and major events in a story,
using key details.

NYS Learning Standards

NY.NGLS.1R3: Describe characters, settings, and major events in a story, or pieces of
information in a text.

Ontario Ministry of Education Curriculum Expectation

Ontario Curriculum Standards ELA Grade 1 2.1: Identify and describe the characteristics of a
few simple text forms, with a focus on literary texts such as a simple fictional story (e.g.
characters, setting, events, problem/solution).
DOE Claims & CAEP Standards
Standard 1: Content and Pedagogical Knowledge

International Society for Technology Education for Teachers and Students (ISTE)
Learner
Collaborator

International Literacy Association (ILA) Professional Standards

Standard 1: Foundational Knowledge
Standard 2: Curriculum and Instruction
Standard 5: Literate Environment

Council for Exceptional Children (CEC)

Initial Preparation Standard 1: Learner Development and Individual Learning Differences
Initial Preparation Standard 3: Curricular Content Knowledge
Initial Preparation Standard 5: Instructional Planning Strategies
 MSED ELEMENTARY PORTFOLIO PROJECT 4

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Andrea Stevens Date: February 21, 2020

Context for Learning (edTPA)

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

Grade level: ___1____ Number of students in the class: ___15_____

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
1 Handouts created with Tahoma Bold font size 18,
Visual impairment extended time on in class testing and exams, directions
read and clarified.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
2 Visuals with text, translator dictionary, provide concept
Level 4 - Expanding English Language Proficiency maps when appropriate, clarify vocabulary and language
concepts in first language when possible.

Students with Other Learning Needs

 Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson ___1___ of a __3____ Day Learning Segment

Subject and Lesson Topic: ELA - Literacy - Story Structure

Grade Level: 1 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

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

The central focus of this learning segment is identifying story structure using key details from the text and illustrations.

Knowing Your Learners

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

I know that last year in kindergarten, my students covered the standard NY.NGLS.KR3 so they have experience identifying characters,
settings, major events in a story, or pieces of information in a text.

I know that last year in kindergarten, my students covered the standard Ontario Curriculum Standards ELA Kindergarten 9, so they can
demonstrate literacy behaviours that enable beginning readers to make a sense of a variety of texts.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Because I know my students can identify characters, settings and major events in a story, I will now have them extend that learning and
have them work on identifying those elements in a variety of stories as well as identifying the beginning, middle, and end of a story.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

My grade one students are a diverse group including several different races and ethnicities. Two students are new immigrants. At this
age the students tend to like to copy each other. The students enjoy fun and engaging stories, as well as puzzles.

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

Because I know my students are a diverse group of learners, and since they are in grade 1, they likely have experience with copying one
another and students being mean to each other. I think they will know the feelings associated with both of those situations as well. I
have chosen to showcase the book, “Stephanie’s Ponytail” by Robert Munsch as it’s a fun book that I think they will be able to identify
with as the book is all about a girl who is being copied and made fun of at school.

Because I know my students like puzzles, I will relate the components of story structure to a puzzle and have them help me put the
puzzle together.
Curriculum Standards
Ontario Curriculum Standards ELA Grade 1 2.1: Identify and describe the characteristics of a few simple text forms, with a focus on
literary texts such as a simple fictional story (e.g. characters, setting, events, problem/solution).

NY.NGLS.1R3: Describe characters, settings, and major events in a story, or pieces of information in a text.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to identify the ● I will listen and assess as students
characters, setting, key events, problem and participate in the group discussion. I
solution from Stephanie’s Ponytail. will use the popsicle stick name jar to
ensure all the students respond, and
if any students have difficulty. I can
put their popsicle sticks off to the
 side and make sure to follow up with
them to clarify following the lesson.

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 I will support my students by modeling how to identify the
Looking at your standards and objectives, Identify characters, setting, key events, problem and solution of
choose the one Bloom’s word that best Stephanie’s Ponytail and support it with evidence from the text.
describes the active learning essential for
students to develop understanding of
I will also provide the students with an anchor chart that
concepts within your lesson. identifies the elements of the story (i.e. characters, setting,
events, problem, solution; beginning, middle, end)
Vocabulary The vocabulary words that my I will support my students to understand and use the
Key words and phrases students need to be students will need to vocabulary by providing a definition of each term, and I will
able to understand and use understand and use are provide an anchor chart for students to refer to throughout the
characters, setting, plot, lesson.
problem, events, and solution.

Syntax My students will use syntax by I will support my students to use syntax by modeling the story
Describe ways in which students will structuring their responses by elements using the puzzle pieces.
organize language (symbols, words, using the puzzle pieces to
phrases) to convey meaning.
sequence the events and plot of
the story.

Discourse My students will use discourse I will support my students to use discourse by modeling
How members of a discipline talk, write, by communicating with the examples of story structure from Stephanie’s Ponytail while
and participate in knowledge construction class their understanding of the showcasing the evidence from the text.
and communicate their understanding of
the concepts
story structure through the
group discussion.
Instructional Process Accommodations and/or
Modifications and/or Supports
Anticipatory Set/Motivator

● “Class, do you like puzzles?”

○ Possible Responses: Yes
● “Me too. What kind of puzzles do you like?”
○ Possible Responses: jigsaw puzzles, word searches
● “Did you know that stories are like puzzles?”
○ Possible Responses: No
● “Today we are going to work on putting a puzzle together, but the puzzle is that we
are putting together the different parts of a story. We need all of the pieces to
complete the puzzle and have the story make sense. I have all of these puzzle pieces
here and I’m going to need your help to fit them together. Who wants to help me
create the puzzle to put together all of the elements of a story?”
Instructional Procedures
● “The first piece of the puzzle says Characters. Does anyone know what characters Vocabulary puzzle chart.
are?”
○ Possible answers: the people in a book, Disney characters; (Have the student IEP Visual Impairment: Vocabulary
who answers put the puzzle piece on the board). handout will be provided in Tahoma
● “Characters are the people or animals who are important to the story. Can anyone Bold font size 18.
give me an example of a character in their favourite story?”
○ Possible answers: Elsa in Frozen, Poppy in Trolls; (Have the student who Level 4 Language: Vocabulary handout
answers put the puzzle piece on the board). with visuals will be provided. Students
● “Very good. The next piece of the puzzle is Setting. Setting is the time and location will be allowed to use their translator
where a story takes place. If we were in a story right now, what would our setting dictionary. I will clarify the new
be?” vocabulary words with them.
○ Possible responses: school, the classroom, Canada, the morning; (Have the
student who answers put the puzzle piece on the board).
● “Well done. Great answers. Now, the next piece of our puzzle is the Problem. The
Problem is the main issue, struggle or conflict that the main characters are up
against. If you think of your favourite movie, what was the problem in it?”
 ○ Possible responses: When Elsa froze Anna; (Have the student who answers put
the puzzle piece on the board).
● “Great job! The fourth puzzle piece is Events. The Events are the important actions
that occur during the story. Just like when you go home from school and your parents
ask you about your day, you tell them about the Events of your day. Can anyone give
me an example of an event of your day today?”
○ Possible responses: lunch, recess, going to school, putting a puzzle together;
(Have the student who answers put the puzzle piece on the board).
● “Here is our final piece of the puzzle, the Solution. The Solution is the way the
characters solve the problem. If my problem was that I was hungry what might a
solution be for my problem?”
○ Possible responses: to eat some food (Have the student how answers put the
puzzle piece on the board).
● “Now that we have the pieces of the puzzle, let’s talk about when they show up in a
story. When do you think the characters and setting would be introduced in the
story?”
○ Possible responses: the beginning, the middle
● “Yes, the characters and setting are introduced in the beginning of the story. When
do you think the problem and events happen in the story?”
○ Possible responses: the middle
● “Yes, the middle! What about the solution? When do you think the solution happens
in the story?”
○ Possible responses: the end
● “Exactly, the solution to the problem happens at the end of the story. Good work!
Now, we are going to read a fun story called Stephanie’s Ponytail and then as a group
we will go over the elements of the story structure.”
● I will introduce the book, Stephanie’s Ponytail written by Robert Munsch and
illustrated by Michael Martchenko. “Looking at the book cover, can you tell anything
about the characters or setting of the story?”
○ Possible responses: Mom, Dad, girl, baby, kitchen
● I will read aloud Stephanie’s Ponytail.
○ Page 1 - “Stephanie is the main character in the story. Do we know of any
other characters?”
 ■ Possible responses: Stephanie’s mom, the students
○ Page 3 - “So far the setting of the story is the school that Stephanie goes to. “
○ Page 5 - “Stephanie has a problem. All of the students are making fun of her
and then copying her ponytail, and she wants them to stop.”
○ Page 15 - “Over the course of the story Stephanie has tried many different
ponytail styles. Which one do you like the best?”
■ Possible responses: the side ponytail, the ponytail in front of her nose
○ “What do you think Stephanie will try next?”
■ Possible responses: Two ponytails, crazy hair
○ Page 19: “What happened?”
■ Possible responses: Stephanie tricked the students, Stephanie didn’t
shave her head
○ “There’s the solution to Stephanie’s problem. No one will copy her again.”
● “Now I want you to think about the story structure elements we have just discussed
as we went through the story. We are going to complete this graphic organizer as a
group by figuring out which parts of the story fit where.” Popsicle Stick Name Jar
● I will go through characters, setting, problem, events, and solution.
○ I will use the popsicle name jar to pick names to answer my questions and
then I’ll know who has answered and who hasn’t and if anyone has difficulty
answering I can put their popsicle stick aside and follow up with them
following the lesson for clarification.

