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Introduction
This section, Section Three of my portfolio, contains eight artifacts of works I have
created, which demonstrates my ability to plan for instruction, research, assess student literacy
and create literacy events for parents. The purpose of these artifacts is to provide you with
tangible evidence that highlights my skills as a strong candidate for the teaching profession, and
in your board. I have included artifacts from a variety of subjects, to illustrate my ability to teach
all core course subjects within the curriculum. Moreover, I have also included lesson plans which
ELL students, and struggling learners. The work highlighted in this portfolio is not my complete
list of educational work, but rather a snapshot to illustrate my well roundedness. Should you
Each artifact is aligned to a specific standard for both Ontario and New York States
curriculum. I have also included Intasc Standards, TEAC/CAEP Claims and NYS Ethics as well
as Ontario Ethics. Teachers must cover the curriculum and by including these standards with my
artifacts, demonstrates my ability to ensure my subject matter aligns with the curriculum. In
addition, where applicable I have also included the ISTE standards for technology, ILA
standards for literacy, and CEC standards for students with special needs.
Children learn and are able to skills baed on their cognitive developments. Someone who
is 6-year-old is most likely not able to complete math work that would be expected of a 10-year-
old. Sure, there are circumstances where students can understand and apply concepts above their
grade level, but children develop their intellectual ability in stages. Piaget posits that children
for instruction, I apply Piaget’s theory on cognitive development. I create material that is grade-
level and cannot expect a Grade 3 student to be challenged with Grade 6 Social Studies. Her
When planning for instruction, I also use Bloom’s Taxonomy to ensure I move up the
hierarchy so that students are not being lectured to and then regurgitating this knowledge dump. I
want my students to be able to analyze and create, so that they apply their knowledge to
meaningful activities that encourage them to learn. For this reason, Bloom has been a pillar of
my instructional planning.
Artifacts & Rationales
Overview
Oftentimes, teachers must conduct research for a variety of purposes. A teacher may want
to justify a change in their pedagogy, a new methodology or to get a pulse check on a current
practice. Research is an important tool for teachers to measure what is working, what instruction
is working, is not working and what can be done to make instruction successful. It’s not just
about instruction however, research is also used to identify gaps in knowledge. For these reasons,
analyze data and formulate an opinion and make decisions based on the research’s findings. The
article presented in this research discusses an important for me as a teacher: technology in the
classroom. As stated earlier, I believe technology plays an integral role in the way we teach our
students. It is a conduit for creativity that can be a powerful tool. Used inappropriately, it can
also be dangerous. It is therefore imperative that before we put technology in the hands of our
students, we expound upon them how to use technology safely and securely.
Connections to Standards
INTASC Standards
This artifact aligns with Standard #3: Learning Environments of the INTASC Standards. “The
teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-
motivation.” (InTASC, 2013, p. 21). As this artifact is research analysis on the use of technology
in the classroom, I must be aware of how to engage learners and a variety of learners. Used
appropriately for instruction, technology can achieve those goals. The standard also focuses on
how I can guide a student to work independently to, for example, conduct their own research
using technology. Standard #8: Instructional Strategies. “8(a) The teacher uses appropriate
strategies and resources to adapt instruction to the needs of individuals and groups of learners.”
(InTASC, 2013, p. 38). Technology is a great tool for meeting the needs of various learners and
Under the Code of Ethics for Educators, this artifact aligns with Principle #3. This
principle states that, “[Teachers] engage in a variety of individual and collaborative learning
experiences essential to develop professionally and to promote student learning. They draw on
and contribute to various forms of educational research to improve their own practice.” (NYS
W.5.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details and clear event sequences.
W.5.3. (a) Orient the reader by establishing a situation and introducing a narrator and/or
characters, organize and event sequence that unfolds naturally.
This research article focuses on students using an iPad to create a narrative.
Therefore, this artifact aligns to the Grade 5 NYS standards for narrative writing.
TEAC/CAEP Claims
ability to analyze data and think critically about pedagogical issues. This artifact aligns with
Claim 3 of TEAC/CAEP:
“The provider demonstrates the impact of its completers on P-12 student learning
and development, classroom instruction, and schools, and the satisfaction of its
completers with the relevance and effectiveness of their preparation.”
1.1: Understand major theories and empirical research that describe the cognitive,
linguistic, motivational, and sociocultural foundations of reading and writing
development, processes, and components, including word recognition, language
comprehension, strategic knowledge, and reading–writing connections.
