Section 3 - Artifacts - Greg Williams

Greg Williams - Elementary Project Portfolio Section 3 1
Section Three: Teacher Candidate Artifacts
Introduction
In this section of the portfolio, I will outline all of the artifacts that show my readiness to
become an elementary teacher. I have included lessons for both math and language that were
developed to consider differentiated instruction, both group and individual learning, as well as
modifications for special education students. The lessons show my ability to plan and organize
activities that will be beneficial to students learning but that also address difficulties I think
students will have with certain topics.
I will also show the different areas of technology that I have learned to navigate. These
technology pieces show my ability to try new things and my commitment to learn instructional
pedagogy that is of interest to students and connects to the world in which they live. My website
is a great example of a technology piece as well and also my commitment to communicate with
parents and have an open classroom for all to be involved.
The assessment example I will include show my belief that less can be more. I
considered what I want to students to show and tried to give assessment opportunities for
students to show their learning in a variety of ways. The assessment is simple in that it is not
long but provides exactly what is needed for me to understand what students know and prepare
for next steps of instruction.
I will also present some artifacts that address further professional development,
engagement and Culturally Responsive Pedagogy. These artifacts connect to the importance of
continued learning that is lifelong. I have many plans for professional growth beyond this
portfolio, which include taking my French Language ABQ and maybe one day, event my
Intermediate/Senior Qualification. Just like the students, a teachers job of learning is never
done.
Artifacts & Rationales
Artifact #1: SMART Board Author Study, Chris Van Allsburg.
The first artifact I am going to discuss is my author study that I created using SMART
Notebook software. The creation of this lesson was both frustrating and rewarding. I have
always considered myself very tech-savvy. I dont usually have many problems with new
technology and find that I am often the one helping others with their tech issues. However, the
Smart software was a completely new thing for me. I found the program very difficult to
navigate at first and really had to take my time to read the instructions so that I could get
everything right. As I worked through my initial frustrations, I began to grasp the intricacies of
the program and had a lot of fun creating the lesson.
The lesson included language lessons based on the some of the books by Chris Van
Allsburg. I tried really hard to put myself into the mindset of a student so that I could choose
activities that would both teach them the curriculum standards and also engage them in
something fun. As I learned about what the SMART software program can do, I really got a
taste of how useful a SMART Board can be in the classroom. It is a direct link to the technology
students are growing up with and it is powerful to receive instant feedback. The SMART Board
can be used to teach the whole class but can also be a great tool for centers, group work and
student presentations. This artifact is important because it includes engaging games for students
that links to many different curriculum standards. Finally, this artifact links with technology, it
is a SMART Board lesson and it is a presentation that is interactive for students.

I also completed the SMART Notebook 17 Beginner and Intermediate Training
certification as part of this venture. I have added this accomplishment in Artifact #7
connection to professional development. My author study on Chris Van Allsburg can be found
on my Weebly teacher website here: http://mrgwilliams7.weebly.com/author-study.html. You
can also view the slides below.

[Back to Table of Contents]

Artifact #2: Connections to Mathematics and Planning
I am very proud of this next artifact because I collaborated with current teachers on their
best practices for teaching mathematics. I really enjoy maths but knew that I had a lot to learn
about how to best instruct students. The math lesson I am choosing is a 3-part lesson on place
value, this unit was developed with the Assessing Student Math Learning assignment from the
EDU 502 Methods in Math and Science course. The unit starts with a diagnostic stage, right
through to assessment. I have incorporated games, partner, group and individual activities into
each lesson, as well as an assessment at the end. For this lesson, I considered how to break
partners and groups down. In some cases, I chose to group students by similar ability and in
other cases, I used mixed-ability groups. I focused on activities that would allow students to use
manipulatives, pictures and words to show their knowledge. I also considered how to best
support special education students through this lesson as well. As I worked through all three
lessons, I had to think about the areas I thought students would struggle most and any
misconceptions they might have. I also created a refocus lesson that goes along with the
assessment, to address further learning needs once I have marked the formal assessment.
This artifact will begin with an overview document that was used to provide a general
background of the location of the school, the students who attend and the teachers who work
there. I found this to be an effective addition to the assignment as I had to research a school and
the district. It can be quite eye-opening when you examine the student body and teachers that
make up the school. I do believe that knowing the quantitative data prior to going into an
interview or starting at a new school. Data has its place in education, however, an abundance of
it can be overwhelming. Therefore, we must focus on the students in front of us and adapt
accordingly.
Assessing Student Math Learning

Student Name: Greg Williams Date: Friday, July 21st, 2017
Elementary Math Topic: Number and Operations in Base Ten Grade Level : 2
a. Understand place value.

b. Use place value understanding and properties of operations
to add and subtract.
1. Background Information:
A. Students:
a. 10 males and 10 females
b. Literacy and numeracy scores are below the state average (provincial average)
c. Urban school
d. Low socio-economic status
e. Childrens Aid Society is involved with many students
f. Multicultural 10 Caucasian, 2 Hispanic, 4 Black, 1 Native American (Tonawanda Band
of Seneca), 1 Pakistani, 2 East Indian
g. 2 students Aspergers Syndrome Disorder (ASD)
h. 2 ELL Students
6 students are not currently performing at Grade 2 Maths, Science or ELA level.
Students are struggling with adding as they do not have an understanding of place value.
This is the first time students will work with place value related to four digit numbers.
They have mastered use of base-ten blocks in general but still have difficulty relating them with
specific problems.
B. School (Demographics):
a. School is 50 years old

b. The school is located in the inner city
c. 2015-2016 stats. The school has a total population of 700 students This is much higher
than the median of Buffalo city school district schools.
d. The school is a Kindergarten to grade 8 school
i. 50 % Caucasian (Non-Hispanic)
ii. 30 % Black
iii. 10 % Hispanic
iv. 7% Asian
v. 2% Native Americans
vi. 1% other
e. Overall the school has 47% is Caucasian, 31% Black or African American, 14% Hispanic
or Latino, 1% Asian or Native Hawaiian, 1% Native American, 6% multiracial.
f. The school has 50% male and female
g. The school has approximately 12 students who are English Language Learners
h. The school has 190 students with disabilities or 27% of the school population
i. 81% of the student body is economically disadvantaged

j. Grade 2 overall enrollment is 88 students or 12% of the total school population
Cost of living in the area is 12 % higher than the National average and 29 percent higher than New York
State.
17% participate in the National School Lunch Program (NSLP) (To qualify for free lunch, children's
family income must be under $15,171 in 2015 (below 130% of the poverty line).
As of 2016, the percent of students at this school who pass the New York State Regents Exams
(Regents) across all subjects is significantly lower than average for New York:
Our School: 39.6 percent

New York average: 56.9%
Erie County average: 53.4%
Although this school's overall passing rate is below average, Science has the highest passing rate of 74.7
percent which is still below average and a mean score of 72 (NY average of 92.6% and 83 respectively).
Percentages of Students Who Received Disciplinary Actions at our school

In-SchoolSuspension: 0%
Out-of-School Suspension: 15.4 percent
Expulsion: 0%
School-Related Arrest: 0%
Referral to Law Enforcement: 0%
Held Back a Grade: 8 percent
Teacher Turnover Rate: From 2012/2013 to 2013/2014 14% of teachers did not return to teach at our
school.
10% of teachers are in their first or second year of teaching with 52 percent of teachers missing 10 days
or more of school (18% higher than the state average)
The School has 50 full time teachers and is pre-K to grade 8
Student teacher ratio is 15:1 slightly higher (14.2) than the state average.
C. Classroom Environment:
a. Classroom is located on the first floor 2 classrooms down the hall from the main office and
main entrance.
b. Two Whiteboards
c. Projector/Smartboard
d. Regular size desks with tennis balls on bottom of legs
e. Student chairs with tennis balls on bottom of legs
f. 3 Stationary desktop computers
g. Laptop cart 18 laptops
h. Carpet area
i. Windows along one wall Blinds/curtains if needed.
j. Windows look out to the teachers parking lot
k. Shelves on two walls 2.5 feet high
l. Coat and bag area
m. Teachers desk and chair
2. Standards (Common Core and Ontario, if applicable):

