Section Three

Section Three
Teacher Candidate Artifacts
Introduction
This section of the portfolio includes artifacts that I have personally created, showcasing
that I have developed the skills and knowledge to be an engaging and effective teacher. The
artifacts I have selected to include, highlight the idea that I am competent at lesson planning,
instruction, assessment, utilizing technology, accommodation of special needs students in the
classroom, classroom management, and culturally responsive teaching,
Each artifact chosen, references are made to both New York State and Ontario curriculum
standards. These standards were implemented to ensure consistency and integrity in lesson
preparation and execution and to ensure every student, no matter what school, is able to learn
alongside each other.
I have chosen to showcase eight artifacts, some of which I have collected from my time here at
Medaille, and others that I have made during my time as a student at DYouville. The first
artifact presented is a mathematics measuring unit plan I made at DYouville. The second artifact
is a literacy paper I wrote while studying at DYouville. The third artifact is a pre-reading lesson
plan I developed at DYouville as well. Fourth, is another artifact collected at DYouville, which
is an observation report that I wrote for my exceptional learners course. The fifth artifact is a
social studies lesson plan on the Wright Brothers, and the sixth is my Weebly website. My
seventh artifact is my smartnote presentation made in my technology class, and third is my safety
certificate for online learning.

Artifacts and Rationals
This section has my 8 chosen artifacts listed to showcase my abilities as a future teacher
and an education academic.
Artifact #1
This math Unit plan was designed for a grade 4. I named the unit Finding Fact Families.
The unit is designed to help students understand counting by multiples and solve word problems.
Overview
The first artifact that I have included in section 3 is my Mathematics Unit plan that I made when
I was a student at DYouville. This unit plan is composed of a series of 4 lesson plans, each
focusing on using manipulatives to help students of all learning styles grasp the content. This
allows me to showcase my ability to be a versatile and creative teacher who can make math fun
for everybody!
Connection to standards
INTASC Standards:
Learning & Learner Standard #3: Learning Environments. 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.

Content Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
Instructional Practices Standard #8: Instructional Strategies. The teacher understands and uses a
variety of instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
NYS Code of Ethics for Educators
Principle 2 Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development
and learning theory. They support a challenging learning environment. They advocate for
necessary resources to teach to higher levels of learning. They establish and maintain clear
standards of behavior and civility. Educators are role models, displaying the habits of mind and
work necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
NYS P-12 Common Core Learning Standards
Standard 3: Mathematics (Revised 2005)
Students will understand the concepts of and become proficient with the skills of mathematics;
communicate and reason mathematically; become problem solvers by using appropriate tools
and strategies; through the integrated study of number sense and operations, algebra, geometry,
measurement, and statistics and probability.
NYS Learning Standards
4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison
4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements
of multiplicative comparisons as multiplication equations.
TEAC Claims
Subject matter knowledge
The program candidates must understand the subject matter they will teach.
1.2 Pedagogical knowledge
The program candidates must be able to convert their knowledge of subject matter into
compelling lessons that meet the needs of a wide range of pupils and students.
ISTE Standards for Teachers and/or Students
Standard #5 for students: Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop and test solutions.
CEC Standards
1. Maintaining challenging expectations for individuals with exceptionalities to develop the

highest possible learning outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background.
Ontario Curriculum Standards
Grade 4 Patterning & Algebra: Demonstrate an understanding of equality between pairs of
expressions, using addition, subtraction, and multiplication.

Ontario Teacher Ethical Standards
Ethical standards Care and integrity
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.
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.
Mathematics Unit Plan

Keeley Robinson
August 1st 2016
Dr. D. Terry
EDU 621
Subject: Mathematics
Unit Topic: Finding Fact Families
Estimated Unit Length: 4 lesson unit plan
Grade Level/ Age Range: Grade 4 (ages 9-10)
Standard(s) addressed in this unit:

4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal
statements of multiplicative comparisons as multiplication equations.
Curriculum Content Focus: Students will learn to use multiplication as repetitive addition and
to share and group numbers as a way to divide. They will learn how to verify their division with
multiplication, through skip counting and ultimately learning fact families through analyzing
arrays. They will work in groups and with a variety of different items to help them demonstrate
and model their understanding of multiplication and division.
Essential Questions:
Rationale: Being able to multiply and divide are basic necessities of life, whether it be counting
change (budgeting, shopping, working) measuring in cooking, designing and construction
projects.
Teaching/Learning Experiences: The students will take part in group discussions, as well as
working together in groups to complete tasks. Individually, they will read, complete worksheets,
and play rapid response games. All these activities will help students develop problem solving
skills.
Technology: Students will be using various learning tools such as unit counters, decks of cards,
sticker sheets etc., however technology will not be present in this unit plan.
Evaluations:
1) Formative: the teacher will walk around the classroom making sure students are on task and
understand each lessons objectives. Teacher will use a checklist to keep track of students
participation and comprehension, while asking individual students questions and having them
answer in their own words. Students struggling with oral participation can demonstrate their
knowledge using manipulatives.
2) Summative: Each of the lessons require students to hand in their math worksheet, which the
teacher will mark.
Reflective Checklist: This math unit is designed with a social learning aspect through
collaborative groupings to provide support for students in need. Students are also given a variety
of manipulatives to demonstrate their work, giving students a chance to practice this new
material before completing their individual worksheets. Teacher will not require administrative
assistance or special approval for any of the lessons or activities at hand. Teacher will make sure
that students can complete a similar (yet modified) version of the worksheet on an IEP for those
students who require such support.
LESSON 1
Grade Level: Grade 4 (ages 9-10)
Time Frame: 45 Minutes
Standard(s):
4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements
of multiplicative comparisons as multiplication equations.
Pre-Assessment: Students have previously demonstrated the ability to count by multiples (2s,
5s, and 10s).
To probe students, at the beginning of the lesson, the teacher will lead the whole class in
practicing counting by multiples out loud.
Students are able to accurately identify the relationships between adding and multiplying
numbers, example: 2+2+2 is the same as 2x3
Objectives: Students will be able to use repeated addition and doubling in order to multiply
using the worksheets they are provided.
Materials:
A large classroom number line and individual number lines
Worksheet Using Doubling to Multiply (See Appendix A)
Vocabulary:
Skip Counting: is a mathematics technique taught as a kind of multiplication in reform
mathematics textbooks such as TERC. In older textbooks, this technique is called
counting by twos (threes, fours, etc.). In skip counting by twos, a person can count to
10 by only naming every other number: 2, 4, 6, 8, 10.
Doubling: to become twice as much or as many. To multiply by two, or increase twofold.
Multiplication: the process of combining matrices, vectors, or other quantities under
specific rules to obtain their product.
Procedure:
Anticipatory Set: After Morning routine (attendance and morning announcements over PA
system) students will be seated at their desks. To warm up to todays lesson, the class will skip
count orally all together, by 2s, 3s, and 4s.
Step 1: The teacher will invite 6 volunteers to come to the front of the class, and have the rest
of the students count (by twos) the number of eyes they have. While the students are
verbally counting out the eyes, the teacher will write 2+2+2+2+2+2=12 on the board. The
student will return to their desks
Step 2: The teacher will then ask the students how they can simplify the problem, and will
then explain that repeated addition can be simplified with multiplication. The teacher will
write 2x6=12 underneath the previous equation. Teacher will use the number line to show
repeated addition steps)
Step 3: The teacher will repeat this step using different examples of groupings (tricycles,
arms, fingers/toes etc.)
Step 4: The teacher will go back to the previous equation of 2x6 and show that 2x3=2x3 also
works the same way, and that if they are working with large numbers it might be easier to do
2 smaller equations.
Step 5: Teacher will then divide the students into groups of 4 or 5 and have them brainstorm
other things that come in groups of 2s,3s,4s, or 5s and have them write out their own
equations just like they did as a class (first with addition, and then using multiplication).
Students have the option of using their number lines and pictures to show their work and see
how big they can make their equations!
Step 6: After giving students some time in their groups, the students will then return to their
seats and random students will be chosen to write an example that their group came up with
on the board to show the class. The student will explain their groups reasoning to the class.
Step 7 (closure): the teacher will then handout worksheets (See Appendix A)to be worked on
individually, and allow students time to fill it out and ask questions if they have any.
Formative Evaluation: Throughout the group work and while the students are working
independently, the teacher will walk around and observe the students progress and
understanding of the new material. The teacher can work 1 on 1 with students who are
having difficulties grasping new content.
Summative Evaluation: After completing the worksheet, students will hand in their
completed work and the teacher will then assess the students understanding of the lesson
that day.
Remediation: If students are struggling with their individual worksheets, they can work 1 on
1 with the teacher, and may be given more class time to work on their worksheets before
handing it into the teacher.
Enrichment: students who are finished handouts early are encouraged to use their number
lines and work together to practice multiplying with larger numbers
Reflection: While reviewing the worksheets that the students have handed in after the lesson, the
teacher will take note of what aspects the students were having trouble understanding or if they
excelled at a particular area during the lesson. It is important for the teacher to write down what
they think was successful and what could be changed as soon as the lesson is finished.
LESSON 2
Standard(s):
Pre-Assessment:
The teacher will ask the students to explain the similarities between subtraction and
division. For example: (probing question: If I had 6 apples, and I wanted to give 3 of my
friends an equal number of apples, how many would each friend get?)
6/3=2 or 6-4=2, each person gets two.
Students can identify the relationship between subtraction and division.
Students have completed work from yesterdays lesson and handed it into the teacher.
The teacher will then evaluate each students worksheet to make sure that students
understand the material.
Objectives: Students will be able to use two meanings (sharing and grouping) to solve math
problems provided on their worksheets.
Materials:
A large classroom number line
Sticker sheets
Worksheet Sharing and Grouping (See Appendix B)
Vocabulary:
Division: the action of separating a whole into parts, or the process of being separated
Sharing: give a portion of (something) to another or others.
Grouping: The arrangement or formation of people or things in a group or groups.
Quotient: a result obtained by dividing one quantity by another.
Procedure:
system) students will be divided into groups of 4, and each group will be provided with a sheet
with 12 stickers. The teacher will ask the students to equally split the stickers between each
member of their group and wear the stickers on their shirts.
Step 1: Next, the teacher will re divide the groups, so that students are in groups of 3, with
another sheet of 12 stickers and ask them to divide the stickers again, but tell them that each
student gets 4 stickers.
Step 2: Students will return to their desks, and the teacher will go to the front of the class and
explain that they just acted out two meanings of division, sharing and grouping, which they
can demonstrate with the equations 124=3 and 12 3 = 4. (the teacher will show the
students by writing this on the board).
Step 3: The teacher will write the definition for sharing and grouping (using the sticker
example as reference) on the board. (first equation: they knew that the number of students
was 4, so they had to make 4 groups of 3 stickers. Second equation: They knew that each
student was going to get 3 stickers, it was a matter of sharing out the stickers, until each
student has 3 and then seeing how many students each got a set).
Step 4: The teacher will then explain that a quotient is the result they get from grouping and
sharing division, so the first equation the quotient was 3 and the second equations quotient
was 4. Depending on how the students are grasping the material, the teacher may need to do
a few more examples up at the board before handing out the worksheets.
Step 5(closure): The teacher will hand out a worksheet (See Appendix B) for each individual
student to work on. Students will be encouraged to use counters or stickers to help them
solve the problems presented on the handout.
understanding of the new material. The teacher assist individual students 1 on 1, who are
completed work and the teacher will then review that the students have met the lessons
objective and confirm that they have successfully completed the worksheet.
handing it into the teacher. All students will also have the option of using counters or stickers
to help them visualize grouping and sharing.
Enrichment: Students who are done their handout sheets early are encouraged to use their
stickers and practice dividing with larger numbers using objects around the room. If they
need guidance, the teacher will be available to prompt them for ideas
LESSON 3
Standard(s):
Pre-Assessment:
Students have demonstrated the ability to use a number line to skip count forwards and
backwards by handing in their completed worksheets from the previous day. The teacher
will evaluate the submitted worksheets.
The teacher will go over any common misunderstandings (found on the worksheets) that
students may have had, and will work through said problems on the board as a class the
next Morning.
Students have demonstrated the base knowledge in both multiplication and division by
Objectives: Students will be able to do both multiplication and division interchangeably using
concrete materials
Materials:
Pennies
Worksheet Division and Multiplication (See Appendix C)
Vocabulary:
Divide: separate or be separated into parts.
Multiply: increase or cause to increase greatly in number or quantity.
Procedure:
system) students will sit in their usual assigned seats. To introduce the lesson, the teacher will
ask students to count by 5s from 0-50 out loud as a class, and then ask them to explain if this is
multiplication or division. Next, the teacher will ask the students to count backwards from 50-0
and ask them if it is division or multiplication. (Multiplication is like grouping numbers ie,
grouping them into 5s to count faster, while division is taking a number and splitting it into
groups).
Step 1: Next, the teacher will ask a hypothetical question like If I buy a box of 20 timbits,
and I want to share them with 4 of my friends, how many timbits does each of my friends
get?
Step 2: The teacher will then call up 2 volunteers to come up and write equations for this
problem on the board: 204=5 or they can count by 4s to 20 and find that 4x5=20
Step 3: The teacher will divide the students into groups and give each group 100 pennies.
The teacher will write various problems on the board for the groups to work on together,
using the pennies as counters. If there are 5 pennies in a nickel, how many nickels are in a
dollar (a dollar is 100 pennies)? the students will demonstrate different equations they can
use to represent this problem, and record their findings on a piece of paper.
Step 4: The teacher will hand out dimes and quarters as well, and write more math problems
on the board to solve with these counters.
Step 5: The teacher will draw attention to problems and show how you can verify your
division of jumping backwards by jumping forwards. The teacher will demonstrate first with
subtraction and verification with addition (they are all related!)
Step 6 (closure): The teacher will separate groups and have all students return to their seats.
The teacher will then hand out the Multiplication and Division worksheet (See Appendix
C) and give the students the remainder of the class to work through their worksheet
individually.
understanding of the new material. The teacher assists individual students 1 on 1, who are
objective and confirm that they have successfully completed the worksheet.
handing it into the teacher. All students will also have the option of using counters or change
to help them visualize multiplying and dividing
Enrichment: Students who are finished early are encouraged to utilise the manipulatives
(pennies) that are available and work together to multiply and divide with larger numbers.
Teacher will be available during this time to prompt students with ideas.
LESSON 4
Standard(s):
Pre-Assessment:
Students can solve the equation 5x5=25 and reverse the equation to 255=5 and can
identify the relationship between multiplication and division.
Objectives: Students will be able to describe 3 arrays using fact families and be able to correctly
identify these families to answer multiplication and division problems.
Materials:
Playing cards (multiple decks)
Worksheet Arrays for Fact Families (See Appendix D)
Multiplication table (See Appendix E)
Vocabulary:
Array: an impressive display or range of a particular type of thing.
Row: a number of people or things in a more or less straight (horizontal) line.
Column: a vertical division of a page or text.
Fact Family: is a collection of related addition. And subtraction facts, or multiplication
and division facts, made from the same numbers.
Procedure:
system) students will sit in their usual assigned seats. To introduce the lesson, the teacher will
ask students to divide themselves (the students) into groups of 4 or 5 and arrange themselves into
different rows and columns. The teacher will use this exercise to review the terms rows and
columns, and explain that each group have all created arrays.
Step 1: The teacher will then use 10 volunteers to show how they are arranged, that their
array is 5x2. The multiplication facts are 5x2=10 and 2x5=10. The teachers will then ask for
volunteers to explain this in their own words.
Step 2: The teacher will then introduce the division facts in the array, that 102=5 and
105=2, because 10 students are in 2 rows with 5 in each row. The teacher will inform the
students that they are describing the fact family for this array.
Step 3: The teacher will divide the students into pairs and give each pair a deck of cards. The
students will play the game of Memory; they will start with 8 cards, and set up an array and
then describe the fact family for this array.
Step 4: After they complete the fact family with 8 cards, they will add more cards, each time
creating a new array, and filling out on a sheet of paper their fact families for those arrays.
The students can play this game a few rounds, playing with different numbers of array fact
families.
Step 5: The teacher will draw attention to the idea that if they look at their arrays from
different angles, the columns become rows and the rows become columns, giving the
students hints for finding the second set of facts!
Step 6 (closure): the teacher will hand out a multiplication table (See Appendix E) and a
worksheet (See Appendix D) that the students can fill out as a way of demonstrating their
knowledge.
understanding of the new material. The teacher assists individual students 1 on 1, who are
objectives and confirm that they have successfully completed the worksheet.
handing it into the teacher.
Enrichment: Students who are finished their handouts early, are encouraged to use the
playing cards to make larger fact families. Teacher will allow students who are finished their
work to go to the carpet and sit together to play with their cards using a larger surface
(making larger rows and columns).
Appendices:
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Artifact #2
The second artifact that I chose to showcase in my portfolio was is my observation report
that I conducted at DYouville in my Needs of exceptional Learners class. To complete this
paper, I had to observe a student with Autism at a catholic school in my hometown of
Woodstock.
Overview
Though this artifact does not showcase my ability to lesson plan or manage a classroom, I
chose to showcase this because this assignment truly opened my eyes to the importance of
classroom management and special needs learning.