Standard #1a: Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness.
Standard #1b Stay current with research that supports improved student learning outcomes,
including findings from the learning sciences.
This artifact aligns to Section 7 of CEC Standards 7.2, 7.4 and 7.6. These standards relate
to teachers and special education teachers using research to advance and improve their students’
education.
Form 5.2.1 write longer and more complex texts using a variety of forms
Care best aligns as the ethical standard for this artifact. In conducting research for
education, teachers are expressing their commitment to providing their students with the best
possible advantages for success. Through research, teachers are seeking betters way to improve
Jonathan Itzkovitch
Medaille College
Dr. Ahuna
Article Reference:
Sessions, L., Kang, M. O., & Womack, S. (2016). The Neglected “R”: Improving writing
instruction through iPad apps. Techtrends: Linking Research and Practice to Improve
Objective/Purpose:
The author’s objective for conducting the study was to seek out improved
methods to enrich students’ writing, in accordance with the Common Core standards
A class of 5th graders in the Western United States, was naturally split into two
groups due to class size. The researchers used the pre-divided class for their research
purposes. Track A students were the early arrivers to school and left early for home.
Track B students arrived later and left school later. The full class consisted of 30
students: 13 girls and 17 boys, with a good mix of academic competencies in each group.
Research Method:
The research method that was used for this study was Mixed Research.
Qualitative data was used through student observations, journals and students’ writing
pieces. Correlation Research was used to compare and contrast students in Track B who
received iPads and students in Track A who used pen and paper only.
Over a nine-week period, students were examined in their natural split of Track A and
Track B groupings. Track B students were each given an iPad along with three teacher-led unit
lessons on writing. Track A students were given pen and paper as well as the same three teacher-
led unit lessons as Track B students. Unit 1 of the lesson plan showed students examples of
excellent writing from books. Unit 2 showed students how to use sensory details and sequencing
techniques using storyboards to organize their ideas. Lastly, Unit 3 taught students how to use
their learnings from the first two previous units and how to apply their newfound knowledge to a
context. They were to write a story about their journey with an explorer on their own ship.
In week 1, all students were given the Developmental Reading Assessment to determine a
baseline and identify each students’ academics level within each Track (low, medium, high
academics). Once determined, the researchers chose one student from each academic level in
each track, giving them six case studies to research. The six students did not know that were
For their research, the authors gathered and analyzed qualitative data, coupled with
students’ daily journals, which they were asked to log their story writing progress. After each
unit, the teacher conducted interviews with each student. Case study students received more
questions, than their non-case study classmates. The core of the data analysis was taken from six
Article Summary:
The article explores the effects of technology in education, with specific emphasis on
iPads, and how technology aided students’ ability to plan and write stories. The researchers used
two groups – Track A and Track B - in a grade 5 classroom, which had been divided by the
school (for another purpose) into two groups to measure, study and review the effects of iPad use
in one group over a nine-week period. Each student in Track B was given an iPad with five apps
to use for their brainstorming, storyboarding, drafting and writing. Track A did not receive iPads
and were tasked to use pen and paper for their full writing process.
Both groups received teacher-led instruction over a nine-week period, which included
sequencing, visualization and mind mapping. Students in Track B received additional instruction
on how to use their iPad as a tool for the creative writing process. Between week 4 and week 8
inclusive, students in Track B were introduced to a new iPad app each week and were asked to
use that app for that week. In week 9, Track B students were asked to select which apps they
would like to use to sequence and mind map their stories. This part was Unit 3, the final unit of
Results/Outcomes:
The results from the study were interesting in that both groups showed
improvement in their writings. The improvement observed in both groups most likely
attributed to the teacher’s instruction and guidance through the lesson plans. However, in
terms of students though organization, their story’s structure and sequencing, the Track B
stories. Using the apps on their iPad, Track B students could create moving pictures of
their stories to bring their ideas to life. Moreover, Track B students illustrated a stronger
ability to use visualization in their stories through exemplary articulation. The key
differentiator between the two groups, was that the Track B students could see their ideas
come alive on screen. This allowed them to keep the story flowing, see where they need
to course-correct and make plot, character and scenery decisions on the fly. This was a
Conversely, the pictures of their ideas hand-drawn by Track A students did not
allow these students to be as fluid or visual in their writing as Track B students. Track
B’s ability to storyboard better helped them create more fluid and descriptive pieces of
literature.
