Section Three: Teacher Candidate Artifacts

Introduction

Section Two of the Elementary Portfolio Project highlighted my background in education as well as my prior experiences, both
provides clear proof of my competence as a teacher candidate, ensuring that I boast the capabilities required to be a successful
educator. Section three of the Elementary Portfolio Project provides me with the opportunity to exhibit my areas of strength through
artifacts developed throughout the duration of my time at Medaille College. These artifacts can serve as evidence of my possession of
the major areas of teacher competencies such as planning, instructional processes, and assessment. The section will also showcase my
competencies in implementing technology in the classroom, the ability to accommodate and modify for students different learning
styles, classroom management skills, best teaching practices, culturally responsive teaching, peer collaboration, and my ability to
maintain a professional disposition.
In this section of the Elementary Portfolio Project a great number of curriculum and professional standards will be discussed.
The curriculum and professional standards includes the Interstate New Teacher Assessment Support Consortium (INTASC)
Standards, the New York State Code of Ethics for Educators, the Ontario Ethical Teacher Standards, the P-12 New York State
Common Core Learning for the English Language Arts and Mathematics, New York State Learning Standards, the Ontario Ministry
of Education Expectations, the Teacher Education Accreditation Council/Council for Accreditation for Educator Preparation
(DOE/CAEP) Standards, the International Society for Technology Education (ISTE) for Teachers and Students Standards, and the
Council for Exceptional Children (ECE) Standards. The artifacts that will be showcased in the portfolio includes: a math learning
segment, English language art lesson, annotated bibliography, a certificate of completion in training in School Violence Prevention
and Intervention/a certificate of completion in training in Identification and Reporting of Child Abuse and Maltreatment, a SMART
Notebook lesson, and a certificate of completion in DASA Training.

Artifact #2: Literacy Lesson Plan

The following artifact is an original literacy lesson plan, with the main focus being on
recognizing the need for Culturally Responsive Instruction. Culture goes much deeper than typical understandings of ethnicity, race
and/or faith. It encompasses broad notions of similarity and difference and it is reflected in our students’ multiple social identities and
their ways of knowing and of being in the world. In order to ensure that all students feel safe, welcomed, accepted, and inspired to
succeed in a culture of high expectations for learning, schools and classrooms must be responsive to culture. In this artifact I used the
book Whoever You Are.
This artifact highlights my ability to plan and differentiate instructions, while also following curricular standards appropriately.
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Kindah Kablawi Date: March 11, 2018

Context for Learning (edTPA)

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

Grade level: ___1_____ Number of students in the class: __24______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
• Use of a traditional picture walk and graphic organizers to ensure
Autism Spectrum Disorder 2 that text is easier to understand
• Use of captioned pictures to present the new vocabulary words
• Give students plenty of time to answer questions
• Provide them with different ways to answer questions such as
point to pictures, use signs or gestures.
• Give them direct one to one instructions.
• Breaks will be provided as needed.
• Sensory (fidget) toys (Theraputty, mini massage balls) will be
available

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
 • Brainstorm with the learner and write ideas on chart paper
Ell’s 3 • Share personal stories on the topic
• Ask questions about the topic and allow enough time for them to
respond
• Make connections between the topic and the student
• Pair them with other students

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
• Use of a traditional picture walk and graphic organizers to ensure
Struggling readers 3 that text is easier to understand
• Pre – teach important vocabulary before the lesson
• Ask questions about the topic and allow enough time for them to
respond
• Make connections between the topic and the student
• Provide extra time for them to look at the book
• Pair them with other students
• iPad to follow and read along
 Lesson __1____ of a __1____ Day Learning Segment

Subject and Lesson Topic: Language: Reading for meaning.