Connection to Standards
INTASC Standards
Professional Responsibility: Standard #10: Leadership and Collaboration. The teacher seeks
appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession.
TEAC Claims
1.3 Caring and effective teaching skill
The program candidates must be able to teach effectively in a caring way and to act as
knowledgeable professionals.
ISTE Standards for Teachers
Standard 5 For Educators: Educators design authentic, learner-driven activities and environments
that recognize and accommodate learner variability.
Principle 4 Educators collaborate with colleagues and other professionals in the interest of
student learning. Educators encourage and support their colleagues to build and maintain high
standards. They participate in decisions regarding curriculum, instruction and assessment
designs, and they share responsibility for the governance of schools. They cooperate with
community agencies in using resources and building comprehensive services in support of
students. Educators respect fellow professionals and believe that all have the right to teach and
learn in a professional and supportive environment. They participate in the preparation and
induction of new educators and in professional development for all staff.
CEC Standards
1. Maintaining a high level of professional competence and integrity and exercising
professional judgment to benefit individuals with exceptionalities and their families.
2. Practicing collegially with others who are providing services to individuals with
exceptionalities.
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.
Keeley Robinson
Dr. S. Williams
EDU 622: Needs of the Exceptional Learner
Observation Report Project
November 26th 2016
Part 1-A: Observation Report
I conducted my full 15 hours of observation at St. Patricks Catholic School in
Woodstock Ontario. St. Patricks has a student body of 350 students, grades distributing between
JK and grade 8. In 2008, the school added on a large expansion, making the building handicap
accessible, adding a larger library, two Kindergarten classrooms, and a resource room, where
students can be taken out of class and worked with one on one. The majority of the students at
the school were white middle class, Canadian born students. Woodstock, the city itself is a mix
of urban and rural. Surrounded by dairy farms, Woodstock is the dairy capitol of Ontario, and
though considered a city by population, it is largely influenced by its rural surroundings, with
farm shows, and farmers markets. Because St. Patricks is a catholic school, they believe in
supporting the child physically, spiritually, intellectually and emotionally. The environment is set
to reflect the Catholic values of fairness equity and respect for all.
I had the opportunity to shadow a Special Education Resource Teacher (SERT), Mrs. P.,
who worked with students in their classrooms, as well as removed students from their classroom
and worked with them in the resource room. Mrs. P always wore a walkie-talkie around her
neck, where she would answer to any calls from various teachers throughout the school. Mrs. P
also worked with a schedule, to help students with IEPs. This being said, I was able to observe
her working with students ranging from kindergarten (4 to 6 years of age) to grade 4 (10 years of
age). After the first day, I chose to stay in one particular grade 2/3 split classroom, where I
observed a behavioural student. Throughout my observation report, this student will be referred
to as Student X. The classroom I observed in was large in size, the desks were arranged in a large
square, so that all students were facing inwards. There was a carpet area at the back of the class,
where there were bean bag chairs and shelving with a variety of books, and an iPad for each
student. Along the one side of the classroom, each student had a clip board hanging from a hook,
where they could hang any work that they were proud of. The classroom teacher, Mrs. A., was in
her early 30s, and had a very calming presence. She never once raised her voice while I was
there, and smiled 90% of the time. Mrs. P is scheduled to be in her class for every math and
English Language class, to help aid those students with IEPs. Mrs. A. also had a full time EA
present in the classroom, due to having 4 behavioural students in her classroom.
During my 3 days in Mrs. As classroom, the teacher, the EA and Mrs. P worked as a
team to make sure that all the students had assistance available to them. I concentrated on their
particular behaviours around Student X. The team of administrators focused on positive
reinforcement, they focused on praise for the good things that not only Student X, but other
students in the classroom did as well. Unless the unflavoured behaviour was interfering with
other students or class dynamics (ie. Instruction) Student Xs behaviour is ignored by both the
administrative team and the students classmates. At various points throughout the day, Student
X was given a weighted ball that the student would use as a sensory fidget toy. Student X is
asked if he needs a break multiple times throughout the day, to intervene when the student is
being disruptive.
Student X is a grade 3 student in Mrs. As grade 2/3 split classroom. He is among the
tallest in the class, around 51 or 52 in height. He is heavier set, and visibly strong- requiring
two trained staff to restrain the child when physical action is needed. Student X has a confident
demeanor, and visibly scares other students in the classroom when he wants to. When he is not
using his size to intimidate other students, such as during time spent on the reading mat at the
back of the classroom, Student X is constantly talking to his peers. During the 3 days in which I
observed this particular class, Student X did very little, if any on task work by himself. When
Student X worked with Mrs. A. or Mrs. P., that is where the majority of his work was done.
Student X was diagnosed with Autism Spectrum Disorder at the age of 5, and has had an IEP for
reading since the first grade. Only in math class does Student X participate in class, putting up
his hand or yelling out answers. Student X is visibly engaged in math class, which is interesting
because he does not engage in any other in class subject. He does however participate in gym
class, but rarely follows instruction and has to be talked to 2 or 3 times for being too aggressive
with his classmates.
Student X constantly uses aggressive behaviour to control or torment other students in the
class, and though the other students are encouraged to ignore his tantrums or threatening
behaviour, his peers are visibly scared of him. What seems to bother them most is Student Xs
consistent property destruction, making many of his peers hide their pencil cases or lunch bags
during snack time. During my observation hours, there were 2 other boys in the class that played
with him at recess or allowed him to join them during group work, those two boys were
identified as behavioural students. Student X worked much better with his teacher and the SERT,
one on one, he worked calmly (using his fidget toy) and listened to instruction for a short period
of time.
Student Xs independence is limited due to his aggressive behaviours towards others, and
his property destruction tendencies. This being said, he is rarely without support staff, inside or
outside the classroom. During recess, support staff is present on the playground, however they
allow him space to actively play with other students on the playground. During class time, the
support staff will be with him individually during English Language class, but no one on one
support staff is needed during math class, unless he he has a tantrum, then the teacher will use
the walkie-talkie to call for help.
Part 1-B: Research Article Summaries
Article: CASE REPORT: Effects of Functional Communication Training with and without
Delays to Decrease Aberrant Behaviour in a Child with Autism Spectrum Disorder.
The purpose of this particular study was to implement functional communication training
(FCT) in order to reduce tantrum and aggressive behaviors in a child with autism spectrum
disorder. This study attempted to examine the value of this procedure with a child diagnosed
with autism. The study was conducted in the childs home as well as in a Behavioral Assessment
Lab. An analysis of aggressive behavior was conducted following which an ABABCDEFG
reversal design was used to evaluate the outcomes of treatment evaluation. The functional
analysis indicated that the participants abnormal behaviors were maintained by physical
reinforcers. The participant was given something for his tantrums and aggression. Results
showed a decline of tantrum and aggressive behaviors, and an increase in participant requests via
FCT.
This case report is instrumental in my research because it supports behavior interventions
for students diagnosed with Autism Spectrum Disorder who demonstrates aggressive behavior
and tantrums/ outbursts, as exemplified by Student X in my observation report. The functional
communication training that was conducted in the research provided evidence that tangible
reinforcers (such as a token system) would be beneficial for Student X, whom I observed. Not
only could this system motivate him to focus, but keep in context with the teachers positive
reinforcement philosophy.
Article: Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and
Professionals.
This article highlights the importance of maintaining a constant line of communication
between both parents and school administration when it comes to teaching a student diagnosed
with Autism Spectrum Disorder. The article makes aware that the values promoted in the school
need to be mirrored in the home, as to keep aspects of learning and growing consistent for the
child. The idea of parental involvement in the school setting was also promoted as necessary for
student success, and vice versa- the students support staff must be aware of any major changes
or issues involving the child in regards to home life.
This article was interesting to read and relates much to Student X whom I had the
opportunity to observe for this project. The importance of home and school communication is
well maintained with Student X, in particular by promoting favorable work or behavior. For
Instance, on the second day that I was administering my observation hours, Mrs. A took a picture
of Student X, holding up a finished work sheet, and sent it to his mother, and saying Your mom
is going to be so proud of you!.
Article: Behavior problems among school-aged children with autism spectrum disorder:
Associations with childrens communication difficulties and parenting behaviors.
This study looked at communication difficulties and parenting behaviors contributing to
behavior problems associated with children with Autism Spectrum Disorder. Pragmatic language
difficulties were associated with externalizing and internalizing problems. Negative controlling
parenting behavior was predictive of externalizing problems with outbursts or tantrums. Autism
adapted parenting behavior was related with internalizing problems. Research showed that
students diagnosed with Autism exemplified higher percentages of behavior problems as well as
language difficulties in association with negative controlling parenting habits.
This research was beneficial for my observation report because it highlighted the negative
associations between home life and behavioral problems associated with students such as Student
X. While observing, the SERT I was shadowing informed me of the drawn out, messy divorce
that the school was informed of, between Student Xs parents which was filed this past August.
This being said, they have noted that his aggressive tantrums are in direct correlation with his
family life, seeing as he was never aggressive towards support staff or other students before this
year. From my observations and this article, as a teacher candidate, I am much more aware of the
implications of a negative atmosphere at home, and how much it affects children at school,
Autistic or not.
Article: The Conditions of Beginning Reading Instruction for Students with Autism Spectrum
Disorder.
This study identified the disproportionate number of students with autism spectrum
disorder (ASD) that are below grade level in reading. Though this trend may be due in part to
characteristics of the disability, but investigated that it may also reflect lack of access to the
instructional conditions needed for success in beginning reading. In this study, the authors
surveyed special education teachers to investigate the conditions of reading instruction for K-3
students with ASD. Consistent with recommendations regarding beginning reading, teachers
indicated that the vast majority of students with ASD participated in daily reading instruction and
received more comprehensive instruction than the sight word approach that has been used in the
past. Findings of concern included frequency of use of SERTS and teacher Assistants provided
the primary instruction, where the classroom teachers rarely worked with the Autistic child.
This study was in direct correlation with my observation report project because Student X
has an IEP for reading and writing. In grade 3, this student only writes his name by himself, and
traces most of his written work (teacher or SERT will write in highlighter, student will trace
existing writing). This is very interesting to me, as during my time in the class, once it was time
for ELA, the SERT was in the classroom working one on one with Student X, and the teacher
was conducting the lesson for the rest of the students in the classroom. Very little did I see the
classroom teacher work one on one with Student X for reading or writing in particular.
Article: Autism characteristics in children with fetal alcohol spectrum disorders.
This study used a parent questionnaire containing an autism subscale to explore the
autistic-like characteristics that children with FASD present. 25 children with FASD were
studied. All parents/caregivers completed the Social Skills Improvement System(SSISS), which
in addition to evaluating social skills and behavior problems, included an Autism subscale. As a
result: Between-group comparisons showed the FASD group not only scored significantly lower
in social skills and significantly higher in behavior problems than the control group, but children
with FASD also scored higher on the Autism subscale. Analysis revealed they demonstrated the
most difficulty in terms of social and communicative functioning and the least in repetitive and
restrictive behaviors. Findings suggest that FASD and autism share similarities with regard to
social and communicative functioning, which could lead to misdiagnosis among students
diagnosed with Autism.
This article is interesting because the administrative team that have been working with
Student X for the last couple of years have a theory that he might have FASD but is not
diagnosed. This is a troublesome topic because suggesting that the student might have FASD or
even asking if he has been tested can very likely break the relationship and trust built between
the school and the parents, something that is very important and has taken years to solidify.
Part 1-C: References
Anderson, E., Barretto, A. et. Al. (2016). CASE REPORT: Effects of communication Training
with or Without Delays to Decrease Aberrant Behaviour in a Child With Autism Spectrum
Disorder. Journal on Developmental Disabilities, Vol 22 (1). Retrieved from:
http://eds.a.ebscohost.com/eds/detail/detail?vid=1&sid=ae8cbaed-f366-4288-b523-
2cd68f6394b8%40sessionmgr4008&hid=4213&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=1
18052021&db=a9h
Booned, H., Maljaars, J. et. Al. (June 2014). Behaviour Problems Among School Aged Children
with Autism Spectrum Disorder: Associations with Childrens Communication
Difficulties and Parenting Behaviours. Autism Spectrum Disorders, Vol 8 (6) Retrieved
from:
2cd68f6394b8%40sessionmgr4008&hid=4213&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=S
1750946714000518&db=edselp
Delmolino, L., Harris, S. (June 2012). Matching Children on The Autism Spectrum to
Classrooms: A Guide for Parents & Professionals. Journal of Autism & Developmental
Disabilities, Vol 42 (6). Retrieved from:
04451847&db=c8h
Spector, J., Cavanaugh, B. (December 2015). The Conditions of Beginning Reading Instruction
for Students with Autism Spectrum Disorder. Remedial and Special Education, Vol 36
(6). Retrieved from:
2cd68f6394b8%40sessionmgr4008&hid=4213&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=E
J1079392&db=eric
Stevens, S., Nash, K. et. Al. (November 2013). Autism Characteristics in Children with Fetal
Alcohol Spectrum Disorder. Child Neuropsychology, Vol 19 (6). Retrieved from:
1668007&db=a9h
Part 2: FBA- A Measuring On-Task & Off Task Behaviour
Student X- Tuesday, November 1st Thursday, November 3rd 2016
Observation Challenging OR off task Replacement Pro Social

