Section Three: Teacher Candidate Artifacts

Introduction

Section three represents the pedagogical evidence section of my Elementary Portfolio

Project. It will present the material evidence that supports what I have written in the previous

sections of this portfolio about the skills and knowledge I possess to be prepared to teach in the

elementary classroom. The instructional materials I have chosen to highlight in this section will

showcase my subject-matter and pedagogical knowledge, teaching practices, use of technology,

and professional disposition, all of which are essential to becoming a professional teacher. These

artifacts will draw connections back to the theorists and theories I have referenced previously

and serve as tangible evidence that demonstrates what I know, what I can do, and how I think

concerning my readiness in being a professional teacher. The materials presented in this section

will also be tangible evidence of my philosophy of education and how I plan as a teacher, for the

learner, in a safe and prepared learning environment. For each of the artifacts presented, there

will also be a connection to both New York State and Ontario educational standards to show my

awareness of and practice with planning and teaching lessons based on a foundation of State and

Province educational standards.

Artifacts & Rationales

Artifact #1: Annotated Bibliography

Continually developing skills related to critically reading and identifying the key points

of professional writings is an important skillset for an educator to possess. It is important that

teachers effectively be able to research and analyze pertinent literature as it relates to education

and to continually be able to find credible resources and writings that can help to develop

teaching skills and practices. Writing an annotated bibliography, for example, can help a teacher

discern the most relevant sources that pertain to their research, teaching method, or proposed

questions or conflict within a classroom or school setting. As a result of researching and

analyzing other resources and professional writings, I can be better prepared as an educator to

develop my point of view and contributions to pedagogical practices in the ever-adapting field of

education. For this particular artifact, I had to search the Medaille College’s Library database for

an article that related to the field of education. I then had to examine and identify the target

population, author’s purpose, the research method used, summarize, and interpret the findings of

the study. Next, I had to take these findings and relate them to classroom applications and

teaching practices. One of the most important aspects of this assignment is the ability to take

professional writing and connect it with classroom and teaching methods. This helps me as an

educator to learn and remain aware of different components of education, which remain relevant

as teaching continues to evolve.

The article I chose for my annotated bibliography highlights the effectiveness of an

intervention-reading program for struggling readers at the primary level. The purpose of the

article was to test different methods to help struggling readers in the classroom. This is

significant because it informs my instruction and teaching methods as it relates to supporting

struggling readers. Taking time to look at professional research and studies that have been done

that can apply to my teaching is an essential practice of an educator. Similarly, this article

focuses on students who struggle with reading and with overall literacy skills, which is a topic

relevant to every teacher, and one that every teacher should be well-read, and familiar with.

Analysis and reflection of the subject matter of this article indicate a teacher who is willing to

examine his or her practices and attitudes. This practice ensures that the teacher continually

learns for themselves, to effectively teach the learners in their classrooms.

Additionally, it is important to discuss this artifact as it relates to professional standards.

This artifact is an annotated bibliography on the study of intervention-reading programs for

struggling readers, to help them improve in their reading and overall literacy skills. This relates

to standard 2 of the INTASC, “The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.” This standard is evident here as this study involves

understanding the individual differences of each student and implementing an intervention-

reading program to see if it will enable the learner to meet the reading and literacy standards

expected of them. Initiating a reading-intervention program would also help to create an

inclusive environment for the struggling reader which relates to the importance of standard 2 of

the INTASC. Similarly, this artifact relates to Standard 7 of the INTASC, “The teacher plans

instruction that supports every student in meeting rigorous learning goals by drawing upon

knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as

knowledge of learners and the community context.” Researching and being knowledgeable on

the different methods that can help struggling readers, helps a teacher plan for their instruction
by implementing some of the practices they found that work during their research and awareness

of different teaching practices.

This artifact also aligns with the NYS Code of Ethics for Educators – Principle 3:

“Educators commit to their learning to develop their practice.” It is an essential skill to be able to

look for and analyze studies and professional writings surrounding education and being able to

use these writings to better inform and adapt our instruction, like when completing an annotated

bibliography for an article about a research study on teaching struggling readers. Lastly, this

artifact relates to the Ontario Ethical Teacher Standard of CARE which “includes compassion,

acceptance, interest, and insight for developing students’ potential.” This particular artifact

involves looking into the research of providing a program for struggling readers to give a better

and more inclusive learning environment to meet these students’ potential for growth in reading.

Annotated Bibliography Assignment

Article Reference

O’Rourke, D., Olshtroon, A., & O’Halloran, C. (2016). The Limerick Reading Initiative: A
reading intervention targeted at struggling readers in primary school. Support for
Learning, 31(2), 148–163. Retrieved from
[Link]
direct=true&db=eric&AN=EJ1105508&site=ehost-live&scope=site

Objective/Purpose

The purpose of this article is to highlight the findings and effectiveness of an

intervention-reading program for struggling readers at the primary level in ten primary schools in
Ireland (O’Rourke, 148). The aim of the research was to test methods that can help struggling
readers in the classroom and these methods for teachers to use for their struggling readers in the
classroom (O’Rourke, 148). The overall goal for this program was to put readers through a
phonics program and give struggling readers a chance to read to an adult who could provide
guidance and feedback and to record the improvements of the students during a 5-month reading
intervention program (O’Rourke 153).
Target Population/Participant Number

The target population was “a group of 24 struggling readers in ten primary schools in
Ireland” (O’Rourke, 2016). The primary research method used was the quantitative research
method. Each of the 24 participants in each school “were pre-tested using subtests from the
Woodcock Johnson Brief Battery – C. Subtests examined participants’ levels of word
identification, passage comprehension, reading fluency, word attack, and spelling of sounds”
(O’Rourke 154). The author also used a running record for students during the intervention of the
Toe-by-Toe teaching method each day (O’Rourke 154). Once this data was collected, there was a
5 month intervention period where the participants received 15-20 minutes of Toe by Toe
teaching each day and after 5 months of this intervention the same participants were post-tested
using the same subtests mentioned above (O’Rourke 154).