Closure

● I will review the anchor chart reminding the students of the story structure elements.
● I will let the students know that we will continue work on the elements of story
structure tomorrow when we look at a different Robert Munsch book.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.

Story Structure Anchor Chart

Vocabulary Anchor Chart
Popsicle Stick Name Jar
Chart paper/Dry Erase board
Markers / dry erase markers
Stephanie’s Ponytail by Robert Munsch
 Lesson ___2___ of a __3____ Day Learning Segment

Subject and Lesson Topic: ELA - Literacy - Story Structure

Grade Level: 1 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

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

The central focus of this learning segment is identifying story structure using key details from the text and illustrations.

Knowing Your Learners

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

I know that last year in kindergarten, my students covered the standard NY.NGLS.KR3 so they have experience identifying characters,
settings, major events in a story, or pieces of information in a text.

I know that last year in kindergarten, my students covered the standard Ontario Curriculum Standards ELA Kindergarten 9, so they can
demonstrate literacy behaviours that enable beginning readers to make a sense of a variety of texts.

I know that in the previous lesson I explained the various elements of a story (characters, setting, problem, key events, solution, and
beginning, middle and end) to the students and modeled finding text evidence of those details during our whole class discussion with
the Robert Munsch book, “Stephanie’s Ponytail”.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Because I know my students can identify characters, settings and major events in a story, I will now have them extend that learning and
have them work on identifying those elements in a variety of stories as well as identifying the beginning, middle, and end of a story.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
My grade one students are a diverse group including several different races and ethnicities. Two students are new immigrants. The
students enjoy fun and engaging stories, as well as puzzles.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Because I know my students are a diverse group of learners who enjoyed the Robert Munsch book, “Stephanie’s Ponytail” in our
previous lesson, I have decided to showcase another fun and engaging book about hair by Robert Munsch entitled, “Aaron’s Hair”.

Because I know my students like puzzles, I will relate the components of story structure to a puzzle and have them work to put the
puzzle together.
Curriculum Standards
Ontario Curriculum Standards ELA Grade 1 2.1: Identify and describe the characteristics of a few simple text forms, with a focus on
literary texts such as a simple fictional story (e.g. characters, setting, events, problem/solution).

NY.NGLS.1R3: Describe characters, settings, and major events in a story, or pieces of information in a text.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to identify the ● I will listen and assess as students IEP Visual Impairment: I will provide
characters, setting, key events, problem and participate in the group discussion. I extended time to work on the puzzle
solution from Aaron’s Hair. will use the popsicle stick name jar to pieces.
ensure all the students respond, and Level 4 Language: I will clarify
if any students have difficulty. I can vocabulary.
put their popsicle sticks off to the
side and make sure to follow up with Students will be put in groups that will
them to clarify following the lesson. allow for stronger students to assist
● While students discuss with their where necessary.
small groups about their puzzle piece
of story structure (characters,
setting, problem, key events, or
 solution) I will circulate the room to
listen in and record if each student is
understanding and explaining with
text evidence.
● I will evaluate each group’s piece of
the puzzle and the presentation they
do to the class to ensure
understanding.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function I will support my students by reviewing the anchor chart I
Looking at your standards and objectives, Identify presented in Lesson 1. I will also revisit the work we did in
choose the one Bloom’s word that best regards to identifying the characters, setting, key events,
describes the active learning essential for
students to develop understanding of
problem and solution of “Stephanie’s Ponytail”. I will also
concepts within your lesson. model identifying the elements and encourage their
participation while reading the story, “Aaron’s Hair”.
Vocabulary The vocabulary words that my We will revisit the vocabulary and anchor chart that was
Key words and phrases students need to be students will need to presented in the first lesson, and reference as needed
able to understand and use understand and use are throughout this lesson.
characters, setting, plot,
problem, events, and solution.

Syntax My students will use syntax by I will support my students to use syntax by providing the
Describe ways in which students will structuring their responses in student groups with the puzzle pieces associated with the story
organize language (symbols, words, regards to characters, setting, elements.
phrases) to convey meaning.
problem, key events, and
solution.

Discourse My students will use discourse I will support my students to use discourse by reviewing
How members of a discipline talk, write, by communicating with the examples of story structure from “Stephanie’s Ponytail”, as well
and participate in knowledge construction class their understanding of the
and communicate their understanding of story elements through the as modeling examples while reading “Aaron’s Hair” and
the concepts group discussion, their small showcasing evidence form the text.
group discussions, and by
presenting their puzzle piece to
the class.
Instructional Process Accommodations and/or
Modifications and/or Supports
Anticipatory Set/Motivator
• “Yesterday we talked about story elements, and how the elements are pieces of a puzzle that make up
a story. We used the story, “Stephanie’s Ponytail”, to help us do that. Because everyone seemed to
enjoy that book so much, today we are going to work on putting together story structure puzzles in
groups using a different Robert Munsch book that is about hair.”
Instructional Procedures Puzzle piece anchor chart can be
• “Does anyone remember any of the pieces of the puzzle for story structure? What referenced for the review.
elements are introduced at the Beginning of the story?” Popsicle Stick Name Jar
o I will use the popsicle name jar to pick names to answer my questions and IEP Visual Impairment: Vocabulary
then I’ll know who has answered and who hasn’t and if anyone has difficulty handout will be provided in Tahoma
answering I can put their popsicle stick aside and follow up with them Bold font size 18.
following the lesson for clarification. Level 4 Language: Vocabulary handout
o “Characters, very good. Who were the characters in “Stephanie’s Ponytail”?” with visuals will be provided. Students
o “Setting, yes. What was the setting in “Stephanie’s Ponytail?” will be allowed to use their translator
• “Which elements are introduced in the Middle of the story?” dictionary. I will clarify the new
o “Problem, very good. What was the problem in “Stephanie’s Ponytail”? vocabulary words with them.
o “Key Events, very important. Can you name some of the key events in the Group graphic organizer from Lesson 1
story?” will be used for review.
• “What element happens at the End of the story?” IEP Visual Impairment: Copy of the
o “Solution, excellent. What was the solution in “Stephanie’s Ponytail?” group graphic organizer from the
• “Fantastic work. You all have done so well in learning the elements and structure previous lesson will be provided in
associated with stories. Today we are going to use all of that knowledge again. Tahoma Bold font size 18.
Because you enjoyed “Stephanie’s Ponytail” so much, today I thought we’d read
another Robert Munsch book about hair called, “Aaron’s Hair. Have any of you read
this story before? It’s a funny one.”
 o I will introduce the book, “Aaron’s Hair” written by Robert Munsch and I will use wait time to allow students to
illustrated by Alan & Lea Daniel. provide answers.
• “Looking at the book cover, do you have any ideas about what some of the story Popsicle Stick Name Jar
elements may be with this story?”
• I will read aloud “Aaron’s Hair”
o Page 1: “On the very first page we see a number of characters. Who do you
think they are?” “What do you think the setting is?” “It also mentions
problems, let’s keep that in mind as we go through the story.”
o Page 2: “What do you think Aaron’s problem is?”
o Page 3: “Can you imagine if your hair ran away? Where do you think it will
go?”
o Page 9: “Why do you think the lady is yelling, “Help!”?”
o Page 12: “What do you think is the matter?”
o Page 18: “Have you ever been in a traffic jam?” “Was it because of hair?”
o Page 24: “Where do you think Aaron’s hair is?”
o Page 26: “Does anyone else have a dad who has a beard?” “Would you like to
have a beard too?”
• “Now I want you to think about the story structure elements we have just discussed Students will be put into five groups
as we went through the story.” taking into account strong students and
o I will go through characters, setting, problem, events, and solution. students who may need some assistance.
• “I am going to split you into five groups and each group will be responsible for one IEP Visual Impairment: I will clarify
piece of the story structure puzzle. I want you to discuss in your groups the story the directions and provide extended
element you are responsible for and what the text evidence is around that story time for the assignment as needed.
element. An example would be for characters, you will discuss who you think the
characters are in the story and the evidence you have from the text to prove that. Level 4 Language: I will clarify the
Then you will write the characters on the puzzle piece.” directions and provide language support
• “When everyone is done, we will get back together as a group, and each group will as required.
present their piece of the puzzle to the class and describe the evidence you found in
the text.”
• I will put the students in five groups, and hand out the puzzle pieces and let them
work on that for 10 minutes. I will circulate the room to answer any questions and
redirect as necessary, as well as to assess understanding of the concepts.
• Students will regroup and present their puzzle piece to the class.
 o I will assess the students' understanding of the story structure elements based
on their explanation to the class and their use of text evidence.
• “Who has the story elements that happen at the Beginning of a story? Characters,
great, you can go first and put your puzzle piece up on the board”
o The characters group will put their puzzle piece on the board and present
o The setting group will put their puzzle piece on the board and present
• “Which groups have the story elements that happen in the Middle of the story?”
o The problem group will put their puzzle piece on the board and present
o The key events group will put their puzzle piece on the board and present
• “Which group has the story element that happens at the End of the story?”
o The solution group will put their puzzle piece on the board and present

Closure

• “Great work class. You completed the story structure puzzle!”

o I will review the final story structure puzzle and answer any questions the
students may have.
• I will let the students know that we will finish up our work on the elements of story
structure tomorrow when we look at another funny Robert Munsch book, and work
on an independent work activity.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.