NYS Common Core: CCSS - Number and Operations in Base Ten 2.NBT
1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones.
3. Read and write numbers to 1000 using base-ten numerals, number names and expanded form.
5. Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
Ontario Curriculum - Number Sense and Numeration (Grade 3)
- Quantity Relationships
By the end of grade 3, students will:
- represent, compare, and order whole numbers to 1000, using a variety of tools
- read and print in words whole numbers to one hundred, using meaningful concepts
- identify and represent the value of a digit in a number according to its position in the number
- compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways,
using concrete materials
- Operational Sense
By the end of Grade 3, students will:
- solve problems, involving the addition and subtraction of two-digit numbers, using a variety of
mental strategies
3. Overview of Instructional Steps:
Lesson 1
1. Intro lesson to determine where the students are currently with place value what information
have they retained from grade 1? Students will brainstorm where they see numbers in their daily
lives. Ex. road signs, at school, money, TV, newspaper, baking, sports stats.
2. Students will work in groups using numbers from envelope. Students will represent number in
as many ways as possible. Ex. draw a picture, write in words, use base-ten blocks, use a number
line, show by adding, multiplication, etc.
3. Students will then present their rational to the class using two of their numbers from the
envelope. The teacher will then use this information to help guide the focus of lesson 2.
Lesson 2
1. Students will watch video, "Place Value Number Song for Kids."
https://www.youtube.com/watch?v=a4FXl4zb3E4
2. The teacher will break students into pre-determined partners/pairs, based on similar ability
levels. Each pair will get a place value worksheet, that shows number examples used in everyday
life. Worksheet examples include: thermometer, speed limit sign, nutrition label, address, year,
money, sports score, TV channel, measurement.
3. Students will have to represent the number in each picture on the place value chart, by drawing
each digit in base-ten block representation.
4. Whole class consolidation - the teacher will take up the worksheet with the entire class.
Students will mark their work in their pairs.
5. Students will move back to their individual desks and will complete a one-question "exit ticket"
to show their individual learning. The exit ticket will require students label the thousands,
hundreds, tens and ones columns. Students will then represent a number given by the teacher by
drawing base-ten blocks for each digit.
Lesson 3
1. Recap Game of previous lessons. Students will play a quick, 5-minute game of Place Value
Toss. In groups (that they can choose), students will select a color of bean bag and one
"thrower" to start.
2. Teacher will model the lesson objective on the white board (whole class). A sample question
would be: 56 + 23 = 79. Under each number, there will be a circle for students to draw the
corresponding base-ten blocks for each number.
3. Students will come up to help solve on their own. All students will have mini white boards at
their desks to copy and solve on their own.
4. Students will move into ability groups (as decided by the teacher). The weakest students will
work with the teacher. Groups will complete a worksheet that has the same type of questions
that the teacher modeled. The questions will get more difficult as the students move through.
5. Teacher will do a final consolidation question for students to try and solve on their individual
white boards. Teacher will take question up with whole class in preparation for tomorrow's
assessment
4. Strategies, Techniques and Activities:
Use of manipulatives Base-ten blocks, counters, numbers lines, dice

Games Place value bucket toss game
Group, partner and individual work. Mixed ability groups and homogeneous groups
Guided practice
Video
Whole class instruction
Class presentations by students to explain their rational and train of thought
Allow for multiple ways to show learning. Manipulatives, words, pictures, verbal (multiple
ways to show what the students know).
Exit Ticket Assessment to guide further learning
5. Re-engagement Plans:
Lesson 4 Re-focus Lesson Post Assessment

1. On individual white boards, students will do "Number of the Day." Teacher will write the
number 489 on the board and instruct students to do the following on their white board:
a. Draw 489 using pictures (base-ten blocks work)
b. What digit is in the tens place?
c. Rearrange the 3 digits to make a new number.
d. How many ones are there in this number?
2. In mixed-ability groups (as chosen by the teacher), students will play a dice game to represent
place value, using base-ten blocks.
3. Each student will have their own whiteboard/worksheet and each group will share dice. Ex. a
roll of 6 and 3 would make the number 63 or 36 - the students can choose.
4. Students will write the number they have rolled on their whiteboard/worksheet and then
represent that number by drawing base-ten blocks.
5. As students progress through this activity, they can make things more difficult by using 3 dice
for 3-digit numbers.
6. The teacher will pull students that need 1-to-1 intervention.
7. Students may model with base-ten blocks before they draw their picture representation.
8. Students will again play Place Value Toss, in the same groups they completed the lesson with.
When finished throwing, the other students in the group will calculate their score/number.
Repeat until all students from each group has had a change to throw and then add the total
score
Running Head: MSED ELEMENTARY PORTFOLIO PROJECT 25
Medaille College Department of Education
Lesson Plan
Teacher Candidates Name: Greg Williams Date: August 7, 2017
Context for Learning (edTPA)
Where is the school where you are teaching located? City: Suburb: Town: Rural:
Grade level: 2 Number of students in the class: 20
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, Modifications, Pertinent IEP Goals
Classifications/Needs
Autism 2 Proximity to teacher, Visual schedule
Students with Specific Language Needs

Language Needs Number of Students Supports, Accommodations, Modifications
ELL 2 Education Assistant, student partner, ELL dictionary and site word booklet
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 Math - Number Sense and Numeration - Place Value
Topic:
Grade 2 Lesson Duration: 30 minutes
Level:
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 review of what students know and for me to diagnose common misconceptions about whole
numbers.
Knowing Your Learners
What do you know about your students prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students have had practice representing whole numbers in grades 1 and 2.
Students have used base 10 blocks before.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I know which students are stronger and which need more assistance. I am going to put students in homogeneous groups by ability.
The stronger groups will have more difficult numbers. This grouping will ensure that my stronger students are not taking over; I will be able to
see where my weaker students struggle.
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)
Some students have a very positive attitude towards math; others do not. Some students have parents that will be able to assist them at home;
others do not. I know that while many of my students do speak English, their parents do not and therefore, may not receive a lot of help at
home.
I want to ensure that I can enough instruction and practice at school for students to improve upon their math skills. Completing homework and
learning at home with parents is not possible for many students in my class..
Curriculum Standards
1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

-represent, compare, and order whole numbers to 1000, using a variety of tools
-read and print in words whole numbers to one hundred, using meaninful concepts
-identify and represent the value of a digit in a number according to its position in the number
-compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways, using concrete materials
Objectives Assessment Modifications to Assessments