Article Summary

The article is about the findings of research conducted on a group of 24 struggling

readers in ten different primary schools in Ireland. The article highlights the findings of the pre-
testing and post-testing of the students in each group based on a 5-month period. The pre-testing
tested students on 6 different subtests: word identification, reading fluency, passage
comprehension, word attack, spelling, and spelling of sounds. Once the pre-testing was
completed, the participants received a daily lesson based off of the Toe-by-Toe teaching and an
oral reading practice programme for 15-20 minutes each. After 5 months of these daily lesson’s
students were reassessed using the same 6 subtests. The goal of this intervention was “to help
struggling readers progress through a systematic synthetic phonic programme and to provide
daily opportunities for the pupils to read to an adult with guidance and feedback from
appropriate levelled text” (O’Rourke 153). The article highlights that after the 5-month
intervention period there as an overall increase of the student’s ability when tested in each of the
6 subtests. For example, the average reading fluency of the participants had increased by over
one year by the end of the intervention program.

Results/Outcomes:

The results of this study were overall positive, and the students experienced an overall
increase in each of the 6 subtests after the Toe-by-Toe lessons and program was introduced to
each group of struggling readers. The findings of this study indicate that the Toe-by-Toe
programme is beneficial for struggling readers, but furthermore that the programme is able to
better highlight what reading level the students are at and therefore the findings showed that
there are a concerning number of students who were in these groups that are being assigned
books that are too difficult for them to read and are then being classified as struggling readers
(O’Rourke 152-153).
The strengths of the article include its detailed description of the testing process and the
findings of an overall increase in the reading ability of the students after the 5-month
intervention. However, a limitation of the article is the bias towards the Toe-by-Toe programme
and the lack of reference to other programs or initiatives by the author that indicate other ways of
students reading level improving. The article could be improved by the author incorporating a
comparison between their study and someone else’s study to have a more well-rounded
perspective of the study and areas this particular study may not have addressed that could be
highlighted by comparing another similar study.
Conducting another study outside of Ireland to have another set of data from a different
area, as well as comparing this study to another study done could help improve the limitations
and have this work move forward.

Classroom Application

This article is important in the field of education because it helps study struggling readers
and the ways in which teachers, and the school as a whole can and should support them. It also
highlights how much struggling readers can improve when programs like the Toe-by-Toe
program is introduced so that struggling readers can become strong readers. Furthermore, this
can be applied to a classroom setting by having teachers conduct their own research in the
classroom to ensure that readers are choosing or being assigned grade level appropriate books
and that teachers are ensuring they are implementing appropriate programs for their struggling
readers. This can also be applied by giving teachers ideas as to how they can incorporate specific
plans and one-one time for struggling readers so they can improve on their reading and increase
reading levels or reach grade level reading.

References

O’Rourke, D., Olshtroon, A., & O’Halloran, C. (2016). The Limerick Reading Initiative: A
Reading Intervention Targeted at Struggling Readers in Primary School. Support for
Learning, 31(2), 148–163. Retrieved from
[Link]
direct=true&db=eric&AN=EJ1105508&site=ehost-live&scope=site

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 Artifact #2: Math Trails Assignment.

This next artifact shows my subject-specific knowledge of mathematics and the different

strands of math in the Ontario Math Curriculum. It also emphasizes my recognition of the

importance of creating a learning environment for students that enables them to see math as

something creative, something that can be found everywhere, and that everyone is capable of

being good at. This artifact is an example of an assignment I could give to students as a part of a

math lesson to introduce them to different strands of mathematics such as number sense, or

geometry, and patterns. The goal of the activity in this assignment is to choose a place to explore

like a movie theatre, a hiking trail, or other areas that a student could go walking. While walking

or exploring an area for at least 15 minutes, students are to look for places they see math and

document it by taking photos of what they find. For example, when looking at a house they may

see numbers or shapes, symmetry, and patterns of houses. They may pass a play structure in a

park and look at the different shapes and patterns they see there.

The overall purpose of the assignment can be flexible. It can be used to introduce a

specific strand of math, or it can be used to help students connect math to the real world, and to

have them better appreciate math in their everyday life. This assignment can also be done in

partners, or as a field trip for the whole class. This way the activity can still accommodate

different learners and students’ learning strengths and weaknesses. Giving this assignment to

students is useful because it first demonstrates to them that math exists outside of the classroom

and is relevant in their everyday. It is also a highly inquiry-based activity as students are to

choose their own math trail and discover where math is around them. This process is also

modeled by giving examples and providing an example like the math trails assignment I am
using as an artifact for this portfolio. This activity is a chance for students to further develop

experimentation understanding, and to learn from other students’ experiences and

demonstrations. This artifact also demonstrates my ability to integrate different subjects when

teaching. For example, this activity could also be incorporated with art where students have to

make a collage or draw or paint what they found and present all of the different strands of math

they discovered on their math trail. Similarly, this activity also includes a reflection component

that can incorporate writing and language in this math assignment and teach students about the

importance of reflection in learning. It is important to integrate subjects when teaching because

this encourages students to make meaningful and relevant connections between different

disciplines and gives them a more profound understanding of the material.