Story Structure Anchor Chart

Vocabulary Anchor Chart
“Stephanie’s Ponytail” Group Graphic Organizer completed in previous lesson
Large Puzzle Pieces for Group Graphic Organizer (using template from previous lesson)
Chart paper/Dry Erase board
Markers / dry erase markers
“Aaron’s Hair” by Robert Munsch
 Lesson ___3___ of a __3____ Day Learning Segment

Subject and Lesson Topic: ELA - Literacy - Story Structure

Grade Level: 1 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

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

The central focus of this learning segment is identifying story structure using key details from the text and illustrations.

Knowing Your Learners

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

I know that last year in kindergarten, my students covered the standard NY.NGLS.KR3 so they have experience identifying characters,
settings, major events in a story, or pieces of information in a text.

I know that last year in kindergarten, my students covered the standard Ontario Curriculum Standards ELA Kindergarten 9, so they can
demonstrate literacy behaviors that enable beginning readers to make a sense of a variety of texts.

I know that in Lessons 1 and 2 I explained the various elements of a story (characters, setting, problem, key events, solution, and
beginning, middle and end) to the students and modeled finding text evidence of those details during our whole class discussion with
the Robert Munsch books, “Stephanie’s Ponytail” and “Aaron’s Hair”.

I know from Lesson 2 that my students have experience identifying story elements using text evidence in a small group setting.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Because I know my students can identify characters, settings and major events in a story, I will now have them extend that learning and
have them work on identifying those elements in a variety of stories as well as identifying the beginning, middle, and end of a story.
Because my students have experience identifying story elements with text evidence in both a large and small group setting, now I will
have them do this independently.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

My grade one students are a diverse group including several different races and ethnicities. Two students are new immigrants. The
students enjoy fun and engaging stories, as well as puzzles.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Because I know my students are a diverse group of learners who enjoyed the Robert Munsch books, “Stephanie’s Ponytail” and “Aaron’s
Hair” in our previous lessons, I have decided to showcase another fun and engaging book by Robert Munsch entitled, “The Paper Bag
Princess”.

Because I know my students like puzzles, I will relate the components of story structure to a puzzle and have them work to put the
puzzle together.
Curriculum Standards
Ontario Curriculum Standards ELA Grade 1 2.1: Identify and describe the characteristics of a few simple text forms, with a focus on
literary texts such as a simple fictional story (e.g. characters, setting, events, problem/solution).

NY.NGLS.1R3: Describe characters, settings, and major events in a story, or pieces of information in a text.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to identify the ● I will listen and assess as students IEP Visual Impairment: Vocabulary
characters, setting, key events, problem and participate in the group discussion. I handout & copy of the group graphic
solution from “The Paper Bag Princess”. will use the popsicle stick name jar to organizer from Lesson #2 will be
ensure all the students respond, and provided in Tahoma Bold font size 18.
if any students have difficulty. I can
put their popsicle sticks off to the
 side and make sure to follow up with Level 4 Language: Vocabulary handout
them to clarify following the lesson. with visuals will be provided. Students
will be allowed to use their translator
dictionary.
Students will be able to arrange the events of ● As students discuss their flip books IEP Visual Impairment: I will provide
“The Paper Bag Princess” into beginning, with their elbow partners, I will extended time to work on the Beginning,
middle and end. circulate the room and listen and Middle and End Flip Book
check for understanding.
● I will evaluate each student’s Level 4 Language: I will clarify
Beginning, Middle, End flip book vocabulary.
organizer to see if they have
arranged the key elements of the
story in a meaningful way.

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 I will support my students by reviewing the anchor chart I
Looking at your standards and objectives, Identify presented in Lesson 1. I will also revisit the work we did in
choose the one Bloom’s word that best regards to identifying the characters, setting, key events,
describes the active learning essential for
students to develop understanding of
problem and solution of “Aaron’s Hair” in Lesson 2. I will also
concepts within your lesson. model identifying the elements and encourage their
participation while reading the story, “The Paper Bag Princess”.
Vocabulary The vocabulary words that my We will revisit the vocabulary and anchor chart that was
Key words and phrases students need to be students will need to presented in the first lesson, and reference as needed
able to understand and use understand and use are throughout this lesson.
characters, setting, plot,
problem, events, and solution.

Syntax My students will use syntax by I will support my students to use syntax by giving the students
structuring their responses by a flip book graphic organizer listing beginning, middle and end.
using beginning, middle and
Describe ways in which students will end to sequence the events and
organize language (symbols, words, plot of the story.
phrases) to convey meaning.

Discourse My students will use discourse I will support my students to use discourse by reviewing
How members of a discipline talk, write, by communicating with the examples of story structure from “Aaron’s Hair”, as well as
and participate in knowledge construction class their understanding of the modeling examples while reading “The Paper Bag Princess” and
and communicate their understanding of
the concepts
story elements through the showcasing evidence from the text.
group discussion and with their
elbow partner.

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator

• “Yesterday we continued our work on story elements, and in groups you all worked on this fantastic
graphic organizer showcasing all of the story elements of “Aaron’s Hair”. Today we are going to
review what we did yesterday, and then we will read another Robert Munsch book because we all
seem to love his stories. Then we will be working on a fun flip book organizer activity that you will
then share with your elbow partners. Who is ready?”
Instructional Procedures Puzzle piece anchor chart can be
referenced for the review.
• “Can someone please tell me about the Characters in “Aaron’s Hair” and whether Group graphic organizer from Lesson 2
they were presented at the beginning, middle, or end of the story?” will be used for review.
o I will use the popsicle name jar to pick names to answer my questions and Popsicle Stick Name Jar
then I’ll know who has answered and who hasn’t and if anyone has difficulty IEP Visual Impairment: Vocabulary
answering I can put their popsicle stick aside and follow up with them handout & copy of the group graphic
following the lesson for clarification. organizer from Lesson #2 will be
• “Now, what about the Setting?” provided in Tahoma Bold font size 18.
• “How about the Problem in “Aaron’s Hair”? Does anyone remember what the Level 4 Language: Vocabulary handout
problem was and when it occurs in the story?” with visuals will be provided. Students
• “What else did we learn about during the Middle of the story?” will be allowed to use their translator
• “Key Events, perfect. Do you remember what the Key Events were?” dictionary.
• “What is left? What do we learn at the End of the story?”
 • “The solution. You guys are amazing! Well done!” I will use wait time to allow students to
• “Today we are going to continue to use what we learned and apply it to today’s story provide answers.
and work. The story we are going to read today is, “The Paper Bag Princess”.
o I will introduce the book, “The Paper Bag Princess” written by Robert Munsch
and illustrated by Michael Martchenko.
• “What do you notice when you look at the cover?” “Can you make any guesses about
any of the story elements from the picture on the cover?”
• I will read aloud “The Paper Bag Princess”:
o Page 1: “On the very first page, at the Beginning, do we have any story
elements being introduced?” (Characters and Setting)
o Page 5: “Do you have any ideas at this point about what the Problem is?”
o Page 9: “What do you think Elizabeth is doing with the dragon when she is
asking him “Is it true…”?
o Page 15: “What is happening with the dragon? Do you think this is a Key
Event of the story? What do you think he will do?”
o Page 21: “Was Prince Ronald being nice when he said those things to Princess
Elizabeth?"
o Page 22: “What did Princess Elizabeth do at the very end of the book?”
• “Now, I want you to go back to your desks and you are going to work on a Flip Book IEP Visual Impairment: I will clarify
that has the Beginning, Middle and End printed on it. Under each of those tabs, I the directions and provide extended
want you to write some words or a sentence, and draw a picture of the story elements time for the assignment as needed.
that took place during the Beginning, Middle and End of “The Paper Bag Princess”.
Once you are finished, you can discuss your completed flip book with your elbow Level 4 Language: I will clarify the
partner and see if you both agree or if you each have mentioned different items and directions and provide language support
evidence.” as required.
• Students will return to their desks and work on their flip books. Once the flip books
are complete, they may discuss their choices with their elbow partners.