Using Blooms Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do by tools, how will you evaluate and document assessments to allow students with specific
the end of the lesson and are aligned to the your students progress on each of the needs to demonstrate their learning.
standards identified above. objectives? (edTPA Task 1, Prompt 5b)
Students will be able to represent given In groups, students will be able to show their Students may explain to the teacher what
numbers in a variety of ways.. given numbers through words, pictures, they are thinking so that teacher can get
written numbers or base-ten blocks. The them started on their representation.
teacher will circulate and make observations Students may represent the number(s) in a
as the students are working. variety of ways, so they have options that
work best for them.
Students will be able to explain the different Students will be able to verbally explain Students will be working in a group; all
ways in which they have represented their how each representation equals the members will not have to speak in front
numbers. number(s) they were given. They will be fo the class if they are not comfortable.
able to reason their answer, even if it is
wrong. The teacher will make observations
and take notes about students' progress.
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 students by letting them use any method(s) they
Looking at your standards and
choose to represent and explain the numbers they are given.
objectives, choose the one Blooms
I will support students by allowing them to work in
word that best describes the active represent
homogeneous groups.
learning essential for students to
I will support students by allowing them to represent between 1
develop understanding of concepts
and 10 different numbers, depending on their skill level.
within your lesson.
Vocabulary I will add these words to our math word wall as visual aids,
whole number, place value, base-
Key words and phrases students need with a photo representation of each word. I will use proper
ten, ones, tens, hundreds,
to be able to understand and use vocabulary when modeling for my students and will correct
thousands
their vocab as I observe their work.
Syntax Students will be asked to explain
Describe ways in which students will their number representations to Students will be directed to the word wall when they need help
organize language (symbols, words, the class, using proper explaining their representation.
phrases) to convey meaning. vocabulary.
Discourse Students will discuss the different
How members of a discipline talk, ways in which they can represent
write, and participate in knowledge the numbers in their groups. Students will be in homogeneous groups by ability, so they will
construction and communicate their They will be expected to correct have peers of equal ability to work with. Students may use
understanding of the concepts terminology as they work in their manipulatives and the word wall. Students will have to both
groups. represent and explain in this lesson.
Students will also be expected to The teacher will be able to listen and observe each student's
answer the teacher's questions thinking as they walk around the class and ask questions.
about their thinking as they work
through the activity.
Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator The teacher will speak and write
Teacher will ask the class - "Where do you see and use numbers in your every day?" The teacher students' answers. The teacher may
will create a mind map on the board of their answers. Some answers migth include: also have a student write the
-road signs, at school, money, TV, newspaper, baking, sports stats suggestions on the board if that will
help with classroom management for a
particular student.
Instructional Procedures - Students with autism will have visual
1. I will post pre-arranged ability groups on the board. Students will be asked to move and sit with schedule for what to expect in lesson
their groups. and will sit in proximity to teacher
2. One member from each group will come to the front of the class and select and envelope for the
group. Each envelope contains ten different numbers of increasing difficulty.
3. Groups will be asked to choose a number to start and represent that number in as many ways as -Timer on the board will help students
possible. (e.g. draw a picture, write in words, use base-ten blocks, use a number line, show by stay on task
adding, multiplication, ect).
4. The teacher will put a timer on the board and allow 15 minutes for students to work through as
many numers as possible. -Students can represent numbers in a
5. Once students have shown all the ways they can think for one number, they will move on to the variety of ways; there are many correct
next. answers!
6. Stronger groups should move more easily through the numbers and might be able to finish all
10. Weaker groups may not finish all 10 numbers and might not be able to represent each number -Teacher will use observations to assess
in as many ways. how students are progressing
7. As students are working, the teacher will circulate to ask students questions: "Tell me what
you did here." "What does this picture represent?" Ect. -Teacher will direct students to the
word wall if they have trouble
communicating their thoughts.
-Students can represent between 1 and

10 different numbers depending on
who strong groups are with the activity.
Closure
Once the 15 minutes are over, the teacher will ask each group to choose 2 numbers and explain
Teacher will also know what students
their representations to the class, using proper vocabulary from the word wall.
were Levels 1 - 4 for this lesson.
At the end of the lesson, the teacher should have a good understanding of the students' strengths
and weaknesses. This information will guide lesson #2.
Materials and/or Technology Tools
-base-ten blocks
-number lines
-paper
-pencil crayons
- Appendix A - Envelope numbers (pre-made by teacher)
-mini white boards
-white board markers
-groups list (pre-made by teacher)
-counters
Appendix A Grade 2, Lesson 1 Place Value

Numbers for Envelopes cut numbers out and place in the corresponding group envelope.
Group 1
54 108 320 89 325
785 600 999 18 1432
Group 2
54 108 320 89 325
785 600 999 18 1432
Group 3
54 108 320 89 325
785 600 999 18 1432
Group 4
85 125 100 340 99
1300 341 898 24 449
Group 5
85 125 100 340 99
1300 341 898 24 449
Group 6
85 125 100 340 99
1300 341 898 24 449
Lesson Plan

IEPs/504 Plans:



Topic:
Level:
The central focus of this learning segment is for students to understand place value by placing numbers in correct columns.
In the previous lesson, students had practice representing whole numbers in various ways They had practice using place value terminology and
also practice with base-ten blocks and number lines.
Based on my diagnostic from last lesson, I have been able to make adjustments to which students are the strongest and which students need
more help with this topic. Students will be placed in pairs based on similar ability for this activity.
1, Prompt 2b)
home. From last lesson, some students might be even more negative or positive towards math, depending how they did.
I want to ensure that I encourage students who are becoming particularly negative about this topic. I need to pay close attention to the studnets
who are stuggling so that I continue to encourage them. I want to continue the focus of math at school and not relay on the notion that students
will be able to do homework at home.


Students will be able to take a number and In pairs, students will draw base-ten block The teacher will allow students to model if
identify the place value of a digit by drawing its representations of each digit of a given base-ten blocks if they choose not to draw.
base-ten block representation. number. The teacher will make observations
as they circulate through the class and watch
students in their pairs.
Students will be able to label proper place "Exit ticket" - the teacher will collect the 1- Students that are not great with pencils
vlaue columns and identify the place value of question worksheet from each individual or drawing may show using actual base-
a digit by drawing its base-ten block student. ten blocks. The teacher may give a vocab
representation. key to students that might stuggle with
labeling their chart.

Function
Students will be able to draw base-ten blocks or model with
them.
word that best describes the active represent
Students will work in homogeneous ability groups.
within your lesson.
Vocabulary
Most of these words have already been added to the word wall
Key words and phrases students need place value, base-ten, ones, tens,
for reference. I will use proper vocabulary when modeling for
to be able to understand and use hundreds, thousands, digit
my students and will correct their vocab as I observe their work.
Syntax
Students will have to discuss their
Describe ways in which students will
thinking with their partner Students will be directed to the word wall when they need help.
organize language (symbols, words,
throughout the lesson.
phrases) to convey meaning.
Discourse
Students will also be expected to The teacher will be able to listen and observe each student's
How members of a discipline talk,
answer the teacher's questions thinking as they walk around the class and ask questions. The
write, and participate in knowledge
about their thinking as they work lesson will move from pairs to individual work, which will
construction and communicate their
through the activity. allow the teacher to see a progression of learning.
understanding of the concepts

and/or Supports
Anticipatory Set/Motivator
Show video, "Place Value Number Song for Kids."
https://www.youtube.com/watch?v=a4FXl4zb3E4 The video is a great visual and auditory
hook for place value. The teacher will
It's a funny review of place value columns and how you move between columns. It uses pears, leave a larger, labeled place value on
rhyming and patterning to show place value. Ask students to sing along if they choose. Once the the board for students to refer to.
video is over, show sample place value chart to students, but include the thousands column.