Grade Level: 1 Lesson Duration: 60 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this lesson is to allow students to use a variety of cognitive and metacognitive strategies to comprehend text, to make connections between themselves
and others by pointing out similarities and difference and to allow them to communicate and share their ideas.
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 had the opportunity in science class to compare and contrast similarities and differences between animals. The teacher read the book (What’s the Difference?) this
book is about 10 animals that look a lot alike but actually they are different types of animals. The teacher and the students worked together to add words and phrases that let
them know that this is a compare-contrast passage in a Venn-diagram.

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

Students will practice their previous knowledge of the skill compare and contrast in the story we are reading today. The teacher will brain storm ideas from the story and help
students connect it to their life and past experiences. The teacher and the students will work together to create a Venn diagram and complete it using phrases and vocabularies
that compares and contrast their similarities and differences.

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)

Our classroom is very diverse, we have students from different cultures and backgrounds. Students in the classroom like to talk and share stories about their food, families
and celebrations. It is important for teachers to celebrate this diversity and allow the students to gain a better understanding of both their own culture and the cultures of
others. Through this knowledge we are able to help them strengthen their relationships and support them in bridging the gap between their diverse cultures.

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

Since we have global participants in the class it is crucial for them to have culture sensitivity. Using Multicultural literature will help promote positive self-esteem and it will
also help them not to feel isolated because of their differences. By introducing the book (Whoever You Are) children will understand that no matter where they live in the
world, what language they speak, or how they look, they all feel the same emotions. They will realize that although they have many differences there are common traits that
connects them all. Building on their previous knowledge to compare and contrast students will discuss and find ways on how they are alike and different. Teacher will use
this knowledge to support students’ learning and understanding by making a Venn diagram to complete as they read and discuss the book to find similarities and differences
between themselves and others.

Curriculum Standards

Engage NY:

RL. 1. 9 - Integration of Knowledge and Ideas:

Compare and contrast the adventures and experiences of characters in stories.

a. With prompting and support, students will make cultural connections to text and self.

RL. 1. 11 - Responding: literature:

Make connections between self, text, and the world around them (text, media, social interaction).

Ontario Curriculum:

Extending Understanding 1.6:

Extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and
to the world around them

Clarity and Coherence 2.3:

Communicate ideas and information orally in a clear, coherent manner.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Students will compare and contrast similarities and The teacher will assess students’ ability to compare and • Visuals will be provided
difference between themselves and others as related to contrast similarities and differences by asking questions • Extra time will be given
the book. and observing students as they talk, connect and • Teacher will check for understanding
compare themselves to other children around the world. • Teacher will go over new vocabularies to
make sure it’s clear and understood
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 Compare The teacher will introduce the book, do a picture walk before reading the story to
Looking at your standards and objectives, the class.
choose the one Bloom’s word that best Teacher will discuss the book with the students
describes the active learning essential for Teacher will pre-teach new vocabularies.
students to develop understanding of Teacher will provide a visual (Venn diagram) and will provide examples of how
concepts within your lesson. to complete it.

Vocabulary Compare Teacher will go over the new vocabularies with the students.
Key words and phrases students need to be Contrast Teacher will write the new vocabularies on the word wall, so that all the children
able to understand and use Correlate can see it during and after the lesson.
Lands
Grown
Joys
similar
Alike
Different

Syntax Students will use complete sentences to The teacher will ensure that students are actively engaged by asking them
Describe ways in which students will organize communicate their ideas and information questions and asking them to share their ideas and make connections to their life
language (symbols, words, phrases) to clearly and in a reasonable and experiences.
convey meaning. consistent way.

Discourse Students will have the opportunity to The teacher will model to children the behaviors that she expects them to achieve
How members of a discipline talk, write, and share their ideas and connections about like listening to others while they are talking, sharing ideas and making
participate in knowledge construction and self to their elbow partner and then they connections between self and others in the class, and also writing.
communicate their understanding of the will share it with the whole class.
concepts Students will have an opportunity to
perform a written task in their journal.

Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator
- Teacher will gather the students to the carpet area. Students will be provided with different options to
- Teacher will show students a lemon and an orange and ask how they are the same and how they are different. join the class on the carpet area to use chairs, or
Record similarities and differences on a chart paper. pillows so that they are sitting comfortably.
- Teacher will show students two lemons that are obviously different in size and texture and brainstorm
similarities and differences between the two.
- Teacher will point out that even though the lemons look very similar, each one is different and special in some
way.

Instructional Procedures

- Teachers will start by introducing the book to students “today we are going to read this book, the title of the
book is “Whoever You Are”
- Teacher will give students time to examine the cover page, the do a picture walk with no talking to examine
the art work.
- Teacher will go back to the cover page and ask students “What do you notice about the people on the cover?”
Teacher will listen and accept all answers then will begin to guide the conversation by saying “this is a book
about similarities and differences in people”.
- “Let’s read to find out how people can be alike and different”. We will check the pictures carefully to make
sure we don’t miss something that the words leave out.”
Teacher will give all the students and opportunity to
- During reading teacher will Pause to identify details in the illustrations that help students understand the
answer one or two questions and to share their ideas
ways they are different from the children in the story. Teacher will ask children “How are the homes in this
and thoughts.
picture different from yours? How is this school different from yours?”
- After reading the whole book the teacher will start a discussion with the students by asking them questions
Teacher will give students extra time to answer
such as “What are some things that make you smile? What are some things that make you sad? What do you
questions.
do when you are sad or happy?
What is your home like? How many people live in your house? Who are they?
Students can use an iPad if they need to follow the
- After hearing all the responses, the teacher will make a Venn diagram and we will use two questions to chart
reading and look at the visuals.
on the diagram “In what ways are we all the same? In what ways are we all different?”

Closure
Follow up with students who might need the extra
- Teacher will discuss the diagram and what the students thought the author’s message was from this story. one on one support.
- Teacher will say “we are all different and that makes us special”.
- In your journals I want you to write one thing that is the same or different form others. Allow extra time for students who needs it.
 - As a follow-up to the skill we learned today, we are going to bring one cultural food to the class tomorrow to Students can draw a picture instead of writing if
discuss how the food we eat similar and different from each other. they need to.

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

- Lemons and oranges (Appendix A).

- Chart paper (Appendix B).
- The story book “Whoever You Are” (Appendix C).
- Venn Diagram (Appendix D)
- Journals (Appendix E)
Artifact #7: Math learning segment on Measurement.
This artifact showcases my ability to teach math in a diverse classroom. In the learning segment I was able to plan and
implement lessons that builds and reflects on students’ background knowledge and experiences. I also implemented lessons that
offered accommodations and modifications to insure students learning and success. It is crucial for teachers to adapt their teaching
strategies based on their students’ needs. Good teaching practices will benefit all students not only the ones who need it. I was able to
provide activities in which the student engages to make sense and master the content. Examples of differentiating
process activities include scaffolding, flexible grouping, interest centers, manipulatives, varying
the length of time for a student to master content, and encouraging an advanced learner to pursue
a topic in greater depth. As Carol Tomlinson noted students learn best when their teachers accommodate the differences in their
readiness levels, interests, and learning profile. She also added that actively engaging students in the learning and content allows
students to see the connections between disciplines and skills (Cole, R. 1995). Lev Vygotsky views interaction with peers as an
effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent
children develop with help from more skillful peers - within the zone of proximal development. Vygotsky believed that when a
student is in the ZPD for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the
task.
 Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Kindah Kablawi Date: February 24, 2018

Context for Learning (edTPA)

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

Grade level: ___1_____ Number of students in the class: __24______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students

3 Provide short, simple and clear instructions

Down Syndrome Allow extra time,
Provide physical objects (manipulatives)
Provide time for one on one instructions.
Provide many opportunities for practice and repetition.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
Provide clear simple instructions, provide concrete materials, allow to
English Language learners 2 work with other students in small group. Review and check for
understanding.