This artifact connects to the Ontario Math Curriculum, grades 1 – 8 by discussing the

different strands of math found during this math trail assignment. This artifact shows a

discussion of my knowledge on the different strand’s references in the Ontario Math Curriculum.

This artifact also connects to several of the INTASC standards. Standard 1 – Learner

Development, “The teacher understands how learners grow and develop, recognizing that

patterns of learning and development vary individually within and across the cognitive,

linguistic, social, emotional, and physical areas, and designs and implements developmentally

appropriate and challenging learning experiences.” The activity shown in this artifact has the

flexibility to accommodate students' individual learning needs and patterns of development. The

activity can be changed from an individual assignment to a group, or whole class assignment to

give an appropriate and challenging learning experience for every student. This artifact also

aligns with INTASC standard 4 – Content Knowledge, “The teacher understands the central

concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates
learning experiences that make the discipline accessible and meaningful for learners to assure

mastery of the content.” By integrating other subjects as discussed above, and bringing learning

outside the classroom, the activity in this artifact can make math more accessible and meaningful

for the learners to better understand and master the content. A final connection can be made to

standard 8 of the INTASC standards, “The teacher understands and uses a variety of instructional

strategies to encourage learners to develop a deep understanding of content areas and their

connections, and to build skills to apply knowledge in meaningful ways.” This artifact is an

example of an inquiry-based instructional strategy and one that can accommodate many different

types of learners. This activity can be done by writing, drawing, taking pictures, and practices a

hands-on approach to learning for kinesthetic learners. It is important to be knowledgeable about

different instructional strategies for our students to positively impact their learning experiences.

Lastly, a connection to the NYS Code of Ethics for Educators, Principle 3, can also be made to

this artifact. By completing this math trails assignment, myself, as demonstrated in this artifact, I

practiced and modeled inquiry-based learning, and was able to see what challenges the students

may have with the activity and what students may see when completing their math trail.

Completing this activity also develops my teaching practice by being able to give better

examples for students, and to better model the expectations I have for my students.
Math Trails Assignment

Math is a subject that traditionally has a reputation for being hard, abstract, and full of

numbers and formulas that don’t require a lot of creativity. For many students, there is a lack of

connection between math and other subjects, or everyday things around them that doesn’t allow

them to have deeper understanding of math. This math trail was an opportunity to realize that

math is all around us and if we can show students that, they can begin to see math in more places

than just the classroom and apply their knowledge and understanding of math to real world

connections.

I decided to complete my math trail around the neighbourhood that I live in. I walk

through this neighbourhood several times a day with my dog and thought it would be interesting

to see how much math I could find around me. We begin in the parking lot of my apartment

building on the South End of Guelph, Ontario (Image 1). I could see symmetry in the lines in the

parking lot, the spaces, and the sidewalks by the building. There were also a lot of cars in the

parking lot and thinking about exactly how many there were or estimating how many would

leave is an example of Number Sense and Numeration in the Ontario math curriculum (Ministry

of Education (MOE), 2005). Next, I decided to take a picture of the building (Image 2) because I

started to think about the shapes that could be found in the building, and the shapes of the

windows. When looking at this building I also started to think about the difference between 2D

and 3D dimensions. All of these things highlight Geometry and Spatial Sense in the Ontario

Math Curriculum (MOE, 2005). As I kept walking, I could also see many different shapes in

different street and building signs (Images 3, and 4). As a part of geometry and spatial sense

students will learn about different types of shapes and patterns so being able to recognize shapes

all around them would be practice. When looking at the houses I could also start to see different
types of triangles which also relates to the Geometry and Spatial Sense strand (Images 5, and 6).

When I looked at the different triangles, I started to think about the different sizes of the angles

and the different types of triangles. I also thought about the different slopes of the rooves on the

houses which is found in the Patterning and Algebra strand of the curriculum. Next, I started to

notice the many different trees that I was walking by. I saw a particularly tall tree that made me

think of height and measuring how tall the tree was (Image 7). This relates to the Measurement

strand in the curriculum (MOE, 2005). Similarly, I saw two trees on the same path and wondered

what the distance between them would be (Image 8). Next, I passed by a mailbox (Image 9),

which made me think of the different shapes I saw like a square and rectangle, and how I could

measure them, and then count all of the different squares. Each square also had a number on it so

that everyone in the neighbourhood had their own mailbox, which relates to Number Sense and

Numeration. Before actually counting all of the mailboxes, I could have estimated how many I

thought there were. Lastly, I passed by a play structure at a park (Image 10). This could relate to

Geometry and Spatial Sense when looking for the different shapes, colours, sizes etc. I could see

circles, rectangles, and squares. These different shapes could also me measured and counted

which incorporates both Number Sense and Numeration and Measurement (MOE, 2005).
Image 1 Image 2