1. The teacher will break students into pre-determined partners/pairs, based on similar ability schedule for what to expect in lesson
levels. and will sit in proximity to teacher
2. Each pair will get a place value worksheet, that shows number examples used in everyday life.
Worksheet examples include: thermometer, speed limit sign, nutrition label, address, year, -Students can represent with base-ten
money, sports score, TV channel, measurment blocks, rather than draw, if they
3. Students will have to represent the number in each picture on the place value chart, by drawing choose.
each digit in base-ten block representation.
4. The teacher will circulate to ask students about their thinking as they work through the activity.
5. Whole class consolidation - the teacher will take up the worksheet with the entire class. -Teacher will use observations to assess
Students will mark their work in their pairs. how students are progressing
-Teacher will direct students to the

word wall if they have trouble
communicating their thoughts.
Closure Teacher will be able to do an

Students will move back to their individual desks and will complete a one-question "exit ticket" to individual formative assessment on
show their individual learning. The exit ticket will require students label the thousands, hundreds, each student This information1. will
help guide the next lesson.
tens and ones columns. Students will then represent a number given by the teacher by drawing
base-ten blocks for each digit.
-Place Vaule Number Song for Kids - https://www.youtube.com/watch?v=a4FXl4zb3E4
base-ten blocks
-number lines
-list of Partners/pairs (pre-made by teacher)
-pencils
-erasers
-Appendix B - Real-life number Worksheet
-Appendix C - Place value chart
-Appendix D - Exit Ticket
Appendix B Grade 2 - Lesson 2 - Place Value

Real Life Number Worksheet
1. Label each column in the place value table.
2. For each sign/symbol, write each digit of the number shown in the correct column.
3. Draw the digit representation using base-ten blocks.
Item Photo
Appendix C Grade 2, Lesson 2 Place Value
Name: ____________________________________________ Place Value Chat
Place Value Chart

thousands , hundreds tens ones
Super Teacher Worksheets - www.superteacherworksheets.com

Appendix D Grade 2, Lesson 2 Place Value
Place Value Exit Ticket
1. Label the columns in the place value chart shown below.

2. Place each digit of the following number in the correct
column and represent each digit using base-ten blocks.
The number is 437

Lesson Plan

IEPs/504 Plans:



Topic:
Level:
The central focus of this learning segment is for students to use base-ten blocks to practice addition of two-digit numbers.
In the previous lessons, students had practice representing whole numbers in various ways They had practice using base-ten blocks to
represent each digit in a number and putting those numbers in a place value table.
The exit ticket from the previous lesson has allowed me to gather information about where students are in relation to their place value
understanding. Students who are stuggling will be referred to the word wall and also the sample place value chart.
1, Prompt 2b)
home. From last lesson, some students might be even more negative or positive towards math, depending how they did.
I want to ensure that I encourage students who are becoming particularly negative about this topic. I need to pay close attention to the studnets
who are stuggling so that I continue to encourage them. The exit ticket from the previous class will allow me to place students in group of equal
ability for this lesson. The students that are stugging the most will work with the teacher in a guided group.
5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction.

-solve problems, involving the addition and subtraction of two-digit numbers, using a variety of mental strategies

Students will be able to represent a number Teacher will make observations of students as Teacher will model through questioning.
using base-ten blocks.. the teacher models the addiding activity on the
white board.
Students will be able to add numbers by In groups, students will complete a Students will be in groups based on
using base-ten block pictures. worksheet where they must first represent ability and should be able to ask
two numbers by drawing base-ten blocks questions to each other for assistacne.
and then add those two numbers together. The teacher will work with the weakest
students in a guided group.

Function
Students will have base-ten blocks to help them model.
Students will work in homogeneous ability groups.
word that best describes the active solve
Weakest students will work in a guided group with the teacher.
within your lesson.
Vocabulary
place value, base-ten, ones, tens, Most of these words have already been added to the word wall
Key words and phrases students need
hundreds, thousands, digit, solve, for reference. I will use proper vocabulary when modeling for
to be able to understand and use
addition, model my students and will correct their vocab as I observe their work.
Syntax
thinking with their group Students will be directed to the word wall when they need help.
Discourse
Students will also be expected to The teacher will be able to listen and observe as student's
How members of a discipline talk,
answer the teacher's questions at answer the questions to start the lesson. The weakest students
write, and participate in knowledge
the start of the lesson, as the will have an opportunity to practice their vocabulary directly
construction and communicate their
teacher models the activity. with the teacher.

and/or Supports
Students will play a quick, 5-minute game of Place Value Toss. In groups (that they can choose),
students will select a colour of bean bag and one "thrower" to start. The first thrower will try to The groups allow students to have help
get as many bean bags (each group has 10) into the buckets labeled "thousands," "hundreds," in the areas they struggle. All students
"tens," and "ones." When finished throwing, the other students in the group will calculate their will have a chance to throw, write and
score/number. The number is based on how many bean bags landed in the buckets. E.g. 3011 - 3 add if they choose.
bags in the thousands bucket, 1 in the tens and 1 in the ones. Repeat until all students from each
group has had a change to throw and then add the total score.
1. Teacher will model the lesson objective on the white board (whole class). A sample question schedule for what to expect in lesson
would be: 56 + 23 = 79. Under each number, there will be a circle for students to draw the and will sit in proximity to teacher
corresponding base-ten blocks for each number. (Eventually students should be able to go from a
visual representation to the ability to start breaking numbers down into base-ten digits in their -Stuents will work in ability groups.
minds.)
2. Once teacher has modeled a few examples, students will come up to help solve on their own. -Weakeast students will work in a
All students will have mini white boards at their desks to copy and solve on their own. guided group with the teacher.
3. The teacher will ask questions for understanding as the lesson progresses.
4. Next, students will move into ability groups (as decided by the teacher). The weakest students -Teacher will direct students to the
will work with the teacher. word wall if they have trouble
5. Groups will complete a worksheet that has the same type of questions that the teacher modeled. communicating their thoughts.
The questions will get more difficult as the students move through. The final questions will have a
number and the answer. The students must decide was the missing addition number is.
Closure Teacher will collect the worksheets

Teacher will do a final consolidation question for students to try and solve on their individual from each group and will be able to
white boards. Teacher will take question up with whole class in preparation for tomorrow's make notes about their progress for the
assessment. next lesson. The teacher will make
notes about the students they worked
with in the guided group.

-pencils
-erasers
-mini white boards
-base-ten blocks
-Appendix E - Adding With Base-Ten Blocks - student worksheet
-counters
-number lines
Appendix E Grade 2, Lesson 3 Place Value
Adding with Base-Ten Blocks
Activity: Fill in the missing numbers for each problem. Represent each number by drawing base-ten blocks.
1. 57 + 23 = _______
2. 41 + 92 = _______
3. 49 + ____ = 85
Place Value Assessment
1. Represent the number 427 in 3 different ways. Show all of your work. You may use
manipulatives to help you.
2. Read the following select your answer and explain how you know.
3. Read below and select the correct answer.

4. Complete the following equation. Draw base-ten blocks in the circles provided to
help you solve.
31 + 85 = _______
Lesson Plan

IEPs/504 Plans:



Subject and Lesson Math - Number Sense and Numeration - Place Value (Re-focus)
Topic:
Level:
The central focus of this learning segment for students to close any gaps in their learning, related to place value .
In previous lessons, students had practice using base-ten blocks to represent each digit in a number and putting those numbers in a place value
table. They also practiced adding two-digit numbers by using base-ten blocks. I know where students are in their place value learning from the
previous three days.
The assessment from the previous lesson has allowed me to know what students have a good understanding of place value and what students
still need more work.
1, Prompt 2b)
At this point, some students will be very frustrated with place value. I will need a fresh approach and positive attitude to re-engage these
students in a way where they will be motivated to learn.
For this lesson, I will group students in hetergeneous groups. I want to mix both strong and weak students together. I will be able to pull kids
from groups as needed for 1-to-1 intervention and also allow my stronger students to work with the weaker students.
5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction.

-solve problems, involving the addition and subtraction of two-digit numbers, using a variety of mental strategies

Students will be able use manipulatives to both Teacher will make observations of students as Students will be given choice as to which
add and represent whole numbers. they circulate around the classroom and will manipulative they want to use. Students will
pull students that need 1-on-1 intervention. work in mixed-ability groups.