Students with Other Learning Needs

 Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Allow them to work with other children in small group, provide visuals
Asperger Syndrome 2 and concrete materials. Provide small steps.

Lesson ___1___ of a ___4___ Day Learning Segment

Subject and Lesson Topic: Measurement

Grade Level: 1 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

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

The Central focus of this learning segment is that students will measure using nonstandard units and measurable attributes such as length, and height, students will compare,
order and describe objects’ length and height using relative terms (taller, shorter, longer, shortest, tallest).

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)

In kindergarten students measured and compared length and weight of objects. They used simple measurement terms such as tall/short, big/small, long/short. They used none
standard measurement tools such as strings. They also ordered two or more objects according to size. This lesson is extending students’ kindergarten experiences with direct
length measurement to indirect measurement whereby the length of one object is used to compare that of two other objects

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

Students will apply their previous knowledge of measurement using nonstandard units to measure. Students will choose appropriate nonstandard units to measure length and
height, they will demonstrate an understanding of and ability to apply measurement terms. The students will be comparing the length of two objects paying close attention to
the endpoints of each to ensure accurate comparisons. Students will draw on their kindergarten experiences as they use longer than and shorter than as they compare objects.
They will use mathematical language to describe and compare two objects, identifying similarities and differences.
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)

In many different occasions the students were seen comparing their heights, their water bottles and even their sandwiches. They use mathematical language such as
taller/shorter, bigger/smaller, heavier/lighter when comparing.

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

Because the students have demonstrated their interest in measuring and comparing different objects, I will provide them with an opportunity to use nonstandard measurement
tools to estimate, measure, order and compare the length and height of different objects.

Curriculum Standards

NYS 1. MD.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Ontario Curriculum Standard: Grade 1: Measurement relationships

Compare two or three objects using measurable attributes (e.g., length, height, width, area, temperature, mass, capacity), and describe the objects using relative terms (e.g.,
taller, heavier, faster, bigger, warmer; “If I put an eraser, a pencil, and a meter stick beside each other, I can see that the eraser is shortest and the meter stick is longest.”)
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to measure, order, and compare the Students will be formatively assessed through Additional time will be given to students with Down
length and heights of different objects. observations, discussions, questioning and worksheets. syndrome, ELL’s and Asperger syndrome to
complete their work.
Teacher will work with them one on one to support
their learning.
Modify the task and the expectations
Provide visuals
Provide short and simple steps
Check for understanding

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function I will support students learning by providing them with different nonstandard
Looking at your standards and objectives, Measure materials to measure and compare objects. Help them understand what attribute
choose the one Bloom’s word that best to be measured, pre-teach mathematical vocabulary, class discussions, and
describes the active learning essential for modeling tasks. Help students understand how to measure and compare different
students to develop understanding of objects accurately by understanding the importance of endpoints.
concepts within your lesson.
Vocabulary
Key words and phrases students need to be Taller/shorter, tallest/shortest, Different sized items will be displayed, will discuss the different attributes when
able to understand and use longer/shorter measuring and comparing. Discussion, modeling,

longest/shortest. and questions will be made to support the learners.

Syntax Students will use words and phrases to Teacher will model the language to be used during the lesson, students will get
Describe ways in which students will organize describe their work when comparing extra practice time to understand how to compare lengths of different objects.
language (symbols, words, phrases) to height, and length Teacher will offer opportunities for leadership for those students who understand
convey meaning. the endpoint.

Discourse
How members of a discipline talk, write, and students will work in pairs to find Teacher will model language, model what students need to do during their work
participate in knowledge construction and objects to measure and compare. They time.
communicate their understanding of the will share their findings, and practice At the end students will be provided with a work sheet to practice what they
concepts what they learned. learned.

Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator This activity builds on student’s previous
knowledge and experience.
The teacher will start by playing a song about length, and a video about nonstandard measurement to motivate the kids
and get them ready for learning. Student will have an opportunity for leader ship to
support other students.

https://www.youtube.com/watch?v=anbimcl5nLw Visuals will be provided for ELL’s

Instructional Procedures

Teacher will check for understanding by discussing

1. Teacher will invite two students to come up one will sit, and one will stand, then teacher will ask “who do the video with the students.
you think is taller? How can we find out?”
2. Teacher will respond to suggestions made by students and identify who is taller and who is shorter. Teacher will go over language used in the video for
3. Teacher will invite three students of different heights and will ask the rest of the class to help her order the ELL’s to make sure they understand.
students from shortest to tallest.
4. Teacher will follow suggestion, teacher will emphasize the use of the same starting point when measuring. Teacher will be going around supporting special
5. Teacher will divide the students in to groups of three and asks them to order themselves by height. needs students when working in small groups to
6. Teacher will ask students as they are working in their groups “what is important to remember when you are compare heights. Teacher will be pointing out at
comparing heights?” student’s heights and modeling the language tallest
and shortest.
7. Teacher will ask students “how would you describe your order? If I joined where would I belong?”
8. Teacher will change groups frequently and observe what students are doing.
9. Teacher will invite students to sit down and will ask “what can we use to measure an object? pointing at a big
book
10. Teacher will talk to students about nonstandard measurement and what they can use to measure objects. Teacher will have special needs students and ELL’s
11. Teacher will have a bag filled with a variety of objects such as (e.g., toothbrush, shoes, straw, stick, markers, working with other students who understand the
crayons, pencils). topic to support their learning
12. Teacher will explain to students that they will be going on a length hunt, and that the bag is filled with things
that will help them.
13. Teacher will invite students to come up one at a time and reach in the bag for one item.
14. The teacher will say to students your job is to find two things that are longer than your object, and two things
that are shorter than your object and bring them back to the group working area.
15. As children go for their length hunt the teacher will be circulating around, observing the students and asking
them questions for example: “which is the longest/shortest thing you have found so far?” “How do you think
the length of this paint brush will compare to your (toy car)?”
16. Teacher will invite students to share their work
17. Teacher will tell students that now I am giving you a work sheet to complete, you will have 10 minutes to
finish.
18. Teacher will read and explain to students how they will complete the worksheet.
The number of objects to be found by students will
be modified for special needs children from 2 to 1
object only.

Extra time will be giving for special needs children

to complete the work sheet.

Teacher will be sitting with special needs students

to support their learning and needs.
Closure

Teacher will say “today we learned about nonstandard measurement, tell me few you can use to measure”.

Today we also compared heights, and we learned to use shortest/tallest, longer/shorter. We ordered things from tallest
to shortest and from shortest to tallest.

Techer will ask students to reflect on their learning.

Teacher will say “thank you for your great work today and thank you for completing the worksheet”.

Tomorrow will continue working on nonstandard measurement.

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

• https://www.youtube.com/watch?v=anbimcl5nLw
• https://www.youtube.com/watch?v=-aU0f6ajtJE
• Nonstandard measurement tools (straws, markers, crayons, sticks, shoes, paper, toothbrush, pencil) (Appendix
A)
• Different objects in the classroom to measure and compare any item they choose from the room.
• Worksheets (Appendix B)
Appendix A
 Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Kindah Kablawi Date: April 7, 2018

Context for Learning (edTPA)

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

Grade level: __1______ Number of students in the class: __24______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
Provide short, simple and clear instructions
Down Syndrome Allow extra time,
3 Provide physical objects (manipulatives)
Provide time for one on one instructions.
Provide many opportunities for practice and repetition.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students

English Language learners Provide clear simple instructions, provide concrete materials, allow to
2 work with other students in small group. Review and check for
understanding.
 Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Allow them to work with other children in small group, provide visuals
Asperger Syndrome 2 and concrete materials. Provide short clear steps.