Image 3 Image 4

Image 5
Image 7 Image 8

Image 9 Image 10

Reflection

Math trails are not really something I had heard of until doing this assignment. I have

been learning recently about the importance of integrating math into other subjects so that

students can better appreciate and better develop their math skills and understanding. Doing a

math trail or something similar to it, is a perfect way to get students to think outside of the box,

and to help them see that math is everywhere, and that it is useful beyond the numbers, concepts,

and formulas they are learning in math class. I think if I were to have done something like this in

my math class, I would have had a better appreciation and liking of math as a younger student. I

also think a simple activity like this could build a student’s confidence in math because they will

realize they are able to identify and practice math with their classmates outside of a traditional

learning environment. After doing this math trail, I think it is a great way to set an example for

students and encourage them to look for math, and any other subject area in their everyday lives

and world. As I continue to do this same walk in the future, I am definitely going to remember

the things I found, and maybe notice a few more I didn’t before. I will definitely use a math trail

in my class one day. I think it is a good way to encourage creativity in math, and even use a math

trail along with another subject in order to integrates subject together in student’s learning.
 Resources

Ministry of Education. (2005). The Ontario curriculum grades 1-8 mathematics. Retrieved from
[Link]

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Artifact #3: English Language Arts Learning Segment.

This artifact demonstrates my ability to plan longer term lessons and instruction. For this

learning segment, I developed 3 days’ worth of lessons for teaching the literacy skill of

inferencing and using the strategies of schema and text evidence. A professional educator needs

to have the overall skill and strategy they want their students to learn in mind, with a set of ideas

that build upon one another for each lesson, in order to slowly introduce a new skill to student.

At the same time the teacher should be planning for errors or confusions, planning different
assessments, accommodating students learning needs and incorporating assessments and learning

standards. This artifact also shows my method of instruction, connected with my overall learning

philosophy, by incorporating interactive small group instruction, and the importance of

modeling. In this artifact, I also demonstrate that I can plan instruction and content with my

learners in mind. For this learning segment, I wrote about what I knew about my students’ prior

knowledge, and what I knew about their assets and background. By thinking about these aspects

when planning a lesson, I can incorporate books, or examples during the lesson that students can

relate to and better connect with. This lesson also includes the scaffolding strategy where I

slowly give the students more independence as the learning segment progresses. When building

this learning segment, I also had to keep in mind that I have English Language Learners in the

classroom. I therefore had already planned accommodations and assessments for these students

for all three days of instruction. Lastly, this artifact shows my ability to plan for and use

academic language with my students. For example, planning the vocabulary I will have to teach

my students in order to introduce them to the lesson, and the developing sentence frames to help

with syntax and discourse throughout the lessons.

This artifact aligns with standard 2 of the INTASC standards, “The teacher uses

understanding of individual differences and diverse cultures and communities to ensure inclusive

learning environments that enable each learner to meet high standards.” This is shown through

my connection of the learning content to my students’ prior knowledge and assets as seen in each

lesson of this artifact. There is also a connection to standard 6 – Assessment, “The teacher

understands and uses multiple methods of assessment to engage learners in their own growth, to

monitor learner progress, and to guide the teacher’s and learner’s decision making.” I use several

different types of formative and summative assessments throughout the 3 days of this learning
segment in order to meet the needs of all of my students, and to monitor learner progress that

will better inform my instruction for each day.

This artifact also shows my understanding of the Department of Education of Medaille

College Claims. Specifically referencing Claims 1 and 2 that, “Medaille College graduates know

the subject matter in their certification area(s), and Medaille College graduates meet the needs of

diverse learners through effective pedagogy and best teaching practices.” By preparing for this

learning segment I demonstrate my knowledge on teaching literacy skills and strategies to

students. Similarly, all 3 days of this learning segment uses instructional strategies, assessments

and accommodations that meet the needs of the diverse learners in the class during this learning

segment. This is further iterated by my inquiry into my student’s prior knowledge and assets in

all 3 of the lesson plans for this learning segment.

Lastly, this learning segment aligns with NYS Common Core Learning Standards, and

Ontario Ministry of Education Language Standards. The foundation of my lessons are built upon

the following standards from New York State and Ontario: [Link] – [Link].3.7 -

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur), and

Ontario: Ontario Curriculum – Grade 3 Language – Reading; Reading for Meaning 1.5 - make

inferences about texts using stated and implied ideas from the texts as evidence.

Medaille College Department of Education

Lesson Plan
Teacher Candidate’s Name: Sierra Ducharme Date: February
18, 2020

Context for Learning (edTPA)

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

Grade level: ____3____ Number of students in the class: ___8_____

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 Students Supports, Accommodations,
Classifications/Needs Modifications, Pertinent IEP Goals

Students with Specific Language Needs

Language Needs Number of Students Supports, Accommodations,
Modifications
ELL
3 Visuals with text, translator dictionary,
provide concept maps when appropriate,
clarify vocabulary and language concepts
in first language when possible

Students with Other Learning Needs

Other Learning Needs Numbers of Students Supports, Accommodations,
Modifications

Lesson ___1___ of a ___3___ Day Learning Segment

Subject and Lesson Topic: ELA/Literacy – Making Inferences from a non-fiction text

Grade Level: 3 Lesson Duration: 35 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 to make inferences using background knowledge and text evidence.
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)
 Students have been introduced to inference in Grade 2 fiction texts in [Link] – LITERACY. RI.2.8 - Describe how reasons support
specific points the author makes in a text.
 Students would have been introduced to inference through pictures and words in Grade 1 fiction texts in [Link] – [Link].1.6
- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

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

Since I know my students have been introduced to inference in previous grades I am going to use student’s prior knowledge to review and then
expand on their learning of making inferences from a fiction text. I will use vocabulary they are familiar with from grade 2 when defining
inference, and will use this vocabulary to expand their definition of inferring to “better understanding what the author is telling me” and expand
their knowledge on using text evidence and their schema to make inferences.