Function
Looking at your standards and Students will have many different manipulatives to help them
objectives, choose the one Blooms model.
word that best describes the active represent Students will work in mixed-ability groups.
learning essential for students to Teacher will pull weakest students for 1-on-1 intervention.
within your lesson.
Vocabulary
place value, base-ten, ones, tens, Most of these words have already been added to the word wall
Key words and phrases students need
hundreds, thousands, digit, solve, for reference. I will use proper vocabulary when modeling for
to be able to understand and use
addition, model my students and will correct their vocab as I observe their work.
Syntax
thinking with their group Students will be directed to the word wall when they need help.
Discourse
Students will be expected to use
How members of a discipline talk, The teacher will be able to listen and observe as students
correct terminology when
write, and participate in knowledge discuss questions in their groups. The weakest students will
discussing questions with their
construction and communicate their have an opportunity to work directly with the teacher.
group.

and/or Supports
Students will write individually, so that
On individual white boards, students will do "Number of the Day." I will write the number 489 on
they can go at their own pace. The
the board and instruct students to do the following on their white board:
teacher will circulate as they ask the
1. Draw 489 using picutres (base-ten blocks work)
questions to support students that need
2. What digit is in the tens place?
it. The teacher will take up the answer
3. Rearrange the 3 digits to make a new number.
after each question.
4. How many ones are there in this number?
Instructional Procedures
- Students with autism will have visual
1. In mixed-ability groups (as chosen by the teacher), students will play a dice game to represent
schedule for what to expect in lesson
place value, using base-ten blocks.
and will sit in proximity to teacher
2. Each student will have their own whiteboard/worksheet and each group will share dice.
3. Students will start with 2 dice. One student will roll. The two numbers shown on the dice will
-Stuents will work in mixed-ability
be combined to make a two-digit number. E.g. a roll of 6 and 3 would make the number 63 or 36
groups.
- the students can choose.
4. Students will write the number they have rolled on their whiteboard/worksheet and then
-The teacher will pull weaker students
represent that number by drawing base-ten blocks.
for 1-to-1 intervention.
5. As students progress through this activity, they can make things more difficult by using 3 dice
for 3-digit numbers.
-Students can model with base-ten
6. The teacher will pull students that need 1-to-1 intervention.
blocks before they draw
7. Students may model with base-ten blocks before they draw their picture representation.
Closure
Students will again play Place Value Toss, in the same groups they completed the lesson with. The groups allow students to have help
Groups will select a colour of bean bag and one "thrower" to start. The first thrower will try to get in the areas they struggle. All students
as many bean bags (each group has 10) into the buckets labeled "thousands," "hundreds," "tens," will have a chance to throw, write and
and "ones." When finished throwing, the other students in the group will calculate their add if they choose. Hopefully all
score/number. The number is based on how many bean bags landed in the buckets. E.g. 3011 - 3 students wills how increased
bags in the thousands bucket, 1 in the tens and 1 in the ones. Repeat until all students from each confidence with this game.
group has had a change to throw and then add the total score.
-pencils
-erasers
-mini white boards
-base-ten blocks
-blank sheet of paper (this is their worksheet if there is not enough whiteboards)
-dice
Appendix F - Grade 2 Refocus Lesson Place value
From Pinterest

Artifact #3: Connection to Literacy The Empty Pot Lesson
The Empty Pot is a book about a Chinese Emperor who is searching for a successor. He
gives all the children in his kingdom a seed that they are to plant and nourish. The Emperor
explains that the child who grows the biggest and best flower will take over the kingdom. The
central character in this story, Ping, is not able to grow a flower, no matter how hard he tries. He
explains to the Emperor that he did his best work but it wasnt good enough. In the end, Ping is
chosen as the successor because he was honest about how his flower would not grow; the
Emperor had given all the children cooked seeds and none of them should have any flower to
present.
The lesson centers around the moral message of the story and connects not only to
literacy but also to the character traits of honesty and integrity. These are values that I hold dear
and in life I endeavor to lead by example, always keeping these two virtues top of mind. The
lesson is also great because it can be connected to art, social studies and science. For cross-
curricular links to science, students will grow their own flowers and studying what happens with
water, soil and sunlight to a seed. Social Studies, is quite easy and if you have a look at my
Weebly website - click here, I have already placed a virtual tour of the Great Wall of China to
kick off The Empty Pot unit. Lastly, the students can create their own honesty pots, either by
creating pottery or decorating their own pot with character traits they believe describe them best.
I like this book because it introduces students to a setting that in another country and displays
Culturally Responsive Pedagogy.

Lesson Plan
Teacher Candidates Name: Greg Williams Date: July 13, 2017

IEPs/504 Plans:


Subject and Lesson English Language Arts - Reading Literacy/key details/Retelling The Empty Pot
Topic:

Level:
The central focus of this lesson is for students to retell stories using key detials and undertanding the central message
Students have participated in read aloud, question and answer with prompting in kindergarten.
Students have practiced retailing stories in pairs to partners verbally with prompting.
Students have already been introduced to the process of retelling a story verbally and now they are ready to use a graphic organizer. When
retelling a story verbally, students can add many extra details. For this activity, students will only select four key details.
1, Prompt 2b)
The teacher chose this activity because the school is in New York city and has a very diverse ethnic population. The story, The Empty Pot
represents a different culture and takes place in China so the story will increase the students' cultural awareness. Also, the story has a positive,
important message about trying your best, honesty and integrity.
Some students may have questions about where the story takes place, and also terms, such as Emperor. Other students in the class will identify
with the main character directly. The teacher will be prepared with a globe and world map to show students where China is located. The
teacher will also be prepared to answer quesitons related to the pictures that show traditional Chinese culture.
ELA NYS Common Core Standards
Standard Strand: Reading Standards K-5 [L]
Grade: 1
Topic Strand: Key Ideas and Details
Key Idea:
1.1 Ask and answer questions about key details in a text.
1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Ontario Curriculum
Language K-8 Reading
Grade: 1
Topic Strand: Reading for Meaning
Specific Expectation:
1.4 Demonstrate understanding of a text by retelling the story of restating information from the text, including the main idea.
1.7 Identify the main idea and a few elements of texts, initially with support and direction.
1. The students will be able to identify the main 1. The teacher will observe the students ability The teacher will support the students by
idea and retell the story in four pictures. to answer questions based on the book - The providing a graphic organizer. The teacher
Empty Pot. will support students by modifying the
2. The teacher will assess the students ability assignment to three pictures instead of four.
to retell the story using four pictures in Students will have the option to draw or use
sequence. technology to create their pictures. The
teacher will have small group intervention
for struggling students.

Function
The teacher will support the students by helping them retell the
story in proper sequence using numbers.
word that best describes the active Retell
The teacher will guide the class by creating the first picture if
needed.
within your lesson.
Vocabulary
Key words and phrases students need kingdom, Emperor, successor, The teacher will model proper vocabulary usage throughout the
to be able to understand and use transferred, ashamed, palace lesson and will define as needed.
Syntax The students will organize

Describe ways in which students will pictures using the words - first,
organize language (symbols, words, next, then, finally. The students The teacher will correct vocabulary as he/she listens to students
phrases) to convey meaning. will use the vocabulary from the discuss the text.
word wall when answering
questions about the text.
Discourse Students will use the vocabulary
How members of a discipline talk, from the word wall to answer
The teacher will prompt the student to use the word wall or use
write, and participate in knowledge questions about the text. When
the book to identify the main idea.
construction and communicate their prompted students will be able to
understanding of the concepts explain they have drawn.