Closure
• “Now that everyone has finished their flip books and have discussed with their elbow
partners, if you can please hand in your flip book before heading out for recess.”
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.

Story Structure Anchor Chart

Vocabulary Anchor Chart
“Aaron’s Hair” Group Graphic Organizer completed in previous lesson
Chart paper/Dry Erase board
Markers / dry erase markers
“Aaron’s Hair” by Robert Munsch

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 25

Artifact #2: Math Lesson Plan

The Math Lesson Plan showcased below is a Grade 2 lesson that focuses on

addition of coin values up to 200₵. It includes review of money values and coin names

from Grade 1, and then proceeds with the introduction of new vocabulary, followed by

the modeling, practice and assessment associated with addition of different combinations

of coins.

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #1: Learner Development
Standard/Progression #2: Learning Differences
Standard/Progression #4: Content Knowledge
Standard/Progression #5: Application of Content
Standard/Progression #6: Assessment
Standard/Progression #7: Planning for Instruction
Standard/Progression #8: Instructional Strategies

NYS Code of Ethics for Educators

Principle #1
Principle #2

Ontario Teacher Ethical Standards

Care
Integrity
Respect

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
CCSS.MATH.CONTENT.2.MD.C.8: Solve word problems involving dollar bills,
quarters, dimes, nickels, and pennies, using $ and ₵ symbols appropriately.

NYS Learning Standards

NY.NGLS.2.MD.8a: Count a mixed collection of coins whose sum is less than or equal
to one dollar.

Ontario Ministry of Education Curriculum Expectation

Ontario Curriculum Standards Math Grade 2 F1.1: Identify different ways of representing
the same amount of money up to Canadian 200₵ using various combinations of coins,
and up to $200 various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100
bills.
DOE Claims & CAEP Standards
Standard 1: Content and Pedagogical Knowledge

International Society for Technology Education for Teachers and Students (ISTE)
Learner
Collaborator

International Literacy Association (ILA) Professional Standards

Standard 1: Foundational Knowledge
Standard 2: Curriculum and Instruction
Standard 5: Literate Environment

Council for Exceptional Children (CEC)

Initial Preparation Standard 1: Learner Development and Individual Learning Differences
Initial Preparation Standard 3: Curricular Content Knowledge
Initial Preparation Standard 5: Instructional Planning Strategies
 MSED ELEMENTARY PORTFOLIO PROJECT 27

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Andrea Stevens Date: July 27, 2020

Context for Learning (edTPA)

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

Grade level: ___1____ Number of students in the class: ___15_____

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
1 Handouts created with Tahoma Bold font size 18,
Visual impairment extended time on in class testing and exams, directions
read and clarified.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
2 Visuals with text, translator dictionary, provide concept
Level 4 - Expanding English Language Proficiency maps when appropriate, clarify vocabulary and language
concepts in first language when possible.
 Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson ___1___ of a __3____ Day Learning Segment

Subject and Lesson Topic: Math: Money Concepts

Grade Level: 2 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

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

The central focus of this learning segment is identifying different ways of representing the same amount of money using various
combinations of coins and bills.

Knowing Your Learners

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

I know that last year in grade 1, my students learned to identify the various Canadian coins up to 50₵, and coins and bills up to $50, and
compare their values.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Because I know my students can identify the various coins and bills, and compare their values, I will now have them begin adding coin
values and bill values. To ensure understanding, we will do some review of the work that was covered in grade 1 as well.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

My grade one students are a diverse group including several different races and ethnicities. Two students are new immigrants. They
understand the values associated with money and have some experience with receiving an allowance and making small purchases at
stores. I also know my students love music and singing, and that they enjoy read aloud stories.

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

Because I know my students have experience with the values associated with money, and have some experience with making small
purchases I will incorporate that concept into my lessons. Since they enjoy music, I will incorporate music into this lesson plan as well.

Curriculum Standards
Ontario Curriculum Standards Math Grade 2 F1.1: Identify different ways of representing the same amount of money up to Canadian
200₵ using various combinations of coins, and up to $200 various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100 bills.

CCSS.MATH.CONTENT.2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ₵
symbols appropriately.

NY.NGLS.2.MD.8a: Count a mixed collection of coins whose sum is less than or equal to one dollar.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to identify different ● I will conduct an assessment prior to IEP Visual Impairment: The student will
ways of representing the same amount of the lesson to determine the prior work with another student on the
money up to Canadian 200₵ using various knowledge of my students in regard Kahoot! exercise.
combinations of coins. to the value and names of the
Canadian coins using Kahoot!
● I will informally assess the students’
knowledge as they answer questions
during the lesson
 ● I will circulate the classroom and IEP Visual Impairment: The partner game
informally assess the students’ will be provided in Tahoma Bold font size
knowledge as they complete their 18.
game with a partner.
● I will formally assess the students’
worksheets for understanding of the IEP Visual Impairment: The worksheet
concept. will be provided in Tahoma Bold font size
18.

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 I will support my students by modeling how to identify
Looking at your standards and objectives, Identify different ways of representing the same amount of money using
choose the one Bloom’s word that best coins.
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary The vocabulary words that my I will support my students to understand and use the
Key words and phrases students need to be students will need to vocabulary by providing a definition of each term, and I will
able to understand and use understand and use are provide an anchor chart for students to refer to throughout the
currency, coins, bills, value. lesson.

Syntax My students will use syntax by I will support my students to use syntax by modeling the
Describe ways in which students will using the appropriate money appropriate use of money symbols and coin names in my
organize language (symbols, words, symbols and coin names in examples.
phrases) to convey meaning.
their work.

Discourse My students will use discourse I will support my students to use discourse by modeling
How members of a discipline talk, write, by communicating with the examples of identifying different ways of representing the same
and participate in knowledge construction class their understanding of the amount of money using coins.
and communicate their understanding of
the concepts
different combination of money
values through the group
 discussion and with their elbow
partner.

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator

● “Good morning class! Do any of you go shopping with your family?” Students will be selected to answer by
● “What do you use to pay for items?” “Yes, money.” the name popsicle sticks.
● “Do any of you receive an allowance for doing chores around your home?”
● “What do you receive for your allowance?” “Yes, money.” IEP Visual Impairment: The student will
● “Today we are going to talk about money, specially coins and how to add them. I work with another student on the
know you learned a lot about money last year in Grade 1, so I thought we would start Kahoot! exercise.
off today by having some fun with a Kahoot! quiz. Let’s get our devices ready and I’ll
put up the game PIN.”
● Play Kahoot! Quiz

Instructional Procedures
● “That was great class. Well done! You all really know the value and names of the
Canadian coins. We are now going to quickly review the values and names of the
coins with a great song by Jack Hartmann. If you know the words please sign along.”
● Play “The Coins of Canada” video by Jack Hartmann.
● “What did you guys think of that song? I thought it was so fun. Can you guys think of Vocabulary anchor chart.
some words that we associate with money and coins? I’m going to go over a few
words to add to our vocabulary list for the week.” IEP Visual Impairment: Vocabulary
○ Present vocabulary chart and go over each word and definition (currency, handout will be provided in Tahoma
money, coins, bills, value) Bold font size 18.
● “Now that we understand all of the pieces, let’s start adding some coins. Level 4 Language: Vocabulary handout
○ I will guide the class through addition of coin value scenarios including nickels, with visuals will be provided. Students
dimes, quarters, loonies and toonies. I will also draw their attention to how will be allowed to use their translator
combinations of different coins can have the same value. dictionary. I will clarify the new
○ I will use the popsicle name jar to pick names to answer my questions and vocabulary words with them.
then I’ll know who has answered and who hasn’t and if anyone has difficulty
 answering I can put their popsicle stick aside and follow up with them Popsicle Stick Name Jar
following the lesson for clarification.
● Next, I’d like you to go back to your desks and work with your elbow partners. You IEP Visual Impairment: Spinner handout
are going to use this template to create a spinner game for you and your partner. will be provided in Tahoma Bold font
When it’s your turn you will spin the wheel and write down the coin value that you size 18. I will clarify the directions and
land on. Then it’s your partner’s turn to do the same. Then you go again and write provide extended time for the
down the next coin value you land on, except this time you add the two values assignment as needed.
together. At the end of the game we will see what values everyone ended up with.
Let’s try it a few times together. Who wants to spin?” Level 4 Language - I will clarify the
○ I will use the popsicle name jar to pick names to spin the spinner, and we will directions and provide language support
add the values together as a class. as required.
● I will give students 5 minutes to work on this.
● “Okay class, let’s hear a few of the totals you have.”
● “That’s great. Now what I want you to do is to work with your partners to come up
with a different way to represent that number using a variety of coins. Both of you
will work together on one person’s value, and then you’ll work on the other person’s
value. Let’s work on the one we were doing before together and see how else we can
represent that amount.”
○ We will work together as class to come up with a different representation of
the value we had from when we used the spinner as a class.
○ Students will go back with their partners for 5 minutes to come up with a
different combination of values to reach the same total.
● “Okay class, how did it go? Did everyone figure out a different way to represent their
value? Who would like to come up to the board and show the two different ways you IEP Visual Impairment: Coin code
reached your value?” handout will be provided in Tahoma
○ A few students will come up to the board to show how they reached their Bold font size 18. I will clarify the
value using coins in two different ways. directions and provide extended time for
● “Well done everyone. Before we head to gym, I have a fun activity for you to do. I am the assignment as needed.
going to hand out this sheet that is a code. It has letters and coin values associated
with each letter. Using the letters in your name, you are going to write out and add up Level 4 Language - I will clarify the
the coin values associated with each of the letters in your name. Let’s use my name as directions and provide language support
an example.” as required.
 ○ I will model how to use the code to add up the coin values associated with my
name.
● “That’s great. Now you all can get started on yours. When you are finished, please
hand your worksheet in to me.”

