Artifact #2: EDL 550 Phonics Presentation Lesson Plan Developmental Literacy

Overview
I chose this artifact because it demonstrates my abilities to teach literacy skills well. The
task given in EDL 550 was to introduce and focus on the use of phonics in a grade 2 classroom.
The theme that I created for my lesson was for students to become a word detective looking
for dangerous phonetic groups. They would take on the role using detective notebooks to
write down words that contained these groups as they read new stories. When you examine each
part of this lesson, from the plan to the accompanying slide show and video you will my abilities
as they relate to careful planning and instruction. I have taken into account how to motivate the
student through an interesting anticipatory set and continue their involvement as the lesson
proceeds by giving them a part to play in their learning. The roles of certain objects help to
create an learning environment that better helps the students. Throughout the video you can gage
my effectiveness in classroom management, and teaching effectiveness. I continually engage
students through developing a positive rapport in the hope that they will become more confident
in their abilities and participate more.
Upon further examination of the artifact one can see the use of scaffolding as student
knowledge is built up with the ultimate goal of using the knowledge on their own. Examining
the video specifically will show attempts at constructing further knowledge of certain phonemic
elements as they apply it in different situations. Both of these processes are real applications of
the theories put forth by Piaget and Bruner. You will see a combination of these two thoughts in
my teaching, usually scaffolding before constructionism. I feel that one has to support the
students learning to make ideas more concrete before they attempt to apply it in new and novel
ways. The support I give is all encompassing with regard to respect, motivation and effort

displayed because the overall goal is for students to apply the lessons later. As each student
further explores and discovers specific phonetic groupings in new words, they will be able to
apply what they know and build the vocabulary. Lastly, by giving them a part to play in their
own learning and making them responsible for something tangible, it starts to transfer the onus of
learning to the student, which directly relates to the Gradual Release of Responsibility Model put
forth by Pearson and Gallagher. This lesson encompasses so much of my classroom methods
and is a great example showing the instruction matches up with the theories.
Connections to Standards
INTASC STANDARDS
The INTASC standards addressed by this artifact are #6: Assessment, #7:
Planning for instruction, #8: Instructional Strategies and #3: Learning Environment. The
assessment portion can be viewed in numerous formative assessments throughout the duration of
the lesson. Also, later evaluation of the detective notebooks is an opportunity for summative
assessment of student learning. Planning was carefully done to bring many different elements of
the lesson together to create an atmosphere that not only engaged student learning but continued
it after the lesson was complete. Again, by looking at the video one can see how I approached
different instructional strategies to encourage the learners to engage in the attempt at developing
a deeper level of understanding. Lastly, the introduction of the detective theme created a
physical environment that would lend itself well in the creation of an imaginary world of word
detectives hunting through books. This would engage students early and keep them involved
throughout the lesson.
NYS Code of Ethics for Educators:

The principles adhered to by this artifact are #1 and #2. The first principle states that
educators nurture the intellectual potential of every student. This artifact displays this through
my actions of giving out symbolic objects that encourage student participation and
empowerment. The badges give the students a sense of responsibility or empowerment while the
notebooks used to record the words that they find the letter groups in allow students to see their
progress. The second principle calls for educators to create supportive and challenging learning
environments. My lesson does this by supporting the students in their efforts to recognize
important information needed and motivates them to read different books while being on the
look-out for dangerous letter groups. Students create their own challenging environments by
choosing books that they will read on their own. Later examination of their detective
notebooks can further support student learning.
The Ontario Ethical Teacher Standards:
This artifact reflects the CARE component in regards to the ethical
standards of Ontario. It states that teachers should instruct based on positive influence, interest
and insight for developing student potential. During the entirety of this lesson attempts are made
to creatively develop a students potential with regard to literacy. This is done so by planning
activities (word detective) that would positively influence students to become engaged and
interested. Efforts were extended to reach students and actively engage them.
P-12 NYS Common Core Learning Standards:
New York State Common Core Standards
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 2
Topic: Phonics and Word Recognition

Item Number and Statement: 3. Know and apply grade-level phonics and word analysis skills in
decoding words.