and/or Supports
The teacher may chose to read The Empty Pot the day before or earlier in the day. This will
provide an opportunity for enjoyment of reading and also provide an introductory reading for the
students to hear the story more than once.
The students will come to the carpet and sit infront of the smartboard and teacher's chair Activating prior knowledge
1. The teacher will have a globe and map of the world displayed for the class. - Visual aids: Globe, Map, Smartboard
a. The teacher will engage the students by asking them the following questions: YouTube of the world spinning
i. Does anyone know what China is? https://youtu.be/sHEhPmOJhbU
ii. Does anyone know where China is?
iii. Can someone point to the country of China on the Globe or the Map?
iv. Has anyone every travelled to China before?
v. Does anyone know anyone from China? (Student Kevin is from China)
b. Write on the board the task/learning goal for the students: We will determine four key points
of the story, The Empty Pot.
2. Read Aloud - students can refer to the book or
a. Cover of the book - what do you think this book is about? online read aloud video for assistance if
b. End of page 1 - review main points with students - question for understanding they cannot remember events
c. At the end of the book - ask if students have any questions.
3. Key Words -teacher will ask frequent questions to
a. From the read aloud, the teacher will have covered many words. Please review these words: check for understanding
kingdom, Emperor, successor, transferred, ashamed, palace
b. Words will be added to word wall -students will be directed to word wall
4. Question and answer (teacher led): if they are stuck
i. Why did the Emporer ask the children to plant seeds?
ii. How do you think Ping felt when his seed wouldn't grow? -teacher will use small group
iii. Why did the parents want their children to be chosen? interventions to help with sequencing if
iv. Why was Ping really happy when he received his seed from the Emporer? some students are stuggling
v. Why did the Emporer choose Ping?
vi. What did you learn from the story?
5. Questions to help model graphic organizer:

i. What is the first important key point of the story?
ii. What is the next important key point that happens?
iii. Then what happens?
iv. Finally, what key point happens last?
6. Students return to their desks and complete the Graphic Organizer with their own pictures.
7. Teacher will circulate the ask students to explain their drawings.
Closure
- Continuous checks for understanding
Teacher will ask students that are comfortable to show their pictures to the class and expain what
through discussion.
is happening in each one. Students should be fairly close in all of their pictures/explanations.
- Globe
- Map
- Computer/Laptop (teacher)
- Smartboard
- Video of 7 continents of the World https://youtu.be/sHEhPmOJhbU
- Book 'The Empty Pot'
- Word Wall
- Student computers/iPads/Laptops
- Photocopy - Visual graphic organizer - Sequencing Chart x24 copies - Appendix A
- e-file for display on smartboard - Visual graphic organizer - This is for the teacher to model - Appendix A (Same document as above)
- Chart paper for anchorchart
Appendix A - The Empty Pot

The Sequence of Main Ideas
Next
First
Then
Last/Finally
Artifact #4: Connection to Special Education Pecha Kucha Presentation
This presentation was important because it allowed me to learn about a topic that I did
not have much information about, but is so prevalent in our schools. Selective Mutism is an
anxiety disorder. The disorder presents that students are being defiant but in reality, the inability
to speak is just the way students deal with much greater issues related to anxiety. I chose to put
this in my portfolio because it gets at the root importance of caring for students. Understanding
the why or their behaviors helps us to connect and better serve them. Special education is
something that is ongoing in education and ensuring that you continue to find professional
development opportunities to learn is incredibly important.
Artifact #5: Connection to Instruction and Technology Ecosystems Science Lesson
This artifact explores my ability to integrate multiple forms of technology. My first
version of this lesson that I created used a YouTube video and a PowerPoint presentation to hook
the students and get them thinking about what types of living organisms lived in various biomes
or ecosystems. I presented this lesson in EDU 502, and it went fairly well. However, it wasnt
until I learned how to embed videos on my website, create QR codes and discovered the concept
of flipping using Screencast-O-Matic, thanks in part to the EDU 571, that I decided to use this
assignment as an opportunity to flip the classroom. Scan the QR code below and discover what
our world has to offer!
I believe this again proves my willingness to constantly improve and always look for and
use the next best thing in technology. I truly believe that flipping has its value for students. As
long as the lesson is not too long and it is something the student can watch in a short amount of
time, why not try to provide opportunity to watch and listen to something that is fun, coherent
and simple. Lets try to use the classroom to work in a community, communicate with one
another and work on our critical thinking skills at school. I have placed the original lesson below
and here is the direct link to my website page that shows the flipping.
Lesson Plan
Teacher Candidates Name: Greg Williams Date: July 2, 2017

IEPs/504 Plans:


Visual and auditory learner 5 Teacher will have personal worksheets that will be aligned with the teachers
verbal explanations. The teacher will work with these students after
preliminary instruction as a group.
Subject and Lesson Science - Interdependent Relationships in Ecosystems

Topic:
Level:
The central focus of this learning segment is for students to identify the different living and physical characteristics of a ecosystem (biome)
Students have discovered different ecosystems and how humans effect them. They have also had a field trip where they identified different living
organism in a specific ecosystem. Students are also aware of the general differences of the characteristics of weather/elements in the four
seasons
Using the students prior knowledge about living things, ecosystem and weather, students will identify specific changes in weather that will effect
the animals that remain, migrate or die in the ecosystem
1, Prompt 2b)
There are several students who have been to different places around the world and we have some students who have just moved from Syria.
This exposure will again aid towards building knew terminology and understanding different environments.
Through group discussion, we can build vocabulary and understanding about different seasons and environments.
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
-When the environment changes in ways that affect a places physical characteristics, temperature, or availability of resources, some organisms
survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS4.C: Adaptation
- For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Ontario:
2.5 use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written
communication
3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a
patch of forest)
3.7 describe structural adaptations that allow plants and animals to survive in specific habitats

The students will be able to identify various Students will think/pair/share to brainstorm The teacher will make a master list using
characteristics (physical, climatel, flora, fauna) about the different characteristics of an smartnotebook so that students can refer to
and their effect on the living things found within ecosystem (physical, climate and flora, fauna) it throughout the lesson and unit.
that environment/ecosystem and how they can effect/determine what living
organism can live in that environment. The
teacher will record all the answers on the
smartnotebook. The students will work in
groups of 3, looking at pictures to predict the
different types of living things that can live in
different ecosystems. The student will record
their findings on a worksheet

Function
objectives, choose the one Blooms Teacher will support the students with whole class instruction,
word that best describes the active Predict modelling. I will circulate the class to provide continuous
learning essential for students to feedback.
within your lesson.
Vocabulary Biomes, ecosystem, climate,
Teacher will correct vocabulary when hearing conversations.
Key words and phrases students need organism, environment, habitat,
Teacher will provide a vocabulary list for ELL students with
to be able to understand and use adapt/adaptation, freshwater,
visual and vocabulary being used with the actual object.
tundra, marine, grassland
Syntax The students will use a worksheet
Describe ways in which students will to list characteristics and predict The teacher will model proper language for meaning accuracy.
organize language (symbols, words, the type of organism/living things The teacher will model how to fill out the worksheet on the
phrases) to convey meaning. found within each smartboard
biome/ecosystem.
Discourse Students will have the
How members of a discipline talk, opportunity to use proper
To support the students, the teacher will have them partner
write, and participate in knowledge vocabulary when communicating
during a think/pair/share and will have them work in groups
construction and communicate their throughout the activity and also
duing the guided practice activity.
understanding of the concepts when presenting their
ecosystem/biome.

and/or Supports
Anticipatory Set/Motivator - Earphones for students who want to
1. The activity will revolve around this essential question, "What do you think determines what hear the sounds of the video
organisms can live in certain enviornments on our planet". The students will discuss this question
while sitting down with their existing groups and then they will share with the teacher. - The visual student might need to
watch independantly with iPad and
earphones
1. After activating the students prior knowledge the students will be engaged by watching a video
(twice) about the different types of environments on the planet. - ELL students will use pictures with
https://youtu.be/hIy0ZlyPPDg animals and their names to foster
a. The first viewing is to create energy and engage the students through the imagery. participation.
b. The students will watch the video a second time
i. The scientific viewing, this is where the students will look at the environmental feactures - exercise ball for students with ADHD
and evidence of life. What did you see? What is moving? What kind of landscapes?.
c. Build a list of what the students saw on the video, "What did you see?" - if a student doesnt remember the
ii. using the whitboard, the students will be called upon to explain what they saw. video or feels like it might help them,
2. Hand out the graphic organizer (appendix A) and explain to the students the research task they can watch with the ed assistant or
d. Students will analyse photos on a powerpoint presentation (appendix B) that they will view student helper
in groups of 2/3 students.
3. The teacher will model how to fill out the first biome/ecosystem - Freshwater - Earphones for students who want to
e. The teacher will model appropirate skills when conducting research. Ex. neatness, creating hear the sounds of the video
lists.
f. The teacher will call upon the class after analysing the photo and listing the first couple of - Frequent checks for understanding
answers. through questions and prompting
4. The teacher will place the students in groups of 2 or 3.
5. The teacher will have the students transition to the computer desk/or hand out the laptops/iPads
6. Teacher to circulate the class. The teacher will ask the students questions:
g. What do you think lives in the?
h. Why do you think that organism/living thing/animal can live there?
i. What do you think lives in the air, land, water, underground?
Closure - Frequent checks for understanding,