Closure

● Students will hand in their worksheets.

● I will let the students know that tomorrow we will continue our addition of money
values, but we will be using bills and discussing what we can buy with higher values
of money.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.

Kahoot! Quiz
“The Coins of Canada” Jack Hartmann song
Vocabulary Anchor Chart
Chart paper/Dry Erase board
Markers / dry erase markers
Popsicle Stick Name Jar
Coin Spinner Game
Coin Code Worksheet
[Back to Table of Contents]
MSED ELEMENTARY PORTFOLIO PROJECT 35

Artifact #3: Literacy Assessment and Instruction Plan

The Literacy Assessment and Instruction Plan detailed below was completed for a

grade 1 student. This assessment and instruction plan showcases my ability to assess a

student in regards to literacy and to plan an instructional plan that will meet the needs and

goals of the student.

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #1: Learner Development
Standard/Progression #2: Learner Development and Learning Differences
Standard/Progression #4: Content Knowledge
Standard/Progression #5: Application of Content
Standard/Progression #6: Assessment
Standard/Progression #7: Planning for Instruction
Standard/Progression #8: Instructional Strategies

NYS Code of Ethics for Educators

Principle #1
Principle #2

Ontario Teacher Ethical Standards

Care
Integrity
Respect

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
Not applicable

NYS Learning Standards

Not applicable

Ontario Ministry of Education Curriculum Expectation

Not applicable

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge

International Society for Technology Education for Teachers and Students (ISTE)
Learner
Designer
Analyst
International Literacy Association (ILA) Professional Standards
Standard 2: Curriculum and Instruction
Standard 3: Assessment and Evaluation

Council for Exceptional Children (CEC)

Initial Preparation Standard 1: Learner Development and Individual Learning Differences
Initial Preparation Standard 3: Curricular Content Knowledge
Initial Preparation Standard 4: Assessment
Initial Preparation Standard 5: Instructional Planning Strategies
ELED 650 Assessment and Instruction Plan

Andrea Stevens

Medaille College

EDL 650

Heather Reichmuth

May 4, 2020
I. Basic Data
a. Student Name: Ben
b. Student grade / stage of development: Grade 1, Decoding
c. Type of assessment analyzed:
• Interest Inventory; Elementary Reading Attitude Survey; McKenna and
Kear (1990)
• Book-Handling Knowledge Guidelines; Dougherty Stahl, Flanigan and
McKenna (2020)
• Test of Phonological Awareness; Dougherty Stahl, Flanigan and McKenna
(2020)
• Z-Test; Cunningham et al. (1999)
• Fry Sight-Word Inventory; Fry (1980)
• Running Record & Benchmark Book Quick Check; Reading A-Z

II. Summary of Assessment Document

• Interest Inventory - Elementary Reading Attitude Survey
• This assessment provides a rating scale to assess the general reading attitudes of
the students. The results can show how positive or negative attitudes towards
reading can be.
• Ben scored 33 for recreational and 37 for academic, with a combined score of 70.
• The lowest rank was in regards to reading for fun at home (1).
• Ben wasn’t sure what a dictionary was, and had not used one before.
• Overall, Ben appears to enjoy reading and listening to books.

• Concepts of Print - Book-Handling Knowledge Guidelines

• This assessment provides information on the student’s awareness of print concepts
such as the orientation of a book, directionality, terminology, and punctuation.
• While participating in this assessment, Ben demonstrated the ability to hold the
book the correct way, left to right directionality, and where a sentence starts and
ends. Ben has good understanding of punctuation, lower and uppercase letters,
word and letter concepts, and speech-to-print match.
• Ben was not familiar with the exclamation point and did not know what quotation
marks were used for.
• Ben enjoyed participating in this test, and was confident until we reached the
exclamation point. Then he just said, “I don’t know.”

• Phonemic Awareness - Test of Phonological Awareness

• This assessment shows whether the student is aware of the component sounds of
spoken words.
• While participating in this assessment, Ben demonstrated mastery of awareness of
rhymes, phoneme identity, blending and phoneme addition.
• Ben was very close to mastery with phoneme isolation.
• Ben experienced difficulty in awareness of phoneme categorization, phoneme
deletion, phoneme substitution and phoneme segmentation. Reading Rockets
indicates these skills generally are mastered in Grade 1.
 • Ben experienced frustration as we worked through the test and when we reached
phoneme substitution he did not want to continue, so we stopped the test.

• High-Frequency Sight Word Recognition - Fry Sight-Word Inventory

• This assessment identifies a student’s knowledge of high-frequency sight words.
• “Knowledge of high-frequency words as sight words is essential for fluent
reading. According to Carroll, Davies, and Richman (1971), 109 of the most
frequent English words make up 50% of all words found in reading material for
grades 3-8.”
• Ben completed the First 100 Words, and did not want to continue any further, so
we ended the assessment.
• Ben had a great deal of success with the first three columns of words, but the last
column he was frustrated with.
• Some of the words in the last column he did not get during the test, but he has
known during prior reading.
• His attitude was likely related to the fact that he a) didn’t know the words and b)
had run out of patience for the assessment.

• Comprehension - Running Record & Benchmark Book Quick Check

• This assessment captures what students know and understand about the reading
process. Running records allow a teacher to analyze what happened and plan
appropriate instruction.
• I administered the running record test for Ben using a level C book entitled, “I
Can Help”. Ben had a 98% accuracy rate with this text, and I determined this was
an easy text for him.
• I then administered the running record test for Ben using a level D book entitled,
“The Wheel”. Ben had an 89% accuracy rate with this text, which is a hard text
for him.
• Finally, I administered the Benchmark Book Quick Check and Ben scored 100%.
This shows that even though Ben had trouble with some words, he understood
what was going on in the story.

III. Instructional Plan

• Ben needs to have continued instruction in regards to phonological awareness and high-
frequency words.
• I will go back and work with Ben on some of the fundamentals of phonological
awareness in regards to phonemes, blends, digraphs, etc. Ben needs to continue to
practice creating words and breaking words down into parts.
• We will work with word families and use Ben’s rhyming ability to help him build upon
his words.
• We will use phonics dominoes to create words while playing a game. This will engage
Ben and hopefully keep him interested in working on these skills.
• Ben struggles with decoding, so encouraging him to practice while keeping it fun will be
crucial.
 • I will work with Ben on mastering the Fry First 100 Words. We will incorporate a fly
swatter game to engage him with identifying those words. Once he has mastered those
words, we will move onto the Second 100 words.
• Ben will continue to read level C books for enjoyment and independent reading.
• I will read level D books with Ben in order to have him work towards using them for his
instructional level and then independently.
• Reading Rockets indicates the importance of administering the Informal Reading
Inventory ongoing. I will assess Ben at least three times during the school year - at the
beginning of the year, mid-year, and at the end of the year. This will measure Ben’s
grade level reading, phonics, fluency, comprehension, vocabulary, and oral reading
accuracy. I will have him read a passage and then answer questions, and ultimately this
should be a very good overall assessment of his abilities and we will be able to see in
what areas he is making progress.
• Ben enjoys reading, but can get frustrated. He says, “I don’t know,” and he no longer
wants to try. The key with Ben will be making sure he is engaged in the learning process
and continues to enjoy reading.

IV. Reflection
• This process was very eye-opening, especially because the subject is my son. I learned
a lot through the process, and feel a lot more comfortable in regards to administering
assessments.
• I can now see how these assessments can be really useful in identifying the key areas
where students need further instruction and where they are exhibiting strengths. This is
a great way to celebrate a student’s strengths and create a differentiated education plan
for each student.
• I was patient while administering the tests, and enjoyed seeing what the different
assessments showed.
• An area where I can improve is in regards to asking questions during the assessments.
Perhaps it was because my son was the subject, but I found if he hesitated or didn’t
know a word, I prompted him to sound it out, etc., when really, I should have just
continued on with the assessment.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 41

Artifact #4: Individual Education Plan Analysis

The Individual Education Plan (IEP) Analysis was completed for the Foundations

of Special Education class at Medaille College. After working with the IEP for a number

of weeks, there was a project to do a formal analysis of the plan and provide feedback

and suggestions in regards to it. This analysis showcases my ability to assess a situation

and provide feedback in regards to goals and needs and the support that may be required

to assist in those areas.