Using Student Assets

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

I know my students like mysteries and mystery stories. I also know they enjoy participating and creativity and looking at different pictures. Many
of my students come from many different backgrounds and cultures which makes them have a unique perspective when creating a story, or talking
about a picture.

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

Since I know my students like mystery stories I am going to the use the fiction text “The Mysteries of Harris Burdick” by Chris Van Allsburg. This
story is unique in that it is made up mostly of photos. This way my students can use their own schema and experiences when trying to make
inferences on what may be going on based on the picture and the title of the picture given. Because many of my students really enjoy sharing and
participating, this story will create many opportunities for the students to share and participate both as a class and in groups. This book also allows
me to use the “I do, We do, You do” instruction by modeling for students with some photos, and then eventually having students make inferences
on their own with different photos from the text.

Curriculum Standards

[Link] – [Link].3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).

Ontario: Ontario Curriculum – Grade 3 Language – Reading; Reading for Meaning 1.5 - make inferences about texts using stated and implied ideas
from the texts as evidence

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
statements that identify what students will you evaluate and document your students’ assessments to allow students with specific
will be able to do by the end of the progress on each of the objectives? needs to demonstrate their learning.
lesson and are aligned to the standards (edTPA Task 1, Prompt 5b)
identified above.
Students will be able to define the term I will use a checklist during whole class discussion Vocabulary and language concepts will be
“infer.” and group work as a way to determine the clarified as needed for English Language
appropriateness of students’ inferences, participating, students. These students will also be given a
speaking and listening skills translator dictionary as needed

I will hand out Exit tickets to all the students at the Visuals with text, translator dictionary,
end of the class to assess whether students can define provide concept maps when appropriate,
the term “infer” clarify vocabulary and language concepts in
first language when possible

The inference anchor chart will support my

students to know the meaning of the word
infer, schema, and text evidence.

Students will be able to practice inferring I will walk around the classroom and observe what
using a fiction text. students are writing on sticky notes in their groups
and take anecdotal notes of what students are saying
during whole class discussions and group
discussions.

The exit tickets will also require a response on how

to infer or an example of an inference.
 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 help my students to use the language
Looking at your standards and objectives, Infer function by:
choose the one Bloom’s word that best - Using the anchor chart to help students
describes the active learning essential for learn how to make an inference using
students to develop understanding of concepts text evidence and schema and using the
within your lesson. word infer in a sentence
- Model using the word infer in a
sentence and model how to make an
inference
Vocabulary I will support my students to understand and use
Key words and phrases students need to be able - Infer vocabulary by:
to understand and use - Schema/Background  Stopping at an unknown word in the
Knowledge text and explaining what the word
- Text evidence means and replacing it with another
word they know
Pre-teaching the vocabulary before the lesson
and help with the pronunciation of the word
“infer,” “schema,” “text evidence”
Syntax I will support my students to use syntax by:
Describe ways in which students will organize My students will structure their response - Providing a sentence frame that says, “I
language (symbols, words, phrases) to convey by saying: can infer _________ because
meaning. ______________________ (Text
I can infer _______ because ________ evidence, picture details etc.)
(the text says, or the picture shows etc.) - My claim/answer is
________________ because
Or Because I know __________ _______________
(schema) I can infer ____________
And/or the sentence frame: Because I know
________________ I can infer
________________

Discourse My students will use discourse by doing I will support my students to use discourse by:
How members of a discipline talk, write, and a Think-Pair-Share of inferences and  Modeling a good example of discourse
participate in knowledge construction and giving text evidence or schema to  I will do this by asking for a volunteer
communicate their understanding of the explain why they are making their to have a conversation with me about a
concepts inferences picture and together we will do a
Think-Pair-Share of our inferences and
giving text evidence or using schema
for support

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator Vocabulary and language concepts will
be clarified as needed for English
I will start the lesson by showing students different photos of shoes and asking them whom they Language students. These students will
think the shoes belong to and why? I will say, “who do you think wears this pair of shoes?” and I will also be given a translator dictionary
encourage students to support their answers by asking, “What makes you think that?”

After some discussion and sharing I will talk about how what we just did with the shoe activity is
called “inferring” and I will then show them the anchor chart with the vocabulary words and
meanings for what we will be learning about today.