The students will share their findings with another group and then that new group of 4 will stay possibly calling on students who need
together for the next lesson which will have them present their findings using a scientific some assitance - "Would you like to
appropriate way to communicate. pick a friend who can help you finish
that thought?"
Computers, laptops, iPads - 10 total.
Worksheet
pencils
Science binder
Teacher - laptop, projector/smartboard

PPT presentation
Worksheet x 20
YouTube Video - Biomes - National Geographic - https://youtu.be/hIy0ZlyPPDg
Appendix A Student worksheet

To be used after watching the video and analyzing the photos of biomes. Scan the QR code to begin.
Biome Description of Biome. Predicted living things What factually lives there?
Name What do you see? Please describe. Guesses only, please.
(Ecosystem)
1.
2.
(Ecosystem)
3.
4.
(Ecosystem)
5.
6.

Artifact #6: Connection to Assessment
The assessment I have included connects to the three-part math lesson that I outlined
above. The assessment allows students to display their knowledge in a variety of ways and is
directly connected to the Ontario Grade 3 EQAO test. The assessment is meant to follow a well-
planned three-part lesson dealing with place value. The assessment is meant to be leveled, rather
than given direct marks for each question. It allows students to display what they know. They
are welcome to use manipulatives if it will help with their explanation and rational. Please click
here to view the assessment located on page 81 as it was a part of the Assessing Student Math
Learning unit.
Artifact #7: Connection to Professional Development
I have a number of professional development artifacts to promote my commitment to
ongoing learning. The first artifact is that I completed my Emergency First Aid and CPR C.
This is important because it will assist in my ability to teach health and physical education but it
also provides me with necessary skills should an emergency arise in my class, while on a class
trip or while I am coaching sports. I intend to keep my certifications up-to-date throughout the
course of my teaching career.
Another PD opportunity I have completed is the DASA Training, which deals with
prevention and intervention for harassment, bullying, cyberbullying and discrimination in
schools. This training was important because of the every-growing incidents of violence and
bullying within schools. Bullying is not just physical and this course dealt with all aspects of
bullying that students could experience. It also provided pointers to help identify bullying and
ways to intervene.
Two other PD courses I completed were Casework/Training in Identification and
Reporting of Child Abuse and Maltreatment and Training in School Violence Preparation and
Intervention. Both PD courses dealt with information about looking out for the care of students.
These courses provided information on recognizing and intervening on issues to do with violence
and abuse against children. Both are incredibly important for the safety and well-being of
students.
In EDU 571 I was also able to complete my SMART Notebook 17 Beginner and
Intermediate training. This focus on learning this software and hardware was extremely
challenging as I explained earlier in Artifact #1. As we know many districts and schools have
this technology to help with student engagement and enhance learning when possible.
Another artifact I have included is my registration for the upcoming Western New York
Childrens Book Expo in Buffalo on November 11, 2017. Although its a bit down the road, this
artifact shows my commitment to ongoing learning and growth. I am going to volunteer at the
conference and also attend the workshop where authors will present information about the books
they have written, with connections to lessons and curriculum. Looking forward to meeting
authors from around North America and hearing about why they chose to write books for young
readers. Having said this, I believe, so-called childrens book are for people of all ages.
[Back to Table of
Contents]
Artifact #8: Connections to Technology and Engagement Weebly Website
I worked very hard on my Weebly website and it is a vital part of my portfolio. The
website contains many different components of my learning journey. The website is interactive
and works as a way for me to maintain ongoing communication with both students and parents.
The website is also a resource page and also serves as a way for students to stay up-to-date if
they have to miss class for any reason. These resources will constantly be updated and I will let
parents know that if they have apps or technology software that they would like to share, I will
be more than happy to include if it is appropriate. The website can also be a way to limit some
paper that goes home. I believe in environmentally friendly education and I want my students to
be environmentally conscious. Its important to remember however that not all families have
internet and part of knowing your students is knowing which ones do not have internet so that
you can ensure you communicate with those families directly through phone calls or letters.
Please follow this link to explore the content - http://mrgwilliams7.weebly.com/
Artifact #9: Annotated bibliography
I decided to include a ninth artifact as it emphasizes my ability to analyze qualitative and
quantitative research. During my undergrad in health and physical education I had to complete
courses in both of these disciplines. There are not many people who go out of their way to read
journal articles but I do believe they are the gateway to learning and developing your own
accurate opinions and philosophies. With regard to education and the classroom there is a
plethora of research for educators to research. One day, in the future, I hope to conduct my own
research and get published in a journal.

Annotated Bibliography
Article Reference
Reeves, M. J., & Bailey, R. P. (2016). The effects of physical activity on children diagnosed with
attention deficit hyperactivity disorder: a review. Education 3-13, 44(6), 591-603.
doi:10.1080/03004279.2014.918160
Objective/Purpose
The objective of this article is to narrow down and review relevant previous studies that
explore the benefits of sport/physical activity for those with ADHD (Reeves & Bailey, 2016,
p. 591). Previously published research between ADHD and physical activity can be categorized
in one of two groups. The first group of studies focuses on movement skill performance and/or
the physical fitness of children and young people. The second group (the focus of this review)
focuses on the contributions that physical activity might make to ADHD symptoms. The
purpose of this review is to guide researchers and practitioners moving forward and to suggest
possible ways for the management of the disorder and implications for primary education
(Reeves & Bailey, 2016, p. 592-594).
Research Method / Search Strategy
A comprehensive search for journal articles was conducted over seven academic journal
databases (PubMed; Academic Search Complete; Emerald; MEDLINE; PsycINFO; SCOPUS;
and SportDiscus) and three specialist journals (Journal of Attention Disorders; Journal of
Clinical Child & Adolescent Psychology: Research in Developmental Disabilities). This was to
maximize the accuracy in obtaining all studies published over a ten-year period, in relation to the
benefits of sport/physical activity upon the effects of ADHD. The ten-year period range was
between January 1st, 2002 and December 31st, 2012. The basis for the number of databases and
time frame chosen was thought to be the ideal that could answer the review question. The
search also included reports and PhD theses (grey literature) to reduce the risk of publication
bias, however, none of these studies were chosen for the final review selection (Reeves & Bailey,
2016, p. 593).
Research Method / Selection of Studies
The authors used the following screening process by reviewing journal article abstracts:
(1) published, peer-reviewed journals, PhD theses, or peer-reviewed reports; (2) published
between 1 January 2002 and 31 December2012; (3) must be related to children and/or young
people; (4) must have a physical activity intervention; and (5) must include children and/or
young children with ADHD. The authors also adhered to an exclusion criteria: (1) published
before 1 January 2002; (2) not related to children and/or young people; (3) no physical activity
intervention. This first step narrowed down the number of relevant papers from 775 to 67
individual journal articles. However, the authors determined that 67 studies was still too
extensive and therefore added the following exclusion criteria in addition to one, two and three:
(4) participants in the studies had additional mental health problems (e.g. autism spectrum
disorders); (5) the focus of the study was not predominantly on ADHD; and (6) studies which
examined the impact of ADHD on physical fitness of children and/or young people. After
applying theses additional exclusion criteria, the remaining articles totalled ten (Reeves &
Bailey, 2016, p. 593).
Article Summary / Discussion
Ten journal articles, published between January 1st, 2002 and December 31st, 2012
examine the impact of physical activity on children diagnosed with ADHD (Reeves & Bailey,
2016, p. 594). The sample sizes of the studies varied greatly from 5 children and young people
to 17,565. All ten of the studies implemented interventions where a type of exercise was
implemented. Four of these studies used controlled, experimental designs and six studies used a
pre-/post-test design, with one of these studies using data from a large cohort study and
structural modelling to examine the association of physical activity with symptoms of ADHD
(Reeves & Bailey, 2016, p. 594).
It was determined that all ten studies (exploratory studies and intervention studies)
produced negative correlations between physical activity and the symptoms of ADHD.
However, due to the wide variety of sample size, measures and methodologies used throughout
the ten studies, the findings should be considered no more than suggestive.
One area of inconsistency that should be pointed out is the nature of the physical activity
used within each study. The concept of physical activity has historically been defined in a
variety of ways, whether it be the type, duration (single session, weekly, monthly) or intensity.
Some of the physical activity used to test the samples in the studies included the following:
repeated Physical Education sessions including periods of moderate to vigorous
activity
acute aerobic exercise (single session, for example, jog 3 laps)
ongoing moderate to vigorous activity
therapeutic exercise
The variety, or lack of consistency of the physical activity used decreases the overall link
between the activity and the reduction of symptoms of ADHD. However, the review did suggest
after the review of the ten articles, that there could be reasons to link moderate to vigorous
activity, whether acute or ongoing, maybe effective.