Lesson ____2__ of a ___4___ Day Learning Segment

Subject and Lesson Topic: Measurement

Grade Level: 1 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

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

The Central focus of this learning segment is that students will measure using nonstandard units and measurable attributes such as length, and height, students will be able to
estimate, measure, and describe length using non-standard units of the same size. Students will compare length using terms such as “longer than” and “shorter than”.

Knowing Your Learners

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)

In many different occasions the students were seen comparing their heights, their water bottles and even their sandwiches. They use mathematical language such as
taller/shorter, bigger/smaller, heavier/lighter when comparing.

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

Because the students have demonstrated their interest about measurement and they are interested in how tall, how long, how big, and how heavy things are. The teacher will
provide them with an opportunity to use nonstandard measurement units to measure, order and compare the length and height of different objects.
Curriculum Standards

NYS 1. MD.2: Measurement and Data

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.

Ontario Curriculum Standard: Grade 1: Attributes, Units, and Measurement Sense.

- Demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards) for measuring (Sample
problem: Measure the length of your desk in different ways; for example, by using several different non-standard units or by starting
measurements from opposite ends of the desk. Discuss your findings.).

- Estimate, measure (i.e., by placing nonstandard units repeatedly, without overlaps or gaps), and record lengths, heights, and distances
(e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long);

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to measure, order, and compare the Students will be formatively assessed through Additional time will be given to students who will
length and heights of different objects. observations, discussions, questioning and worksheets. need it specially students with Down syndrome,
ELL’s and Asperger syndrome to complete their
work.

Teacher will work with students one on one to

support their learning.

Modify the task and the expectations

Provide visuals

Provide short and simple steps

 Check for understanding

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Teacher will support students learning by providing them with different
Looking at your standards and objectives, Measure nonstandard materials to measure and compare different objects. Teacher will
choose the one Bloom’s word that best pre-teach mathematical vocabulary, have class discussions, and modeling tasks.
describes the active learning essential for Teacher will help students understand how to measure and compare different
students to develop understanding of objects accurately by understanding the importance of endpoints.
concepts within your lesson.
Vocabulary None standard units Teachers will support students in learning measurement terms by modelling the
Key words and phrases students need to be measurement proper vocabulary and by encouraging students to use appropriate mathematical
able to understand and use Length language.
height Teacher will write vocabulary on chart paper so that students can refer to it.
paper clips Teacher will provide visuals for students.
toothpicks
endpoint
overlap
straight line
gap
Syntax Students will use complete sentences to Teacher will model the language to be used during the lesson. Students will be
Describe ways in which students will organize describe their work. They will explain provided with extra time to practice how to measure different objects using none
language (symbols, words, phrases) to which none standard units they used to standard measurement units, such as crayons, straws, markers and paper clips.
convey meaning measure the different objects and they Students will measure paying attention to end points. Students will count how
will count how many units they used to many units they used to measure the length of an object.
measure each object. Teacher will offer opportunities for leadership for those students who
understand endpoints.

Discourse Students will work in pairs to find Teacher will model language and what students need to do during their work
How members of a discipline talk, write, and objects to measure and compare. They time.
participate in knowledge construction and will share their findings, and practice Students will be provided with multiple opportunities to practice what they
communicate their understanding of the what they learned. learned.
concepts

Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator This activity builds on student’s previous
knowledge and experience.
- Teacher will ask the students to come sit at the carpet.
- Teacher will have three different sized teddy bears and three different sized wooden blocks on the carpet in The teacher will review some of the vocabulary
front of the class. used in lesson 1.
- Techer will start the lesson by asking the students open – ended questions about what they learned about
measurement the day before. Teacher will provide concrete materials for the
- Teacher will say: Boys and girls can you tell me what we learned about yesterday in math class. students.
- Yes, you are right. We learned about measurement. We measured and compared different objects.
- Teacher will ask the students questions to get them involved in the discussion to be able to check for Teacher will check for understanding.
understanding.
- Boys and girls look at the three bears in the front, who can tell me which one is the tallest bear? why? Which Teacher will provide visuals for children with
one is the biggest block? Why do you think so? special needs.
- Teacher will invite 4 friends to come to the front and then will ask the class to put them in order according to
their height. “Ok class can you help me line up our friends from tallest to shortest” Great job we compared
their height and we lined them up correctly.
- Today boys and girls we are going to use none standard unites to measure different objects.
Let’s get started.
Instructional Procedures Visuals will be provided.

- Boys and girls today we are going to use none standard units to measure different objects. Steps will be written down for students to use as
- Who can tell me, what are some of the none standard units that we can use to measure objects. reference when needed.
- Teacher will write down the answers on chart paper.
- Can someone tell me how we can measure this book using paper clips. Short simple steps will be provided for Ell students.
- Teacher will model to students how they should line up the paper clips to measure the book.
- Teacher will explain the importance of paying attention to endpoints when measuring. Teacher will model and work with students one on
- Teacher will explain to students the importance of using the same unit when measuring one object and how one as needed.
the measuring unit should be placed in a straight line with no spaces to get accurate and consistent
measurement results.
- Teacher will count the number of paper clips used to measure the book and will model to students the Teacher will group ELL with students who
mathematical language they will need to use to answer questions when measuring. Example “This book is 15 understands the concept to support their learning.
paper clips long”
- To incorporate technology and make sure all the students understand the lesson the teacher will play this
short video about none standard measurement.
- Boys and girls lets watch this video together
https://www.youtube.com/watch?v=q8o7n-A0SC0
- After the video is finished the teacher will review the steps and rules of measurement, teacher will write it
down on chart paper for students to use as a reference.
- The teacher will divide the students in pairs.
- Teacher will provide students with different none standard unites that are already prepared in Ziploc bags in
advance.
- Teacher will provide students working in pairs with two different none standard units and one object to
measure and compare.
- Students will have clipboards, papers and pencils to record their work.
- Students will be called again to share their findings with the whole class.
- Teacher will ask “Why did you get two different results using different units?”
- Teacher will ask the students “which unit was easiest for you to use and why.
Closure
Teacher will give students extra time to complete
- Boys and girls today we learned how to use none standard units to measure different objects. the work sheet.
- We learned how to properly line up none standard units when measuring in a straight line and with no gaps
or over lapping. We also learned the importance of endpoints when measuring in order to get accurate Teacher will be moving around the class making
measurement. sure students are working.
- The teacher will hand the students the worksheet that they will need to complete.
- Teacher will read the worksheet and explain to students what they need to do and where to find the materials Teacher will offer one on one support for those who
needed. needs it.
 - Teacher will ask the students to work on the sheet and then come back to their seats to discuss the answers as Teacher will be observing students while working.
a large group after they are all finished.
- Teacher will ask few students to share their answer and how they came up with it. Teacher will be providing feedback.
- At the end teacher will say “thank you boys and girls for you great work today”

- Tomorrow we will continue working on measurement.

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

- Three different sized bears ((appendix A)

- Three different sized wooden blocks (appendix A)
https://www.youtube.com/watch?v=q8o7n-A0SC0
- Chart paper (Appendix B)
- None standard measurement units such as straws, markers, crayons, popsicle sticks, paper clips (Appendix C)
- Worksheets (appendix D)
 (Appendix A)

Three bears

Three blocks
None Standard measurement units used: (Appendix C)

Markers

Straws Large and small paper clips

Crayons Popsicle sticks

 Measurement (Appendix D)

Measure a Big Paperclips Small paperclips

 (Appendix D)

Using small paper clips measure this line

________ paper clips

Using big paper clips measure this line

------------- Paper clips

Circle the line that’s the shortest