Instructional Procedures The inference anchor chart will support

1. Show students the anchor chart for the word “Infer” and the equation for how we infer. I my students to know the meaning of
will explain the terms “schema” and “text evidence” and explain how using these together the word infer, schema, and text
helps to make inferences about what might be happening in a picture or in a story. evidence.
2. I will model an example of using schema and evidence to make an inference. I will say, “I
can infer that the shoes in this picture belong to a man because the shoes in the picture look I will model an example of how to
like dress shoes and I know from my background knowledge that male principles sometimes make an inference with schema
wear dress shoes. I will discuss the word infer and also talk about how making an inference
is their answer or making a claim. I will use sentence frame to show
3. I will then show a couple other pictures of shoes and have students practice making an students how to make an inference and
inference with the sentence structure I modeled. I will have students Think-Pair-Share to support it using schema or text
talk about the inferences they are making and the evidence or schema they are providing. I evidence.
will walk around the students while they are discussing and ask them guiding questions like
what can you infer about who wears these shoes, and why? Vocabulary and language concepts will
4. I will then introduce the book, “The Mysteries of Harris Burdick” by Chris Van Allsburg be clarified as needed for English
and read the introduction of the book. We will have a discussion about the book to get them Language students. These students will
excited about this book. I will explain that Readers who make inferences use the clues in the also be given a translator dictionary
text along with their own experiences to help them figure out what is not directly said, we
are trying to figure out what is implied, making the text personal and memorable. In this I will walk around to the ELL students
case we are going to use the captions of the pictures as clues and try to make inferences during discussions to ensure they are
based on the text evidence and our background knowledge. confortable with material and facilitate
5. I will show them the inference chart and model making an inference from the first photo in discussions if needed.
the book. I will have a piece of chart paper that is divided in half with a column that says
“Inference” and another column that says “Evidence and/or Schema.” We will look at the I will model an example of making an
photo as a class and discuss what inferences we can make and write it in the column under inference and using support from text
“inference” and then write out what our evidence or schema is for supporting our inference evidence
in the second column.
6. I will then use the second photo and use turn-and-talk to have students discuss what I will allow them to turn and talk to
inferences they would make with text evidence and background knowledge for support. I think through inferences with support
will then have students share their answers and we will fill out the inference chart together of schema or text evidence together
on the board.
I will provide student with an inference
chart to help them organize their
inferring and their text evidence and
schema. I will have students work in
pairs to work together and support each
other.

Closure
 I will also give ELL students extra time
7. I will review the terms we learned today and review the steps of making an inference and to complete exit ticket as needed.
having evidence through text or picture evidence or our schema/background knowledge
8. I will hand out exit tickets and students will write out what the word “infer” means and how
to make an inference on the exit ticket before they leave the class

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.
 Anchor chart
 Markers
 “The Mysteries of Harris Burdick” by Chris Van Allsburg
 Translator dictionary
 Pictures of shoes
 Exit tickets
Resources:
[Link]
[Link]
[Link]
[Link]
[Link]

Lesson ____2__ of a __3____ Day Learning Segment

Subject and Lesson Topic:

Grade Level: 3 Lesson Duration: 35 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 to make inferences using background knowledge and text evidence.

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)

 Students have been introduced to inference in Grade 2 fiction texts in [Link] – LITERACY. RI.2.8 - Describe how
reasons support specific points the author makes in a text.
 Students would have been introduced to inference through pictures and words in Grade 1 fiction texts in [Link] –
[Link].1.6 - Distinguish between information provided by pictures or other illustrations and information provided by
the words in a text.
 Students have learned about inferring and making inferences using text evidence and background knowledge from day 1 of
this learning segment

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

Since I know my students have been introduced to inference in previous grades I am going to use student’s prior knowledge to review
and then expand on their learning of making inferences from a fiction text. I will use vocabulary they are familiar with from grade 2
when defining inference, and will use this vocabulary to expand their definition of inferring to “better understanding what the author is
telling me” and expand their knowledge on using text evidence and their schema to make inferences.

Using Student Assets

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

I know my students like mysteries and mystery stories. I also know they enjoy participating and creativity and looking at different
pictures. Many of my students come from many different backgrounds and cultures which makes them have a unique perspective when
creating a story, or talking about a picture.

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

Since I know my students like mystery stories I am going to the use the fiction text “The Mysteries of Harris Burdick” by Chris Van
Allsburg. This story is unique in that it is made up mostly of photos. This way my students can use their own schema and experiences
when trying to make inferences on what may be going on based on the picture and the title of the picture given. Because many of my
students really enjoy sharing and participating, this story will create many opportunities for the students to share and participate both as
a class and in groups. This book also allows me to use the “I do, We do, You do” instruction by modeling for students with some
photos, and then eventually having students make inferences on their own with different photos from the text.

Curriculum Standards
[Link] – [Link].3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Ontario: Ontario Curriculum – Grade 3 Language – Reading; Reading for Meaning 1.5 - make inferences about texts using stated and
implied ideas from the texts as evidence

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include Using formal and/or informal assessment tools, how If applicable, explain how you
statements that identify what students will will you evaluate and document your students’ will adapt assessments to allow
be able to do by the end of the lesson and progress on each of the objectives? students with specific needs to
are aligned to the standards identified demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to make inferences I will walk around the classroom and observe what Vocabulary and language
using a fiction text. students are writing on sticky notes in their groups concepts will be clarified as
and take anecdotal notes of what students are saying needed for English Language
during whole class discussions and group students. These students will
discussions. also be given a translator
dictionary as needed

Visuals with text, translator

dictionary, provide concept
maps when appropriate, clarify
vocabulary and language
concepts in first language when
possible

Students will be able to write inferences I will collect students work and use a checklist to Visuals with text, translator
and support them using text evidence and determine the appropriateness of students’ inferences dictionary, provide concept
background knowledge. and support using text evidence and background maps when appropriate, clarify
knowledge vocabulary and language
concepts in first language when
possible

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 help my students to use the language
Looking at your standards and Infer function by:
objectives, choose the one Bloom’s word - Using the anchor chart to help students
that best describes the active learning learn how to make an inference using
essential for students to develop text evidence and schema and using the
understanding of concepts within your word infer in a sentence
lesson. Model using the word infer in a sentence and
model how to make an inference
Vocabulary I will support my students to understand and use
Key words and phrases students need to vocabulary by:
be able to understand and use - Infer  Stopping at an unknown word in the text
- Schema/Background and explaining what the word means
 Knowledge and replacing it with another word they
- Text evidence know
- Imply Pre-teaching the vocabulary before the lesson and
help with the pronunciation of the word “infer,”
“schema,” “text evidence,” and “imply”