Regardless, there have been earlier studies (an earlier meta-analysis of studies with
adults) discovered that the influence of exercise on cognition was insignificant when small,
minor changes were made to the type of physical activity.
Results/Outcomes
The review of the ten journal articles suggest that there are multi-dimensional
improvements, affecting a wide variety of aspects for the individual, regardless of the variation
in forms of physical activities adopted by each study. Although, it remains very difficult to
identify the mechanisms of how physical activity might mediate ADHD symptoms. Finally, the
outcomes determined in these reviewed studies indicate that optimal outcomes to help decrease
the negative symptoms involved with ADHD should include a mixed content; social, Physical
Education-type session, featuring periods of moderate to vigorous activity (Reeves & Bailey,
2016, p. 600).
These outcomes are important as it identifies that studies need to be very specific about
what physical activity is and what type of activities achieve the results needed to continually
promote physical activity as an alternative towards helping alleviate negative symptoms of
ADHD.
To improve the research and studies moving forward, researchers need to align their
definition of physical activity and clearly outline how they will expose the test subjects to the
activity. Researchers also need to become more consistent on how, when and where they test the
subjects. The environment, the social surroundings and the how they collect the qualitative
research (type of ADHD behaviors are they observing pre, during and post activity) is imperative
to improve further studies.
Classroom Applications / Implications for Primary Education

This review article is important for primary education/educators as it summarizes ten
articles that consider the correlation of physical activity and decreasing the negative symptoms
of ADHD. Understanding what is currently being researched in minimizing ADHD symptoms is
important for educators because it is one of the highest diagnosis among our students in North
America. It is also important to understand that teachers can expose students to activity beyond
the physical education classroom. Teachers do not have the ability to administer or change doses
of a medication for students nor can they change the socio-economics of parents but they can
increase the what, when, where and how of physical activity during school time.
In addition to what is written about the primary implications in the journal article review,
I believe it is also important to look at the time of day that physical activity is scheduled for
students. I would address motivating factors for students to maximize their participation and
effort during physical education classes. The State/Province physical education curriculum
should focus on providing opportunity for all to participate effectively and appropriately.
Frequency of physical activity throughout the week is another item to address. Who is teaching
the physical activity or physical education class? Does a specialist matter? These are all items
that should be discussed after reviewing this journal article.
In conclusion, physical activity should be a life-long endeavor and regardless of who the
student is and what they bring to the classroom, it is up to educators to improve the likelihood of
life-long participation.
Section Three Conclusion
This section of the portfolio provides an excellent overview of my readiness to teach. As
I worked through selecting artifacts and connecting them to different areas of focus, it was easy
to see how many overlapped into different sections. It will be nice to have exemplars of work in
place that I can refer to as I work through my first years back at teaching and it will also be nice
to have some excellent lesson examples that I can actually use!
The next section of my portfolio is the Alignment to Curriculum and Professional
Standards. This section is important to justify how the artifacts, lessons, unit plans and activities
support the educational goals outlined for each grade. Curriculum guides instruction, which is
why it is extremely important to always consider how the curriculum standards match our daily
teaching practice.

Section 3 - Artifacts - Greg Williams

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Section 3 - Artifacts - Greg Williams

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Greg Williams - Elementary Project Portfolio Section 3 1

Section Three: Teacher Candidate Artifacts

students will have with certain topics.

parents and have an open classroom for all to be involved.

for next steps of instruction.

Artifacts & Rationales

Artifact #1: SMART Board Author Study, Chris Van Allsburg.

the program and had a lot of fun creating the lesson.

is a SMART Board lesson and it is a presentation that is interactive for students.

I also completed the SMART Notebook 17 Beginner and Intermediate Training

certification as part of this venture. I have added this accomplishment in Artifact #7

on my Weebly teacher website here: http://mrgwilliams7.weebly.com/author-study.html. You

can also view the slides below.

[Back to Table of Contents]

Artifact #2: Connections to Mathematics and Planning

Assessing Student Math Learning

a. Understand place value.

a. School is 50 years old

i. 81% of the student body is economically disadvantaged

Our School: 39.6 percent

Percentages of Students Who Received Disciplinary Actions at our school

The School has 50 full time teachers and is pre-K to grade 8

2. Standards (Common Core and Ontario, if applicable):

Ontario Curriculum - Number Sense and Numeration (Grade 3)

4. Strategies, Techniques and Activities:

Use of manipulatives Base-ten blocks, counters, numbers lines, dice

Lesson 4 Re-focus Lesson Post Assessment

Medaille College Department of Education

Teacher Candidates Name: Greg Williams Date: August 7, 2017

Context for Learning (edTPA)

Grade level: 2 Number of students in the class: 20

Students with IEPs/504 Plans

Students with Specific Language Needs

Students with Other Learning Needs

Lesson 1 of a 3 Day Learning Segment

Ontario Curriculum - Number Sense and Numeration (Grade 3)

Objectives Assessment Modifications to Assessments

Academic Language Demands Instructional Supports

Instructional Process Accommodations and/or Modifications

-Students can represent between 1 and

Appendix A Grade 2, Lesson 1 Place Value

Medaille College Department of Education

Teacher Candidates Name: Greg Williams Date: August 8, 2017

Context for Learning (edTPA)

Grade level: 2 Number of students in the class: 20

Students with IEPs/504 Plans

Students with Specific Language Needs

Students with Other Learning Needs

Lesson 2 of a 3 Day Learning Segment

Ontario Curriculum - Number Sense and Numeration (Grade 3)

Objectives Assessment Modifications to Assessments

Academic Language Demands Instructional Supports

Instructional Process Accommodations and/or Modifications

Instructional Procedures - Students with autism will have visual

-Teacher will direct students to the

Closure Teacher will be able to do an

Appendix B Grade 2 - Lesson 2 - Place Value

Appendix C Grade 2, Lesson 2 Place Value

Name: ____________________________________________ Place Value Chat

Place Value Chart

Super Teacher Worksheets - www.superteacherworksheets.com

Appendix D Grade 2, Lesson 2 Place Value

Place Value Exit Ticket