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #1: Learner Development
Standard/Progression #2: Learning Differences
Standard/Progression #3: Learning Environments
Standard/Progression #6: Assessment
Standard/Progression #8: Instructional Strategies
Standard/Progression #10: Leadership and Collaboration

NYS Code of Ethics for Educators

Principle #1
Principle #2
Principle #4
Principle #5
Principle #6

Ontario Teacher Ethical Standards

Care
Respect

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
Not applicable

NYS Learning Standards

Not applicable

Ontario Ministry of Education Curriculum Expectation

Not applicable

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge
International Society for Technology Education for Teachers and Students (ISTE)
Collaborator
Designer
Analyst

International Literacy Association (ILA) Professional Standards

Standard 1: Foundational Knowledge
Standard 2: Curriculum and Instruction
Standard 3: Assessment and Evaluation
Standard 4: Diversity

Council for Exceptional Children (CEC)

Initial Preparation Standard 1: Learner Development and Individual Learning Differences
Initial Preparation Standard 3: Curricular Content Knowledge
 IEP Analysis - Keenan Ellis

Andrea Stevens

Medaille College

ESP 600: Foundations of Special Education

Professor Craig Centrie

April 18, 2020

 This is an analysis of the Individualized Education Plan (IEP) for Keenan Ellis. Keenan

is a grade 2 student and has been classified to have a learning disability. It is important that we

ensure that Keenan’s IEP is a good fit for him given his strengths and weaknesses, and the

support that he receives ensures he will be able to experience success in the classroom.

Present Levels of Performance and Individual Needs

Keenan is in good physical health, enjoys physical education class, and showcases

strengths within math and spelling. He enjoys working with numbers and demonstrates skills

with math reasoning and numerical operations. For spelling, he understands the rules of

spelling. Keenan has strong daily living skills and is helpful at home. He works well

independently and in whole class situations. In regards to areas where Keenan needs

improvement, he needs to continue to develop his reading skills, and improve his reading

comprehension in all genres as his WIAT reading comprehension testing score was low. Keenan

is struggling with social skills and appropriate behaviours. He has difficulty transitioning to new

tasks and can demonstrate high levels of aggression. Keenan needs to improve his socialization

with peers, and has some issues with anger management.

Classroom / Program Accommodations / Modifications

Keenan’s IEP states that he has a special seating arrangement where he can sit at the front

of the class and select a peer to sit with for all classes every other day. This accommodation

aligns with his needs based on the fact that he works well independently but needs some work on

socializing with peers. By allowing him to choose which peer sits with him this arrangement is

more likely to be successful by reducing his anxieties and behaviour issues. Keenan also is

allowed the use of a calculator and computer during math and science classes for calculations

each day of the cycle. This accommodation doesn’t seem to align with Keenan’s IEP given that
it states that he has strong skills in regards to math reasoning and numerical operations. If the

calculator is provided to help deal with his anxiety then that would make sense. Keenan also

receives extended time as a testing accommodation and can have the tests administered in a

small group. The extended time makes sense given his issues with reading comprehension, but

the small group testing may actually not work for Keenan given that the IEP states he works well

independently or in whole class situations. The small group setting may cause him more anxiety

than if he was with the whole class. No accommodations are mentioned in regards to assisting

with his reading comprehension. For testing, perhaps Keenan could be provided with someone

to read the test material to him so his true comprehension can be assessed without reading being

a factor. Keenan should also be participating in a reading support program such as Levelled

Literacy Intervention, Raz Kids or Lexia in order to address his reading and comprehension

issues.

Services

Keenan receives a number of services. As a part of his special education program he

receives integrated co-teaching services for all classes each day. He works with a counselor on

an individual basis to work on his feelings of anxiety related to death and dying for 30 minutes

each week. Keenan also is allowed to use a computer and calculator for math and science

classes, and sits in the front of the class and is allowed to select a peer to sit with. The services

seem to align with Keenan’s needs, and allow Keenan to be in a least restrictive environment

with his peers for the majority of the school day. His IEP states that he does well in whole class

situations and if that’s the case then he should be in a whole class setting where appropriate. For

the counselling services, it may be to Keenan’s advantage to have more than one counselling

session a week given his anger management and anxiety issues.

Goals

Keenan is working towards a few goals. For reading, his goal is that when recounting

stories or after reading Grade 2 level text, he will state the main idea, central message, lesson or

moral. The criteria for this goal is for 80% success over two months using teacher devised tests

or worksheets, and to be assessed every three weeks. This aligns with Keenan’s needs in regards

to reading comprehension, but the IEP doesn’t account for support for this goal or a plan of how

he will achieve this beyond working with worksheets. Given his reading comprehension issues,

Keenan should be having daily reading support through an intervention program. Keenan also

has two goals that address social, emotional and behavioural issues. Keenan will communicate

and interact in a positive manner with peers for 3 minutes. The criteria for this goal is 80%

success over a two month period by using observation checklists and will be assessed

weekly. Given the nature of this goal and Keenan’s issues with social interaction with his peers,

it would make more sense to have him assessed more often than weekly as there are likely

opportunities on a daily basis to observe his interactions with peers. Keenan’s final goal is when

he expresses a negative emotion at school, he will identify and appropriately use a coping skill to

maintain acceptable school behaviour. The criteria for this goal is 75% success over a two

month period through behaviour charting on a daily basis. The charting on a daily basis seems

appropriate, but there may need to be additional counseling time provided in order for Keenan to

be confident in remembering and using his coping strategies on a daily basis. This will support

him in dealing with his anxiety and anger management issues.

Educational Strategies

There are a number of educational strategies that could be implemented in the classroom

to support Keenan’s needs. A classroom management reward system (i.e. pom pom jar, sticker
chart, etc.) can be used for the whole class on a group basis, but could also be implemented on an

individual basis in order to support and recognize the needs of each student. For Keenan this

could involve recognition of positive peer interactions and time spent on additional reading

comprehension activities as an example. Behaviour management strategies and tools will be

essential with Keenan entering the classroom, including ensuring that possible triggers are

avoided and attempting to keep interactions positive. There was a study done in regards to the

Class-Wide Function-Related Intervention Team program and students with emotional behaviour

disorders, and it was found that a mix of clear expectations, setting goals, rewards and praise

were beneficial in that setting (Calderella, et al., 2018). Keenan is allowed to sit at the front of

the classroom and select a peer to sit with him. Perhaps a discussion with Keenan as to who he

would like to sit with would occur privately and then there could be a weekly or biweekly

rotation so that different students have a turn and so Keenan has exposure to different social

relationships where appropriate and when he’s comfortable. This can be assessed on an ongoing

basis.

Reflection

The analysis of Individual Educational Plans is critical to ensure that an appropriate plan

is in place to ensure student success. Using Keenan as an example, his IEP works to support his

social and emotional behaviours, but doesn’t seem to fully support his reading comprehension

issues. Teachers need to have the skills necessary to provide appropriate and measurable IEP

content and goals in order to ensure student success. “In order for IEPs to serve as the primary

means of facilitating curricular access and to improve student academic outcomes for students

with disabilities, educational systems need to provide professional development and increased

IEP quality monitoring to ensure that the goals and services outlined in the IEP are monitored
and implemented as planned (Roach et al., 2009). The promotion of the standards-based IEPs in

policy and regulations only increases the need for additional research and professional training to

support quality IEP goal development” (La Salle et al., 2013). The research done by La Salle,

McGrath and Roach indicated that additional training and professional development was

required in order to ensure high quality IEPs and appropriate goals and assessments. The more

education and experience teachers have in regards to this area the more the likely these

exceptional students will be able to experience success and achievement.

 References

Calderella, P., Kamps, D., Swinburne Romine, R., Wehby, J., and Wills, H. (2018). Classroom

Management That Works: A Replication Trial of the CW-FIT Program. Exceptional

Children, 84 (4), 437-456. Retrieved from

http://dx.doi.org.ezproxy.medaille.edu/10.1177/0014402918771321

La Salle, T.P., McGrath, D., and Roach, A.T. (2013). The Relationship of IEP Quality to

Curricular Access and Academic Achievement for Students with

Disabilities. International Journal of Special Education, 28 (1), 135-144. Retrieved from

https://files-eric-ed-gov.ezproxy.medaille.edu/fulltext/EJ1013681.pdf

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 50

Artifact #5: Pecha Kucha Presentation - Dyslexia

The Pecha Kucha presentation was a project for the Foundations of Special

Education course. This presentation provided me with the opportunity to learn more about

dyslexia. Dyslexia is a learning disability I had been intrigued by for a number of years, so I was

excited to have the opportunity to delve more into it. The Pecha Kucha presentation itself was

very interesting for me as I had not done a presentation in this particular format before. The

absence of text incorporated with the audio recording and timing resulted in an extremely unique

and interesting experience. I hope you enjoy it.