Syntax I will support my students to use syntax by:

Describe ways in which students will My students will structure their response - Providing a sentence frame that says, “I
organize language (symbols, words, by saying: can infer _________ because
phrases) to convey meaning. ______________________ (Text
I can infer _______ because ________ evidence, picture details etc.)
(the text says, or the picture shows etc.) And/or the sentence frame: Because I know
________________ I can infer
Or Because I know __________ ________________
(schema) I can infer ____________

Discourse My students will use discourse by telling I will support my students to use discourse by:
How members of a discipline talk, write, the class their inference followed by  Modeling a good example of discourse
and participate in knowledge writing text evidence and/or schema to  I will do this by modeling what I would
construction and communicate their support their inference say to the class when making an
understanding of the concepts inference using sentence frames

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator

I will start with a review and ask: How many people remember how to make an inference?
What does the word infer mean? Hands up if you remember the steps of making an inference?
Can someone tell me the steps? After some discussion I will show students the anchor chart for
the word “Infer” and the equation for how we infer. I will review the terms “schema” and “text
evidence” and review how using these together help to make inferences about a picture or story.

Instructional Procedures The inference anchor chart will

1. I will use the first two pictures from the book, “The Mysteries of Harris Burdick” and support my students to know the
ask the question: Can a few people share with the class one inference they made about meaning of the word infer, schema,
this photo from the book, “The Mysteries of Harris Burdick” with support using text and text evidence.
evidence or background knowledge?
2. I will reiterate that readers who make inferences use the clues in the text along with I will model an example of how to
their own experiences to help them figure out what is not directly said, or what the make an inference with schema and
author may be implying. In this case we are going to use the captions of the pictures as text evidence so that students know
clues and try to make inferences based on the text evidence and our background how to make an inference using
knowledge. schema or text evidence.
3. I will then refer to the inference chart from yesterday and use the third photo from the
story “The Mysteries of Harris Burdick” and we will fill in the inference chart as a I will use sentence frames to show
class based on discussion and answers from the students. students how to make an inference
 4. Students will then receive their own copy of an inference chart and using the fourth and support it using schema or text
photo in the book, they will fill in the inference chart worksheet. I will walk around as evidence.
students are working on their inference charts to answer questions and help students as
needed. Vocabulary and language concepts
5. We will discuss what they wrote on their inference charts as a class and I will write will be clarified as needed for English
some of their ideas on the inference chart. We will have a discussion based off of their Language students. These students
work from the inference chart. will also be given a translator
6. I will wrap up by reviewing what students learned today and going over the anchor dictionary as needed.
charts one more time, and encouraging students on their work and some of they great
inferences they made.

Closure
ELL students will receive more time
to write if needed.
7. I will pass around sheets of paper with the title “One-Minute Paper” and students will
have a few minutes to write out what they learned, or the most interesting thing they
learned about the lesson, or any questions or confusions they have. This will give me
an assessment for what students took away from the lesson, or any confusion they have
with the lesson so far.

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.
 Anchor charts
 Markers
 “The Mysteries of Harris Burdick” by Chris Van Allsburg
 Translator dictionary
 “One-Minute” papers
 Inference chart for students
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]

Lesson ___3___ of a ___3___ Day Learning Segment

Subject and Lesson Topic: ELA/Literacy – Making Inferences from a non-fiction text

Grade Level: 3 Lesson Duration: 35

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 to make inferences using background knowledge and text evidence.

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)

 Students have been introduced to inference in Grade 2 fiction texts in [Link] – LITERACY. RI.2.8 - Describe how reasons
support specific points the author makes in a text.
 Students would have been introduced to inference through pictures and words in Grade 1 fiction texts in [Link] –
[Link].1.6 - Distinguish between information provided by pictures or other illustrations and information provided by the
words in a text.
 Students have learned about inferring and making inferences using text evidence and background knowledge from day 1 and day
2 of this learning segment

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Since I know my students have been introduced to inference in previous grades I am going to use student’s prior knowledge to review and
then expand on their learning of making inferences from a fiction text. I will use vocabulary they are familiar with from grade 2 when
defining inference, and will use this vocabulary to expand their definition of inferring to “better understanding what the author is telling
me” and expand their knowledge on using text evidence and their schema to make inferences.

Using Student Assets

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

I know my students enjoy solving mysteries and being given clues in order to solve something. My students also really enjoy being creative
and actively participating in class. Many of my students come from many different backgrounds and cultures which makes them have a
unique perspective when creating a story, or talking about a picture.

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

Since I know my students like mysteries, I am using task cards that tell a short story. After they have read it, they will have to make an
inference based on the clues given in the story. Because my students like participating and enjoy sharing, there will be an opportunity to
have a class discussion about a couple of the task cards, and they will have an opportunity to share their ideas with one another. Because
my students come from many different backgrounds and cultures, my students will be able to share their ideas based on their unique
experiences which will help them practice using their background knowledge when making inferences.