Without the ability to have their stories brough to life, students in Track A
struggled to achieve the same level of sequencing as the students in Track B. The iPad
students das a distinct advantage in their ability create their stories with moving pictures,
detailed characters and descriptive scenes through their iPad apps. Though certainly
possible, this is difficult to duplicate with pen and paper, especially for 5th graders.
A result of the study that the authors could not predict, was that some of the
students who tested low on the writing assessment test in week 1, had a hidden
technological aptitude. They were comfortable with technology, more so than some of the
highest achieving students, and could easily navigate their way through the iPad and the
apps. Their talents were noticed by their peers and these techno-savvy students quickly
became coaches to other Track B students, including the high-achieving students, who
were not as technically inclined. The techno-savvy students were highly regarded by their
peers for their technical abilities, which had a positive result on their self-esteem.
Motivation also played a key role for the students with iPads. As the Track B
students could make their stories flow more fluidly, they were less susceptible to hitting
writer’s roadblock. Through the app, Track B students could manipulate the storyboard
and make immediate changes. Track A students had a more difficult time when they
Lastly, students in Track B were more willing to share their ideas with their peers,
invite criticism from their cohorts and were willing to incorporate these peer ideas into
their story. The lower academic technology-savvy students also became trusted advisors
The findings of the study are fascinating, and I thoroughly enjoyed this research
article. However, there are a few weaknesses that make the results less global in nature.
First, although 30 students were used for this study, it’s still is a small subset of the
greater population. It would be interesting to see results from to include other schools, in
Second, we do not know if the baseline set through the initial writing test is a
global baseline for all grade 5 in the U.S. These students may be gifted or have a lower
literacy ability than other 5th graders in the country. Based on sample student passages in
the article, the former is unlikely. A larger sample from various schools across the U.S.
Lastly, there are other technologies that use apps that are more commonplace in
public schools because of their economic feasibility. Ipads are premium products with
premium price tags. Many schools use Android (Google) and/or Windows-based
products. Would schools who use these devices have the same results? I understand that
this study used iPads in their research, but in order to state that technology improves
students’ writing ability and quality, other tablet and PC-based technologies should be
hesitant to embrace technology in the classroom, should read research articles like this
that illustrate the importance of iPads and other technologies in the classroom. The
opportunities for use of technology in schools are endless, bounded only by the
For me, this is article is more evidence for what I strongly believe: that
learning and to unlocking their full potential, as we’ve seen in this research study.
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Overview
This artifact is perhaps one of the most important artifacts in my portfolio. Literacy is
vital skill that primary grade students need to hone early in their education. So much time is
devoted to literacy instruction in the classroom because of it is a foundation skill. I chose this
methods, including Donald Bear’s Word Study. This artifact also illustrates my ability to analyze
a student’s reading ability, including comprehension, and formulate a follow up lesson plan that
In this artifact, I assess Elliot, an eight-year-old boy in Grade 3. Elliot is an avid reader
and a good reader but is very shy when called upon to read in front of his class. I worked with
Elliot on some site words that will boost his confidence as a skillful reader. After working with
Elliot over a few one-hour sessions, Elliot is more confident in his reading ability and is no
longer shy to read in front of his peers. Working with Elliot on high frequency words helped him
become a more efficient reader, without sacrificing comprehension. Following his assessment, I
created an instruction plan that helped Elliot with Phoneme Segmentation, automaticity and long
vowels.
Connections to Standards
INTASC Standards
This artifact aligns with Standard #1: Learner Development as it illustrates my
understanding of how learners grow and gain new skills through instruction that is appropriate
and designed with each student in mind. This artifact also aligns with Standard #2 Learning
Differences as each student learns differently and I need to develop instruction that allows each
Teachers must uphold the standards of the teaching profession by ensuring that each
student is given the opportunity to reach their full potential. This artifact aligns with Principle #1,
“Educators nurture the intellectual, physical, emotional, social, and civic potential
of each student. Educators promote growth in all students through the integration
of intellectual, physical, emotional, social and civic learning.”
As Elliot lacked confidence in his reading to read in front of his peers, I worked with him to
This artifact also aligns with Principle #2, because through my knowledge of literacy
instruction, I was able to assess Elliot and create a follow up plan to help Elliot grow and gain
new skills.
ILA (Literacy)
3.2: Select, develop, administer, and interpret assessments, both traditional print
and electronic, for specific purposes.
reading skills and create an instruction that works on the student’s deficit skills.