time: Behaviour Behaviour(s)- On task behaviours
8:45am Student X uses broom to sweep Mrs. P. calmly takes broom away from
(Nov 1) classmates bingo cards off their Student X, gives him his stress ball,
desks. and asks him to come play bingo with
her instead.
8:53am Student X jumps on top of his Mrs. P physically removes Student X
neighbours desk and uses his fists to from the desk and tells him to take a
mimic punching the student in the break- they leave class.
face.
10:20 am Student X forcibly shoves another School yard monitor reminds Student X
student (recess) while playing tag to treat others how he would like to be
treated
1:13 pm Student X yells out answer to math Mrs. A. ignores outburst until Student
problem on board during lesson X raises his hand, and then
acknowledges his answer.
3:00 pm Student X pretends to punch himself Teacher and peers ignore aggressive
while giving the sign of the cross for behaviour until Student X stops, and
end of day prayer. continues to follow instruction
3:07 pm Student X kicks other students Mrs. P. asks Student X to retrieve the
shoes in the hallway when changing shoe for the other student.
into outdoor shoes at end of day.
8:47 am Student X aggressively pretends to Mrs. P. ignores his presence and
(Nov 2) throw dice in Mrs. Ps face while continues helping another student.
class is playing addition game Student X walks away and continues
with addition game
10:02 am Student X takes all the snacks in his Other students ignore him, and are
lunch box and empties it into the encouraged not to even look at him (by
garbage while calling on other Mrs. P.), Student X walks away and
students to watch continues to eat his snack.
11:12 am Student X swings metre stick at Mrs. P has to forcibly tug the metre
other students, laughing when they stick out of Student Xs hands, and
flinch or are visibly scared. takes the student for a walk- outside the
classroom.
2:30 pm Student X walks around classroom Mrs. P uses her body to block the other
and takes pencils out of desks and students from the pencils being thrown
throws them up in the air and at at them. She then asks Student X to go
other students in the class for a walk, to cool off.
10:46am Took glass candle from prayer table Teacher reminded other students to
(Nov 3) and stood in the middle of the desks, ignore him and stay on task, Student X
pretending to smash the candle on returned the candle and walked away
the ground, and throw it at students
12:58pm Student X used metre stick to hit Mrs. A, evacuated his classmates while
desks (loudly). He then tipped desks Mrs. P tried to use her body to prevent
over and kicked contents around Student X from tipping desks. After 6
classroom minutes (all desks where tipped)
student X walked to office. He was sent
home for the remainder of the school
day.
Part 2: FBA-B Selected Behaviour Observation Form
*It is key to note that above all, there is a larger picture antecedent that proceeds all of Student
Xs aggressive behaviour this school year, a divorce between his mother and father that started in
August of 2016. It is important to understand that his father is no longer living with them, and
that his mother has 5 children under the age of 12 that she is parenting at home by herself.
Date/Time Antecedent Challenging Behaviour Consequence