Curriculum Standards
[Link] – [Link].3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Ontario: Ontario Curriculum – Grade 3 Language – Reading; Reading for Meaning 1.5 - make inferences about texts using stated and
implied ideas from the texts as evidence

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment If applicable, explain how you
identify what students will be able to do by the end of the tools, how will you evaluate and will adapt assessments to allow
lesson and are aligned to the standards identified above. document your students’ progress on students with specific needs to
each of the objectives? demonstrate their learning.
(edTPA Task 1, Prompt 5b)
I will walk around the classroom and take Vocabulary and language
Students will be able to make inferences using a short anecdotal notes of what students are concepts will be clarified as
story. saying during discussion and when needed for English Language
working in pairs. students. These students will also
be given a translator dictionary as
I will collect the inference graphic needed
organizers that students will fill in when
 working independently. Visuals with text, translator
dictionary, provide concept maps
when appropriate, clarify
vocabulary and language concepts
in first language when possible

Students will be able to write inferences and support I will collect students work and use a Vocabulary and language
them using text evidence and background knowledge. checklist to determine the concepts will be clarified as
appropriateness of students’ inferences needed for English Language
and support using text evidence and students. These students will also
background knowledge be given a translator dictionary as
needed

Visuals with text, translator

dictionary, provide concept maps
when appropriate, clarify
vocabulary and language concepts
in first language when possible

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 help my students to use the language
Looking at your standards and objectives, Infer function by:
choose the one Bloom’s word that best - Using the anchor chart to help students
describes the active learning essential for learn how to make an inference using
students to develop understanding of text evidence and schema and using the
concepts within your lesson. word infer in a sentence
Model using the word infer in a sentence and
model how to make an inference
Vocabulary
Key words and phrases students need to I will support my students to understand and use
be able to understand and use - Infer vocabulary by:
- Schema/Background  Stopping at an unknown word in the text
Knowledge and explaining what the word means and
- Text evidence replacing it with another word they know
Pre-teaching the vocabulary before the lesson and
help with the pronunciation of the word “infer,”
“schema,” “text evidence”
Syntax I will support my students to use syntax by:
Describe ways in which students will My students will structure their response - Providing a sentence frame that says, “I
organize language (symbols, words, by saying: can infer _________ because
phrases) to convey meaning. ______________________ (Text
I can infer _______ because ________ evidence, picture details etc.)
(the text says, or the picture shows etc.) And/or the sentence frame: Because I know
________________ I can infer
Or Because I know __________ ________________
(schema) I can infer ____________
Discourse My students will use discourse by doing I will support my students to use discourse by:
How members of a discipline talk, write, a Turn and Talk of inferences and giving  Modeling a good example of discourse
and participate in knowledge construction text evidence or schema to explain why  I will do this by asking for a volunteer to
and communicate their understanding of they are making their inferences have a conversation with me about a
the concepts picture and together we will do a Turn
and Talk of our inferences and giving
text evidence or using schema for
support

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator

I will start by presenting the following scenario to students: Frank was 30 minutes late for
basketball practice. He ran as fast as he could to the court but when he arrived, he saw his
coach's face. He was in big trouble! I will allow them to turn and talk to
think through inferences with support
I will ask students to turn and talk to a partner to discuss what inference they can make based on of schema or text evidence together
the scenario I just read with support using background knowledge and/or text evidence. We will
discuss ideas as a class. The inference anchor chart will support
my students by assisting them in a
classroom discussion of a review of
I will then show students the anchor chart and ask: Hands up if you remember what an inference making inferences.
is? I will take some answers and have some class discussion. I will reiterate that readers
who make inferences use the clues in the text along with their own experiences to help them
figure out what is not directly said, or what the author may be implying.

Instructional Procedures
I will model how to fill in the graphic
1. I will hand out the inference task cards to each student and the graphic organizer. These organizers so that students will be able
task cards will be a warm up to a longer short story where students will fill in another to fill it in on their own during
graphic organizer. Referring to the inference anchor chart, we will work on the first task independent work.
card together as a class, and I will model how to fill in the graphic organizer with the
students. The inference anchor chart will support
2. Students will then work in pairs to work on the next 2 task cards. I will walk around my students by reminding them to use
helping students as needed. We will take up some answers in class and I will write text evidence and/or schema and filling
some of their answers on the anchor chart paper. in their graphic organizers.
3. Students will then work on the remaining 5 task cards independently and fill in the
graphic organizers for the remaining task cards. The graphic organizer will help
4. After students are finished, I will collect their work and we will have a short discussion students to organize their thoughts and
where students will get to share some of their answers. write out their supports.
5. Then I will introduce the next activity. I will pass out “A Balloon for Mom” short story
and the graphic organizer that accompanies it. We will read the story together and I will Vocabulary and language concepts will
model how to fill in the graphic organizer. Students will then work independently to be clarified as needed for English
complete the graphic organizer. I will walk around the classroom to help students as Language students. These students will
needed. also be given a translator dictionary as
6. Once students are done the worksheet we will take up some answers and students can needed.
 share their inferences with support using background knowledge and/or text evidence.
ELL students will be given extra time
to complete the short story graphic
organizer.

Closure

7. I will collect their work and we will have a final discussion on making inferences and how to
make an inference. We will talk about how we can make inferences everyday in the classroom
and at home. We can make inferences about people and their characteristics based on their
actions and words, and how we can make inferences when we read any story on any subject.

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.

 Inference anchor chart

 Inference task cards and graphic organizer
 “A balloon for Mom” short story and graphic organizer
 Markers
 Translator dictionary
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]

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