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #1: Learner Development
Standard/Progression #2: Learning Differences
Standard/Progression #8: Instructional Strategies
Standard/Progression #9: Professional Learning and Ethical Practice

NYS Code of Ethics for Educators

Principle #6

Ontario Teacher Ethical Standards

Care
Respect

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
Not applicable

NYS Learning Standards

Not applicable

Ontario Ministry of Education Curriculum Expectation

Not applicable

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge

International Society for Technology Education for Teachers and Students (ISTE)
Leader
Facilitator
International Literacy Association (ILA) Professional Standards
Standard 1: Foundational Knowledge
Standard 2: Curriculum and Instruction
Standard 4: Diversity

Council for Exceptional Children (CEC)

Initial Preparation Standard 1: Learner Development and Individual Learning Differences
Initial Preparation Standard 3: Curricular Content Knowledge

Dyslexia_AndreaStevens.mp4
[Back to Table of Contents]
 Artifact #6: Certifications - Dignity for All Students Act (DASA), School Violence

Prevention and Intervention / Identification and Reporting of Child Abuse and

Maltreatment

The next artifacts included in my portfolio are my training certifications in regards to the

Dignity for All Students Act (DASA), School Violence Prevention and Intervention /

Identification and Reporting of Child Abuse and Maltreatment. Teaching is much more than

reading, writing and math. It involves empathy, culturally responsive teaching, and the ability to

connect and engage with all of your students. While pursuing these certifications I continued to

learn about creating a safe and welcoming classroom environment, and I am better prepared to be

able to identify any possible signs of violence and maltreatment. I want my students to feel safe

and respected in my classroom, and these certifications showcase my desire to continue to learn

and apply knowledge in these areas.

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #2: Learning Differences
Standard/Progression #3: Learning Environments
Standard/Progression #9: Professional Learning and Ethical Practice
Standard/Progression #10: Leadership and Collaboration

NYS Code of Ethics for Educators

Principle #3

Ontario Teacher Ethical Standards

Care
Trust
Respect

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
Not applicable

NYS Learning Standards

Not applicable
Ontario Ministry of Education Curriculum Expectation
Not applicable

DOE Claims & CAEP Standards

Standard 3: Candidate Quality, Recruitment and Selectivity
Standard 5: Provider Quality Assurance and Continuous Improvement

International Society for Technology Education for Teachers and Students (ISTE)
Leader
Citizen

International Literacy Association (ILA) Professional Standards

Standard 4: Diversity
Standard 6: Professional Learning and Leadership

Council for Exceptional Children (CEC)

Initial Preparation Standard 2: Learning Environments
Initial Preparation Standard 6: Professional Learning and Ethical Practice
[Back to Table of Contents]
 Artifact #7: Educational Survey Analysis

The Educational Survey Analysis was a project that was completed as a part of

the Medaille College program. It involved picking a topic in education, coming up with a

survey, and then soliciting responses. Once I had my responses, I had to tally and analyze the

results and then come up with an improvement plan. The topic I chose for my survey was the

Education Quality and Accountability Office test. I wanted to know what parents of grade three

students thought about the standardized tests, and what their insights and preferences might be in

regards to preparing for it.

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progressions #6: Assessment
Standard/Progression #7: Planning for Instruction
Standard/Progression #8: Instructional Strategies
Standard/Progression #9: Professional Learning and Ethical Practice
Standard/Progression #10: Leadership and Collaboration

NYS Code of Ethics for Educators

Principle #3
Principle #6

Ontario Teacher Ethical Standards

Integrity

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
Not applicable

NYS Learning Standards

Not applicable

Ontario Ministry of Education Curriculum Expectation

Not applicable

DOE Claims & CAEP Standards

Standard 4: Program Impact

International Society for Technology Education for Teachers and Students (ISTE)
Leader
Collaborator
Analyst

International Literacy Association (ILA) Professional Standards

Standard 3: Assessment and Evaluation
Standard 6: Professional Learning and Leadership

Council for Exceptional Children (CEC)

Initial Preparation Standard 4: Assessment
 Educational Survey

Andrea Stevens

Medaille College

EDU 510: Research in Education

Dr. Batchelor

November 24, 2019

Thematic Concern

The purpose of this survey is to determine how aware parents of Grade 3 students in

Ontario are of the Education Quality and Accountability Office (EQAO) test, and how they feel

about the test and how prepared their children are for the test. This will allow teachers to

potentially find ways to better prepare students for the test, and make students and parents feel

more comfortable with the process.

Target Population

The target population for this survey is parents of Grade 3 students in an elementary

school in Ontario.

Introduction

Grade 3 students in Ontario are required to take a standardized test called the Education

Quality and Accountability Office (EQAO) test. This test is used to assess potential gaps in

learning and how the students are mastering the Grade 3 curriculum. It has been mentioned that

both students and parents have some anxiety surrounding this test. The purpose of this survey is

to be able to assess how comfortable parents and students feel, and to help make them feel better

prepared, and the various strategies that may be used in order to have that be accomplished

Survey Questions on the Educational Quality and Accountability Office (EQAO) Test

Strongly Disagree Disagree Neither Agree or Disagree Agree Strongly Agree

1________________2_______________3_______________4____________5

1. I understand what the Educational Quality and Accountability Office (EQAO) test is.

1________________2_______________3_______________4____________5

2. I am aware that my Grade 3 child will participate in the EQAO test this year.

1________________2_______________3_______________4____________5
3. I think standardized tests are an accurate measure of learnings.

1________________2_______________3_______________4____________5

4. I referenced the school’s EQAO scores when assessing schools for my child.

1________________2_______________3_______________4____________5

5. I am concerned as to how my child will perform on the EQAO test.

1________________2_______________3_______________4____________5

6. I am discussing the EQAO test with my child at home.

1________________2_______________3_______________4____________5

7. My child feels prepared to write the EQAO test.

1________________2_______________3_______________4____________5

8. I think class time should be spent on preparing my child for the EQAO test.

1________________2_______________3_______________4____________5

9. I would appreciate support on ways I can help my child prepare for the EQAO test.

1________________2_______________3_______________4____________5

10. I would like my child to attend EQAO test preparation sessions outside of class.

1________________2_______________3_______________4____________5

11. What are your general comments on the EQAO test, and how you feel your child would

be best prepared to take it? _________________________________________

___________________________________________________________________________

_____________________________________________________________________Thank

you so much for taking the time to complete this survey. The results from this survey will be

used to improve areas around support for EQAO testing at our elementary school.
Survey Results

The results of this survey indicate that many participants know what the Education

Quality and Accountability Office (EQAO) test is, and they are all aware that their Grade 3

child will be participating in taking the test this school year.

Most respondents did not think that standardized tests are good measure of learning,

and the majority did not pick this elementary school for their child based on the EQAO

scores of the school.

The answers to the question as to if parents were concerned how their child would

perform on the test were quite varied. Some parents indicated they were not concerned, but

in the comments referenced they weren’t concerned because they don’t think the test is an

accurate assessment of what has been learned by their child. The majority of parents have

discussed the test with their child, and most parents weren’t sure that their child felt prepared

to write the test. The comments mentioned that some students were exhibiting anxiety

surrounding the idea of having to write the test this school year.

Parents were fairly evenly split between thinking class time should be spent on

preparing for the test, and that class time should not be allocated to test preparation. No one

opinion stood out as to whether or not parents wanted support on how to better prepare their

child for taking the EQAO test. The majority of parents agreed they did not want their child

working on test preparation outside of class time.

The responses in regards to how parents felt about the EQAO test in general, and how

they felt their child could best be supported had a number of strong responses. Some parents

indicated that they felt the test was a waste of money and didn’t show anything valuable to

the school, school board, and province. They felt the resources dedicated to this test could be
better allocated to another program or initiative. A number of parents felt they didn’t know

what the content of the test would be, so they weren’t sure how to make their child feel less

anxious about writing it. Anxiety was mentioned a number of times in regards to how their

child is feeling about the test. It was also mentioned that Grade 3 is perhaps too young to be

having children write standardized tests. Two people mentioned that they felt the test

shouldn’t be prepared for, and that the point was to gauge how well the students do

naturally. Overall, this survey seems to elicit a number of strong and powerful responses,

and parents seemed to feel passionately one way or the other regarding it.

This survey shows that the Grade 3 parents are having some anxiety and confusion

over the EQAO test, content, and procedures; and if the parents are feeling that then the

students most likely are as well. The sample for this survey was small, but I think indicative

of the greater number of parents of Grade 3 students. Teachers will need to provide

information and support to not only the students, but also the parents to make sure families

are not experiencing too much stress regarding this test. It may be worthwhile to have a

parent information session for the Grade 3 parents where they have the opportunity to ask

any questions and get answers from the administration in regards to the EQAO

test. Teachers should at the very least help the students by having them practice test taking

skills such as time management, multiple choice practice, and not spending too much time on

a question. The curriculum will have been taught, but it’s the test taking skills that may

make the difference in helping some students feel more confident.