8:45 am Students finished Student X uses broom to Broom is confiscated
(Nov 1) listening to morning sweep classmates bingo from student and he is
announcements, and cards off their desks. removed from the desk
were working in pairs area where the other
playing bingo (spelling students are working.
game)
8:53 am Students were cleaning Student X jumps on top Student X is forcibly
up their bingo cards and of his neighbours desk removed from desk and is
placing them into the and uses his fists to accompanied to the
bins provided by the mimic punching the resource room, where he
teacher. student in the face. stays for 20 minutes.
10:20 am Students are playing Student X forcibly shoves Student X receives a
cooperatively outside another student while warning, but is allowed to
for their morning 15 playing tag continue to play with his
minutes of outdoor time. friends on good
behaviour.
1:13 pm Students are sitting at Student X yells out Unfavourable actions are
their assigned desks, answer to math problem ignored, favourable
listening to Math on board during lesson actions are acknowledge
instruction and Student is rewarded
with praise.
3:00 pm Students are following Student X pretends to Again, Student Xs
Mrs. As instruction and punch himself while inappropriate actions are
are all praying together giving the sign of the ignored.
cross for end of day
prayer.
3:07 pm Students are all outside Student X kicks other Student X must go and
the classroom packing students shoes in the retrieve the show that he
their bags and changing hallway when changing kicked down the hallway.
to go home for the day. into outdoor shoes at end
of day.
8:47 am Students are working in Student X aggressively Student X does not
(Nov 2) pairs or groups after pretends to throw dice in receive any attention
morning announcements Mrs. Ps face while class whatsoever from Mrs. P
and are solving math is playing addition game or the students she is
problems using dice working with.
10:02 am Students are being Student X takes all the Teacher and students
monitored, however snacks in his lunch box ignore Student Xs
nutrition break is for and empties it into the actions, and he is given
students to sit and talk garbage while calling on no attention, once again.
and eat their healthy other students to watch
snack.
11:12 am Students are working in Student X swings metre Because Student X is
pairs, filling out a stick at other students, gaining other students
worksheet while doing laughing when they attention (they are scared)
independent research on flinch or are visibly Mrs. P confiscates the
Ipads scared. (ie. Block their metre stick and pulls him
faces) out of class for a break.
2:30 pm Students are reading Student X walks around Student X is separated
independently classroom and takes from other students by
pencils out of desks and Mrs. P, who uses physical
throws them up in the air proximity to separate
and at other students in Student X. She then
the class removes him from the
classroom to work with
her in the resource room
10:46 am New teacher has come Took glass candle from Student Xs threats to
(Nov 3) in to teach French, prayer table and stood in smash the candle are
students are taking turns the middle of the desks, ignored by both the
speaking 32urisd out pretending to smash the teacher and the students.
loud, answering candle on the ground, and He is given no attention
questions. throw it at students
12:58 pm Students are working Student X used metre Class is evacuated.
independently during stick to hit desks (loudly). Principle is called,
ELA class, writing He then tipped desks over Student X is sent home
about a book that they and kicked contents for the day.
are reading as a class around classroom
Part 3: BIP Chart to Identify Appropriate Behaviour to Replace Challenging Behaviour
1) Off task behaviours: Student X has continuously displayed aggressive behaviour
towards administration and other students since the beginning of this school year. The
student does not stay on task or work productively without the assistance of Mrs. A. (the
classroom teacher) or Mrs. P. (the SERT). When instruction is being given, Student X
rarely stays in his seat, and continuously talks to others/ interrupts the instructor while
they are conducting their lesson. Student X does not work well with others, and when the
class is broken up into pairs, he works with Mrs. P. instead of a peer.
2) On task behaviours: Student Xs off task behaviours are completely ignored unless they
are interfering with other students in the classroom. Other students in the class are
cooperative, meaning that they do their best to ignore whatever Student X is doing to gain
attention. When Student X conducts unwanted behaviour without attention, he stops the
behaviour and returns to his seat. Mrs. P. (SERT) is the main personnel to work with
Student X in overcoming his barriers in the classroom learning environment. After
observing this particular classroom for 3 days, it is evident that Student Xs behaviours
are encouraged when he gains attention, whether it be negative or positive, from his peers
or even administration. Both Mrs. P. and Mrs. A. encourage the other students to ignore
and give no attention to Student X while he is participating in off task behaviours. This
being said, not only administration, but the entire class is working to help cease Student
Xs off task behaviours. The On task behavioural goals are for Student X to self-correct
his off task behaviours, and to minimize the frequency in which they are performed.
3) Aggressive &/or defiant Behavior: Only this year has Student X shown aggressive
behaviour towards other students in his class. Aggressive behaviours include verbal
threats, physical threats, and property destruction. Students in his class are visibly weary
around him, always keeping distance between themselves and him, especially when he
has something in his hands. He does not work well with others, and has to be closely
monitored at all times. Because of this, administrations first goal is to protect the other
students in the classroom when Student Xs behaviours are violent and out of control.
This being said, the classroom is evacuated regularly, and he is being sent home often.
4) Replacement Behavioural Goal: Mrs. P. is the main personnel to work with Student X.
Right now, their BIP focuses on encouraging him to take breaks as needed. They have an
EA sitting with him as much as possible. The EA is also proactive in recommending that
he takes a break before he gets out of hand. He has started seeing a counsellor recently
and the school, parents, and counsellor are planning to have consistent meetings. Because
these negative actions are fairly new for this student, Mrs. P. is in the process of putting
together a Positive Behaviour Support Plan for him. Other strategies they have used are:
him not returning to class and doing physical activity instead, as well as waiting in the
office until his mom can pick him up at the end of the day. Mrs. P and Mrs. A. might
discuss him coming for half days for a while to make him more successful inside the
classroom, though this will be decided later on, if his BIP is not successful within a few
months.
Artifact #3
Overview
The third artifact that I have chosen to include into my capstone portfolio is a 3 part lesson plan I
made in my Teaching literacy course at DYouville. I chose this artifact because it showcases
my ability to create lessons that allow all learners in the classroom to be challenged, because I
have designed different work sheets for enriched and remediated learners.
Connection to standards
INTASC Standards
The Learner and learning
Standard #2: Learning Differences. The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
Instructional Practice
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.