Identify words with inconsistent but common spelling sound correspondences.

Recognize and read grade-appropriate irregularly spelled words.
Ontario Ministry of Education Expectation:
Ontario Curriculum Expectations
Standard Strand: Grade 2 reading
Grade: 2
Topic: Reading unfamiliar words
Item Number and Statement: 3.2 predict the meaning of and quickly solve unfamiliar

words using different types of cues including.

Graphophonic (phonological and graphic) cues (e.g., letter clusters with-in

words; onset and rime; common spelling pattern; words within words; visual features of words
such as shape or size)
TEAC/CAEP Claims:
The TEAC claims 1, 2 and 3 apply to this artifact. My knowledge of the curriculum
regarding literacy is demonstrated here. My methods concerning best teaching practices and
effective pedagogy are also shown.
ISTE Standards for Teachers and Students (ISTE):
The Teachers Standard #1 applies to this artifact because technology used in the artifact
facilitates and inspires student learning and creativity.
Council for Exceptional Children (ECE):
Principle number #3 applies to this artifact. It states that a teacher should
promote meaningful and inclusive participation of individuals with exceptionalities in their

schools and communities. This artifact addresses this idea because it sets up the individual
learner to use what they have gained from the lesson plan and practise it with every book that
they subsequently come across. It puts the area of interest and navigation directly in to the
students hands because they select the books that speak to them. Meaningful participation will
be guaranteed because the student has a say in it. This is completely inclusive for the same
reason. A student who has control over the content always picks what interesting to them.

Mini Lesson Plan

Peter Kolodziej
Medaille College
EDL 550
Professor Julie Eldridge
February 15, 2015

Lesson Data

A. Teacher Candidates First & Last Name

Peter Kolodziej
B. Subject/Content Area
Phonics Activity
C. Grade Level (PK 12)
Grade 2
D. Unit Topic
Phonics
E. Lesson Topic
Recognizing irregular and common rime patterns in words.
F. Duration of the Lesson
50 minutes or 1 period
G. Materials
Effective Planning
Two websites for curriculum standards from NY State and Ontario reference.
1. http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
2.http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning
_standards_ela.pdf
Power Point software
Instruction and Implementation
Small notebooks or journals (15)
Detective outfit. Fedora, Trench coat. Detective badge.
15 badges

Storybook or Enlarged pictures of the storybook so class can see.

Projector
2 large sheets/boards of paper.
Instructional Process
A. Standards
New York State Common Core Standards
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 2
Topic: Phonics and Word Recognition
Item Number and Statement: 3. Know and apply grade-level phonics and word analysis skills in
decoding words.

Identify words with inconsistent but common spelling sound correspondences.

Recognize and read grade-appropriate irregularly spelled words.

Ontario Curriculum Expectations

Standard Strand: Grade 2 reading
Grade: 2
Topic: Reading unfamiliar words
Item Number and Statement: 3.2 predict the meaning of and quickly solve unfamiliar words
using different types of cues including.

Graphophonic (phonological and graphic) cues (e.g., letter clusters with-in words;
onset and rime; common spelling pattern; words within words; visual features of
words such as shape or size)

C. Objectives

At the end of the lesson students should be able to.

1. Identify and associate several phonics patterns that make a specific phonetic sound
found in irregular and other words.
2. Locate numerous phonics patterns in words found in texts (stories).
3. Be able to record specific words containing the special pattern in the proper location
in a journal.
D. Assessment Plan
The students will be able to recognize the spelling and the phonic sound of special patterns that
are unlike the common vowel patterns and other common rimes. The teacher will formatively
assess the students ability to recognize and record words that contain these special patterns in a
word recognition journal.
References
New York State P-12 Common Core Learning Standards for Mathematics. (n.d.). in New York
State Education Department. Retrieved Feb. 5, 2015, from
http://www.p12.nysed.gov/ciai/common_core_standards/
The Ontario Curriculum Grades 1 -8 Language. (2006). in Ministry of Education Government of
Ontario. Retrieved Feb.13, 2015. from
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

PowerPoint Slides