TEAC/CEAC Claims
This artifact aligns with Claim 4 of the TEAC/CEAC Claims, as this artifact
demonstrates that Medaille College has prepared for the professional certification to be an
‘The provider demonstrates the impact of its completers on P-12 student learning and
development, classroom instruction, and schools, and the satisfaction of its completers with the
relevance and effectiveness of their preparation.”
This artifact aligns with the Ontario College of Teachers Ethical Standard of
‘Care’. “The ethical standard of Care includes compassion, acceptance, interest and
insight for developing students' potential. Members express their commitment to students'
well-being and learning through positive influence, professional judgment and empathy
in practice.”
Jonathan Itzkovitch
Medaille College
I. Basic Data
a. Student name: Elliot
b. Student grade/ stage of development: Grade 3 / Reading: Transitional (Early)
Writing: (Within Word Pattern (Donald Bear)
c. Type of assessment analyzed:
i. Interest Inventory
ii. High Frequency Word Assessment (Teacher’s College Reading and
Writing Project)
iii. Reading Rockets Reading Inventory Assessment (Reading Rockets)
iv. Elementary Spelling Inventory (Words Their Way, Donald Bear)
v. Running Record Level N (Reading A-Z)
Using a positive and professional tone, include the following in your assessment and
instruction plan:
From Elliot’s assessments, there are a few instructional items I would like
Elliot to focus on. For Phoneme Segmentation, Elliot should practice Stretch
Sounding. For example, ‘bat’ can be stretched out to b-b-b-b-a-t-t-t-t. I will model
this for Elliot, showing how to clap out each sound so he can hear each phoneme
(sound) independently.
With fluency and accuracy comes automaticity. With automaticity
comprehension becomes automatic as well. Though Elliot is a good reader, he is
focusing on reading and not as much on comprehending the text. To practice
comprehension, Elliot should practice with a reading partner (parent) who will
stop and ask Elliot questions about the passage, every few pages. Elliot can also
use a wordless picture book and practice story retelling, along with pauses for
comprehension. He can also make use of predicting what will happen in the text
or picture book to aid hone his comprehension. Predicting encourages the reader
to reflect and recall what has already happened in the story, to predict what will
happen in the story.
Elliot should practice long vowels (i.e. oa, ai, ie), as well as other vowels
(i.e. oi, er, ew). A good activity to help practice learning this, is Word Sorts. On a
piece of small paper (ideally laminated), I will write down words that contain the
same long vowels and other vowels. I will model for Elliot how to pronounce
these words, then how to place these words into groupings. For example, ‘boat’
‘goat’ and ‘moat’ will be in the ‘oa’ group. ‘Train’, ‘plain’ and ‘Spain’ will be in
the ‘ai’ group. Elliot can use this method for many different word types, like
consonants, suffixes and prefixes.
Elliot should continue to read daily and is in encouraged to read different
types of age-appropriate books. He will benefit from exposure to fiction and non-
fiction books alike. It is important for Elliot to continue to read texts that interest
him, to preserve his enjoyment of reading.
IV. Reflection:
When I started preparing for this assignment, I wasn’t sure what to expect
and was a nervous to teach to a child that is not my own. Would Elliot be
receptive to me? If he wasn’t, how would I find another child to assess? Would
Elliot be a good study? I questioned my ability to assess, each time I thought
about this assignment in the weeks leading up to assessment day. The first time
you go through an exercise is always the most difficult. But Elliot was a
wonderful student and I could not have asked for a better pupil to help me with
this assessment. In fact, I think he was more nervous than I was.
I am happy and thankful that I was given the opportunity to go through
this assessment. Reading about methods and theories in a text is completely
different than putting the methods into practice. Like most people, I learn better
through practice and this assignment has made a lasting impact on me as a
teacher. I feel like I am equipped with the tools necessary to be a confident,
qualified and well-informed literacy teacher. When the time comes when I need to
assess a student, confer with the parents on issues and plan of action, I will know
how to best approach, correct and instruct the student in literacy. From this I
learned that literacy instruction is not black and white. Each child is different and
as an instructor, I need to understand which assessments will best provide me with
the information I need to tailor future instruction.
Works Cited
McKenna, M.C., & Stahl, K. A. (2015). Assessment for Reading Instruction (3rd ed.) New
York, NY: The Guilford Press.
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