This lesson plan relates to Principle #2 in the code of ethics for teachers, because I am
showcasing my ability to utilize a range of strategies and differentiated lessons in order to make
all students successful
NYS P-12 Common Core Learning Standards
Reading Standards for Informational texts grade 2, Utilizing parts of texts such as glossaries,
Index, and use these parts to find information in the text.
Ontario Curriculum Standard
This lesson plan touches upon Ontarios Grade 2 Writing Standards, Gathering, Interpreting and
organizing ideas about a certain text. Students will conduct their own research and write about
whichever animal they chose.
ISTE Standards
For Educators- Standard #5 is evidently met through this lesson because I have differentiated the
assigned work in order to meet the needs of the individual students in the class, accommodating
learner variability
TEAC Claims
1.2 Caring and Effective Teaching is met because I have designed an interesting lesson that will
interest and accommodate a wide range of learners.
CEC Standards
Standard 2 is met throughout this lesson, by exercising professional judgment to benefit
individuals with exceptionalities, which is done by differentiated learning activities for various
learners
This lesson rests on the teacher standard of care because I am showing the ability to develop all
students potential using fair judgement and empathy in practice.
Eley
DRTA
This DRTA has been prepared for a grade two classroom. This 3-part lesson plan is
designed to educate the students on the differences between fiction and non-fiction texts. To
introduce the lesson, the teacher will be using a non-fiction book on sharks, but after the
introduction, students will be able to use a non-fiction text on any animal of their choosing. At
the end of this lesson, students will be able to navigate through non-fiction texts to find
information that they need using an index, glossary and appendix. They will demonstrate this
knowledge by creating their own small non-fiction book on the animal of their choosing.
Pre Reading Lesson Plan Story Telling Project
Subject: English Language

Standards:
Ask and answer questions such as Who, What, Where, When, How
Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text
Know and use various text features e.g. Captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts of information in a text efficiently.
Identify the main purpose of a text including what the author wants, explains, or
describes.
Pre-Assessment: The students were previously introduced to the differences between the fiction
genre and non-fiction genre. The teacher will further review the features of a non-fiction text.
They were also introduced to the new vocabulary that they will be asked about in this lesson.
Objectives: After this lesson, the students will be able to research using a non-fiction book,
utilizing table of contexts, or index and navigate through the text to find key words or
information.
Materials: The teacher will be the only one with a non-fiction text for this lesson (see Appendix
A). The teacher will also have large chart paper, and markers, which she will use to write down
any key terms.
Vocabulary: Students will be asked what these words mean, though they will most likely
forget. The teacher will explain each of these terms, and if applicable, show them where they are
in the book. (See Appendix A)
Table of Contents: A list of main topics the book covers. It is found at the beginning of
the book in the first few pages. The Table of Contents helps us find specific information
we are trying to find, so we dont have to read the whole book! For example, if we want
to know about Tiger sharks, we can turn to page 38.
Glossary: A Glossary is found at the back of the book. It explains big words that the
book uses
Index: An index is just like the table of contents, but it lists more specific things that the
book talks about, and all of the pages that it is mentioned on. For example, if I wanted to
know more about a sharks teeth, I can find information about their teeth on page 8 and
page 25.
Fiction: Fiction means that it is made up for fun. A fiction book is something that an
author makes up and writes down on paper, like stories about dragons and magic! They
are for fun, and they sometimes still teach us important things.
Non-fiction: Non-fiction is the opposite of fiction, that means that it is made up of
truths, real life facts. These books are made to teach us about real life things, like this
book on sharks! We can learn so much about sharks in this book, anything from different
types of sharks, to what they eat, and even where they live!.
Procedure:
Anticipatory Set: Students will be sitting on the carpet around their teacher. The teacher will
begin by activating prior knowledge, and what the children know so far about non-fiction texts
(taught in previous lesson).
Step 1: (10 Minutes) Before reading the book, the teacher will prompt the students by asking the
following questions:
What is a non-fiction text?
Name two differences between non-fiction and fiction texts
When would we choose a non-fiction book over a fiction book?
What sort of things does a non-fiction book have that a fiction text doesnt
Step 2: (15 Minutes) The teacher will present the chosen non-fiction text to the class (In this
case, the teacher has chosen Sharks- See Appendix A).
So what do we want know about sharks? (write down questions on chart paper)
-Children wanted to know what sharks eat
Where would I look in the book to find what page that information is on? (write down
correct answer on chart paper)
Would I turn to the middle of the book to find the index?
What if I dont know what a word means, where do I look?
-Continues with questions prompted by students questions and knowledge

Step 3: (10 Minutes) The teacher will then pick a section of the book that the students were
interested in, and reads it aloud.
-Teacher will pick a bolded word on the page that is read to the students, and ask the students
what that word means
What is an aquarium? The teacher will write down that word and look it up in the
glossary provided at the back of the text.
Step 4: Teacher will end lesson by asking the students to think about an animal they want to
learn more about
Step 5: Ticket off the carpet, student has to pick one non-fiction feature and where they can
find that in the book.
Formative Evaluation: Students will demonstrate their understanding of text features in step
5.
Remediation: All class participation
Enrichment: All class participation
Reflection: After this lesson, the teacher will reflect on the amount of new vocabulary that
was introduced to the students. Though they have heard these words before, because these
students are so young it is important for the teacher to make sure the students are absorbing
all of this new information before the next lesson.
During Reading Lesson Plan