#1: I understand what the Education Quality and Accountability Office (EQAO test) is.

Responses: 4, 5, 4, 4, 4, 4, 4, 4, 4, 2, 4; Average: 3.9 (Agree)

#2: I am aware that my Grade 3 child will participate in the EQAO test this year.
 Responses: 4, 5, 5, 5, 5, 5, 4, 5, 4, 4, 4; Average: 4.5 (Strongly Agree)

#3: I think standardized tests are an accurate measure of learning.

Responses: 3, 3, 2, 1, 3, 2, 2, 1, 2, 2, 1; Average: 2 (Disagree)

#4: I referenced the school’s EQAO scores when assessing schools for my child.

Responses: 2, 2, 4, 1, 4, 1, 2, 1, 2, 2, 1; Average: 2 (Disagree)

#5: I am concerned as to how my child will perform on the EQAO test.

Responses: 1, 2, 2, 4, 1, 3, 5, 3, 4, 4, 1; Average: 2.7 (Neither agree or disagree)

#6: I am discussing the EQAO test with my child at home.

Responses: 4, 2, 5, 5, 4, 1, 4, 2, 4, 4, 4; Average: 3.5 (Agree)

#7. My child feels prepared to write the EQAO test.

Responses: 4, 3, 2, 3, 2, 3, 2, 3, 2, 2, 4; Average: 2.7 (Neither agree or disagree)

#8: I think class time should be spent preparing my child for the EQAO test.

Responses: 3, 3, 2, 2, 5, 2, 4, 4, 4, 4, 1; Average: 3 (Neither agree or disagree)

#9: I would appreciate support on ways I can help my child prepare for the EQAO test.

Responses: 3, 3, 4, 2, 5, 1, 3, 3, 4, 2, 4; Average: 3 (Neither agree or disagree)

#10: I would like my child to attend EQAO test preparation sessions outside of class.

Responses: 1, 2, 1, 1, 4, 1, 3, 2, 2, 2, 1; Average: 1.8 (Disagree)

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10

Strongly Agree 1 6 0 0 1 2 0 1 1 0

Agree 9 5 0 2 3 6 2 4 3 1

Neither 0 0 3 0 2 0 4 2 4 1

Agree or Disagree

Disagree 1 0 5 5 2 2 5 3 2 4
Strongly Disagree 0 0 3 4 3 1 0 1 1 5

Totals 11 11 11 11 11 11 11 11 11 11

#11: What are your general comments on the EQAO test, and how you feel your child would be

best prepared to take it?

Response #1: I think it’s a poor use of government funding and quality education time in the

classroom. It goes against everything we know about teaching our diverse and multiple

intelligence learners. Anxious students spend many sleepless nights concerned with the test and

the results it will produce. ESL and IEP students do not get the additional supports they would

have in the classroom for normal instruction. Teachers literally implement the test and then

watch as some of their most challenged learners have to emotionally unfold and for what? For a

school to have a high rating? Of course if you take the behaviours, challenged learners, students

from a lower income bracket, new to Canada students, etc., and put them all in a room with no

supports to complete a paper and pencil task (archaic these days) for hours at a time, they will

see lower results than a school full of high-flying French immersion students, for example. What

does that say about our system - continue to divide with two tiers? The results of this test mean

nothing and there should be no emphasis on this test to the public and the students that are forced

to write them. It’s time to get rid of EQAO and spend the millions of dollars on resources,

repairing buildings, hiring teachers, providing training for those experiencing classroom

violence, etc. That’s how my child will be “best prepared” for life, not just a test once every

couple of years.
Response #2: I guess if the school is doing its job the kids should already be prepared! If my kid

feels too stressed about it, we will opt out of doing it!

Response #3: I feel parents should be given a better idea of what is tested and sample questions.

At this point I have no idea what it looks like, and it’s very hard to help prep someone when I

don’t know what to expect.

Response #4: I feel like this test stresses some kids out unnecessarily. I understand, not sure how

accurate, that this test cost A LOT of taxpayers’ money. I would prefer to see it cancelled.

Response #5: In general, I think it's far too early to assess kids on this type of test in Grade 3. So

much can change in their learning in the next 2-3 years that it is not an accurate measure of

anything. My child would be best prepared by having some practice, and maybe some practice

questions sent home. He has trouble concentrating and would be best in a smaller group or quiet

area.

Response #6: I think the money would be better spent allowing individual schools to assess their

students understanding of the material and then extra money could be used to actually put

additional staff and resources into the classrooms to help ensure children of different learning

styles and capabilities are receiving the best opportunities to succeed.

Response #7: I don’t think the results are really a reflection of how my kids are doing. I have

concerns about this year’s test since math instruction is done in French. Not sure if the testing is

done in French? We’ve been talking about it at home because it’s created anxiety for my grade 3

student.

Response #8: Preparing for a standardized test defeats the intended purpose of the tests.

Preparing kids in the format would be beneficial, but not specifics.

Response #9: Waste of money. Classroom assessment is far more valuable. Not a healthy

learning environment especially for children with IEPs.

Response #10: I believe that EQAO results should not be tampered with by preparing children

specifically for the test itself.

Plan for Improvement

The sample section of this survey seemed to have concerns about the anxiety the EQAO

test elicits in their children. In order to improve this and how the parents feel as well, it would be

beneficial to implement parent information sessions at the school with the administrative team in

order for them to have a better understanding of the test, and what is involved. The students will

have their curriculum knowledge, but teachers can work with the students on test taking skills in

class with multiple choice tests in order for them to feel more comfortable with the

format. Teachers can go over not to spend too much time on one question, skip a question and

go back to it, and how to manage your time with a multiple-choice test. Teachers can prepare

students by ensuring the curriculum standards are met to the best of their abilities prior to the

test. The school can set the students up for success by providing breakfast to students the day of

the test in order to ensure they aren’t hungry and distracted. Teachers can run practice sessions

at lunch for students who may want some additional assistance with test preparation. It can be

reinforced to students that this mark does not reflect on their grade, and often may not be an

accurate representation of what they know in order to help alleviate some of the pressure. Like

in most things, communication between the teachers, school, parents and students will be key in

order to make sure the students feel confidence going into the test.
[Back to Table of Contents]
 Artifact #8: Google Classroom

The Google Classroom artifact showcases my communication with students and

parents while incorporating technology and creating engaging content for the students. The

Google Classroom website tool will allow me to communicate easily and effectively with

parents, and students will have work and expectations at their finger tips.

Google Classroom Code: 5vfl72e

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #1: Learner Development
Standard/Progression #3: Learning Environments
Standard/Progression #8: Instructional Strategies
Standard/Progression #10: Leadership and Collaboration

NYS Code of Ethics for Educators

Principle #4
Principle #5

Ontario Teacher Ethical Standards

Care
Trust
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
Not applicable

NYS Learning Standards

Not applicable

Ontario Ministry of Education Curriculum Expectation

Not applicable

DOE Claims & CAEP Standards

Standard 2: Clinical Partnerships and Practice

International Society for Technology Education for Teachers and Students (ISTE)
Learner
Leader
Citizen
Designer
Facilitator

International Literacy Association (ILA) Professional Standards

Standard 5: Literate Environment

Council for Exceptional Children (CEC)

Initial Preparation Standard 7: Collaboration

[Back to Table of Contents]

 Artifact #9: Weebly Website

My final artifact is my Weebly Website. This tool enables me to engage with

students and parents on a daily basis by providing relevant information in an easily

accessible way.

Weebly Website: https://andrealstevens.weebly.com/

Connections to Curriculum and Professional Standards

INTASC Standards
Standard/Progression #1: Learner Development
Standard/Progression #3: Learning Environments
Standard/Progression #8: Instructional Strategies
Standard/Progression #10: Leadership and Collaboration

NYS Code of Ethics for Educators

Principle #4
Principle #5

Ontario Teacher Ethical Standards

Care
Trust

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
Not applicable
NYS Learning Standards
Not applicable

Ontario Ministry of Education Curriculum Expectation

Not applicable

DOE Claims & CAEP Standards

Standard 2: Clinical Partnerships and Practice

International Society for Technology Education for Teachers and Students (ISTE)
Learner
Leader
Citizen
Designer
Facilitator

International Literacy Association (ILA) Professional Standards

Standard 5: Literate Environment

Council for Exceptional Children (CEC)

Initial Preparation Standard 7: Collaboration

[Back to Table of Contents]

Conclusion

My hope is that the artifacts presented this section three have showcased to you the

knowledge and experience I have gained over the course of my time at Medaille College. I have

created and worked on numerous projects that have furthered my knowledge and skills in regards

to planning, instruction, and assessment. The certifications I have participated in have prepared

me to handle numerous situations with students including those of a sensitive nature. I have

worked to compile a well-rounded portfolio of artifacts that connect with the curriculum and

professional standards of a teacher, but that also showcase me and my preparedness to become

an elementary educator. The next section will showcase how the artifacts align with the

curriculum and professional standards.