Grade Level: Grade 2 (7-8 Year olds)
Time Frame: 45 minutes
Standards:
Recall information from experiences or gather information from provided sources to
answer a question
Read with sufficient accuracy and fluency to support comprehension
Read grade-level text with purpose and understanding
Write informative/ explanatory texts in which they introduce a topic, use facts and
definitions to develop points and provide a concluding statement or section from
provided sources to answer a question
Pre-Assessment: The pre reading assignment that the students took part in beforehand gave
them all the necessary tools to be successful in this reading activity. They will need to know how
to use the non-fiction book to research certain aspects of their chosen animal.
Objectives: Students will use the non-fiction texts to research information on the animal of their
choosing. They will navigate through the index, glossary, and appendix to find certain
information to complete the handout distributed.
Materials: Each child will be able to choose a book on a certain animal of their choosing. The
teacher will have enough books available for each student, however, animals might be doubled
or students might have to pick a book on an animal that is left (children will get called up one at
a time to choose an book). Students will also have their handout, a pencil and pencil crayons.
Vocabulary: The meaning vocabulary is the same as the vocabulary presented in the Pre
Reading Activity (Glossary, Index, Fiction, non-Fiction, Appendix, table of contents).
Sight Vocabulary: Habitat, species, prey, predator, food chain, extinct. Each book is equipped
with a glossary to explain all difficult or rare terms that the children have not encountered. All
students are encouraged to utilize all aspects of the non-fiction text. Teacher will walk around to
make sure all students are able to use the non-fiction texts as instructed, and help students while
working.
Procedures: (45 Minutes) Anticipatory set: Once each student is called upon to choose a text,
they will return to their desks and begin their individual reading time.
1. At the same time, students will be handed a Informational text handout which they will
fill out. Each handout has generic questions about their animal. Each student will be
given a handout according to their reading capabilities (see appendix B)
2. Using the text, students will be able to navigate through the book and answer the
questions about their chosen animal.
3. The teacher will go around to help any students that are having trouble finding
information or using the table of contents.
4. Once finished, students will hand in their corresponding worksheets.
Formative Evaluation: Students will have filled out their handouts with some, little, or no
assistance from the teacher, the teacher will monitor the students and assess their abilities to
use the non-fiction texts as research resources.
Summative Evaluation: students will hand in their worksheets to the teacher for
performance evaluation.
Remediation: Each student will be given a worksheet according to their literacy capabilities. See
Appendix B
Enrichment: See appendix B
Reflection: The teacher will reflect on the pace in which the students are understanding material.
This step might take more or less time depending on how well the students are demonstrating
their understanding of the material. Teacher will make notes and make changes accordingly
Post-Reading Lesson Plan Make and Take the Project

Grade Level: Grade 2 (7-8 Year olds)
Time Frame: 45 minutes
Standards:
Write informative/ explanatory texts in which they introduce a topic, use facts and
definitions to develop points and provide a concluding statement or section from
provided sources to answer a question
Participate in shared research and writing projects (e.g. read a number of books on a
single topic to produce a report, record science observation)
Pre-Assessment: Before starting their Post-Reading activity, students will have read and
answered questions about the text at hand. They will have previously showed knowledge and
understanding of non-fiction texts and the corresponding features.
Objectives: Students are to utilize the information that they have just used while searching
through the non-fiction texts and create a flip book about the animal of their choosing. The
information that they chose to write in their book, and their grammar will be assessed. This
activity will demonstrate their higher order thinking and arranging of fact vs. opinion.
Materials: Each student will be given their flip book (see Appendix C), markers, pencil, and
pencil crayons. They will already have a copy of their text with them.
Vocabulary: Students will have previously researched (using the glossary provided) the list of
words that are needed to understand information about their chosen animal. Students will now
demonstrate their understanding of this vocabulary by using the words in the flip book.
Procedures: (45 Minutes) Lesson will start after break or after the teacher collects the
worksheets from previous lesson.
1. The teacher will introduce the Flip book and its concept (idea that they must show what
they have learned about their animal through their research).
2 Once the teacher collects the students worksheets, each student will be given fold paper
and instructions on how to create a small non-fiction book of their own (See Appendix
C). They will not have to create a glossary, index, table of contents, or appendix, but
show that they have utilised these tools (by putting key information in their fold book)
3 Students will need to include the following in their fold book. Each page should have
writing and a picture on it.
Animal name (title page)
Animal habitat
Animal eating habits
Why they think this animal is interesting
4 Students will start their flip chart in the classroom.

5 Students will take their flip book home with them as well as the text, they will be
instructed to bring their booklets back to school the following day, completed.
Summative Evaluation: Students will hand in their flipbooks for formal evaluation and grading.
They will be evaluated on their use of key terms (which they will have used the glossary to find),
the information they have chosen to share in the book, and their spelling and grammar.
Remediation: Students who are non-mastery will have a flip chart with prompts to spark
information and demand less writing (see appendix)
Enrichment: Mastery students will have no prompts on their flip charts. They will be given
verbal direction and given time to write out the necessary points. (Of course the teacher will be
present in class for any assistance)
Reflection: After seeing the students work, the teacher will grasp the difficulty that the children
had on this project. If the work suggests that the students struggled, then the teacher will reflect
back on all three lessons to see what could be built upon for further instruction.
APPENDIX A: Parts of a Non- Fiction book

APPENDIX B (student handouts)
APPENDIX C (Make and Take Project)
Artifact #4
Overview
The fourth artifact that I have chosen to include in my portfolio is my literacy research paper. I
chose to include this because I chose to write about English Language Learners, something that
is prominent in many classrooms, and can be a challenge for teachers. As a future teacher, it is
important to showcase my knowledge in all areas in education and a willingness to learn more
about various aspects of education.
Connection to Standards
INTASC Standards
This artifact meets Standard #9: Professional Learning and Ethical Practice. The teacher engages
in ongoing professional learning and uses evidence to continually evaluate his/her practice. It is
important for me to not only learn what I can now, before I have my own classroom, but
continue my education and learn as much as I can during my career as an educator, in order to
better serve my students
NYS Code of Ethics for Teachers
Principle 3 and 6 are both met by adding this artifact. The idea that I am to continue my
dedication to the practice of teaching and learn as much as I can in order to further educate my
students and become the most effective teacher I can be.
TEAC Claims
1.2 Pedagogical Knowledge I as a teacher will continue to learn and recreate this knowledge in
lesson planning to teach my students.
ISTE Standards for Teachers
#2 The Leader- Educators seek out opportunities for leadership to support student empowerment
and success and to improve teaching and learning.
CEC Standards
#6. Using evidence, instructional data, research, and professional knowledge to inform practice.
This is an important standard to meet in order to support the various types of learners that will
become a part of your classroom.
This artifact supports the notion of Integrity of the ethical standards. Reliability and moral
practice is a huge part of up keeping my knowledge and making sure my pedagogy is effective.
Contemporary Versus Conventional: The Need for Diverse and Specialized Literacy Lessons for
English Language Learners (ELL).
Keeley Robinson
DYouville College
Introduction
With language reforms dating back to the Renaissance period, the English language has
undergone extensive revisions and carries influence from many countries (Khansir & Tajeri,
2015, p. 65). Given these revisions and influences, the English language is noted as a difficult
language to acquire. As described by Prez Caado, as having asymmetrical orthography, that
is bound by inconsistent phoneme-grapheme correspondences (p. 522), the English language
presents many challenges for its learners.
In a country such as Canada that is often described as a cultural mosaic, personal
relationships with diverse backgrounds are located everywhere from a persons place of work,
their community, or their schools. With a diverse population, the likelihood of multiple
languages being taught and spoken is high. While there may be multiple languages spoken in a
country like Canada, most schools focus on instructing English as the primary language,
followed by French. When learning English, whether a Native Speaker (NS) or English
Language Learner (ELL) there are many challenges for students. Prez Caado summarizes
many of the complexities of the English language in the following passage.
The spelling of words does not mirror their pronunciation in a reliable fashion
and, therefore, additional knowledge of specific lexical items is required, plus
some understanding of morphemic structure and conventions governing
representation of the orthography (2005, p. 522).
Riddled with homonyms such as polish and polish and homophones like hair and
hare it is crucial to examine and understand how English learners who have had different
intensities and exposures to the language prior to attending school, acquire the English language.
Considering this perspective, this paper argues that there is a need of diverse, maternal-language
specific oral literacy instruction for English Language Learners (ELL) students based on
differences on oral-language acquisition. This paper will unfold by exploring Chiappe and Siegel
(2006) article that discusses the similarities between reading and reading-related skills for
English Language Learners (ELL) and Native Speakers (NS) learners. Upon discussing a crucial
difference for ELL and NS learners, this article will progress to explore novel solutions for
instructing English to ELL students to ensure mirrored levels of success. Using Prez Caado
(2005) article that explores methods potential solutions to increase word-understanding and
orthography for Spanish speaking ELL students that promotes student-centered teaching
techniques as a better method to instruct ELL students. This papers discussion will focus on the
need for language instruction techniques that differ from conventional or standardized tests to
increase English language learning for ELL students.
Article 1: Similarities and Significant Differences of ELL and NS Learners
The purpose of this study was to examine whether NS and ELL learners showed similar
achievement and growth in English language skills. The 74 participants were comprised of 36
NS and 38 ELL students in the second grade from a metropolitan Toronto school. The languages
most prominently spoken by the 38 ELL students include Punjabi (26), Chinese (3), and Hindi
(3) (Chiappe and Siegel, 2006). As well, additional spoken languages include Arabic, Farsi,
Gujarati, Urdu and Vietnamese (Chiappe and Siegel, 2006). Children from both groups were
classified as average or poor readers based on their scores on the Wide Range Achievement
Test-3 (WRAT-3). In general, ELL students had comparable performance and growth with
their NS peers (Chiappe and Siegel, 2006). While both groups appear to have similar ability in
syntactic error judgment and working memory tasks, Chiappe and Siegel (2006) note evidence to
suggest oral language difficulties for particularly ELL students.

Oral Language Difficulties for ELL Learners
As stated by Chiappe and Siegel (2006), there was some evidence that childrens
language backgrounds influenced their proficiency in English (p. 149). With specific examples
drawn from oral cloze exercises, Chiappe and Siegels findings suggest that a childs maternal or
at-home language can impact how they learn English spelling or writing. While these findings
were not excessively discussed within the article, these findings provide a unique avenue for
discussion surrounding English language teaching techniques for ELL students.
Lapses in Literacy Teaching
Thompkins (2014) suggests that weekly spelling tests should be individualized and based
on key words being used in their reading and writing activities. However, Chiappe and Siegel
(2006) identification of a gap between NS as ELL learners begs to question the success of
teaching techniques for students with diverse language backgrounds. The potential for ineffective
ELL language instruction techniques may contribute to the lower scores note by Chiappe and
Siegel (2006). Exploring this gap may present opportunities for new techniques for ELL students
that have not yet been identified. The following section incorporates the second article of
discussion that explores word understanding and orthography for Spanish speaking ELL students
that focuses on an alternative method than Chiappe and Siegel (2006). This method being
student-centered teaching techniques.
Article 2: ELL Student-Specific English Language Teaching Strategies
The second article presented in this paper highlights the complexities of the English
language and compares and contrasts the difficulties shared between the English and Spanish
languages. The author, Prez Caado draws ideas from her findings to support EL learners and
promotes changes in the way that English Learners are taught in a foreign language setting.
Caado places great importance between the success of the students spelling and the
orthographic irregularity that English language presents for EL learners in particular. By
studying 261 native speaking Spanish grade 5 learners, and their abilities to spell in English,
Caado (527) argues that there is no longer any excuse to dismiss overt spelling instruction in
either Spanish or English
Khansir and Tajeri (2015) highlight a key quality of the English language, they stated that
[t]he English language has borrowed words and expressions extensively from many languages
throughout its history (p.59). This being said, whether a word has been borrowed from a Dutch
derivative or a French one, the origins of the specific term is going to have significant impact on
how that word is pronounced. Not only is the English language inconsistent, but English is ever
evolving and phonetically different from one geographical area to the next. The way one learns
to speak English in Australia differs greatly from proper pronunciations taught in Britain,
Canada, or the Southern United States, making pronunciation unpredictable to those trying to
learn English.
The reasoning behind why the English language is difficult to learn is solely based on the
idea that the language itself is simply unpredictable. Prez Caado explored the idea that instead
of having a student rely on memorization to learn how to spell, which is what has been done in
the past with dictations and word lists, educators need to vary the way they promote spelling
competence by playing games and using reading and writing activities (p.525). Caado states
that the use of analogy; or mnemonic devices enables the child to generalize across words and
to predict the spelling of related but as yet unknown words (p.527). Allowing various forms of
literacy and phonetics to play a role in the classroom pulls away from the conventional word lists
and dictations and bring spelling into the classroom while avoiding testing. This allows for
spelling competence to grow while students are reading and writing about various subjects.
However, avoiding testing all together is not the answer, as Tompkins suggests that rather than
being the main instructional approach, they are only part of the equation (p.164). Tompkins
further reinforces Caados idea that spelling is best taught through reading and writing, however
when dictation or spelling tests are used, that theyre focused primarily on what the students are
reading and writing when the test is given (p.173). Continuing testing allows for teachers and
students to communicate what is being expected by the teacher, and allows students to receive
feedback whether positive or negative.
In diverse, multi-cultural Countries, specifically Canada and the United States, it is very
common to have one or more ELL subject to one classroom, as shown in the findings from
Chiappe and Siegel (2006). When English learners are in a class full of native speakers, it is
important that the educator minimizes the barriers for those foreign language learners, allowing
them to learn at a rate equal to their native speaking peers. Caado underlines the importance of
drawing similarities and differences of Spanish and English spelling whenever she could (p.527).
This being said, highlighting things that might seem more normal to the foreign learner might
allow them to be more successful while grasping the differences of another language. Tompkins
further promotes this idea, by stating that [i]ts essential that teachers learn about English
learners home language, especially about the ways it differs from English, and then they need to
explicitly teach students about the contrasts because theyre harder to learn than the similarities
(p.167). Thus, teachers with ELL students need to realize the barriers at hand for their students,
and do what they can do diminish those possibilities. This further emphasizes the idea that
teachers, especially those who have ELL students in their classrooms, must cater their teachings
to fit the dynamic of their students.

Discussion & Conclusion
Today, English language is used a world language around the globe; it is used as a
language of international business, science and medicine. Even in countries where English is not
the first language a number of English words are used (p. 57). This highlights the importance
and demand of learning English, however as noted in the introduction, English is a difficult
language to learn.
The research presented in this paper highlights the complexities of the English language,
in addition to exposing the need for maternal language-based instruction for ELL students. To
summarize, this paper explored Chiappe and Siegel (2006) article that discusses the similarities
between reading and reading-related skills for English Language Learners (ELL) and Native
Speakers (NS) learners. As noted by the authors, a noted gap was located surrounding ELL
students ability to complete oral cloze activities. Despite being on par with their NS classmates,
this problem area for ELL students raises an important question. This question being the need for
student-specific course instruction for ELL students depending on their mother tongue.
Prez Caado (2005) explored several noteworthy teaching methods with a sample of
Spanish speaking students. Diverse teaching methods, games, mnemonic devices and relating
English language rules back to a students native language are cited as ways to increase learning
for ELL students. Furthermore, these conclusions support the need for student-centered learning
techniques. If lesson plans were to be catered to a specific student, a noteworthy amount of effort
would be required for each lesson plan. It is important to note this limitation of this paper. While
it would have been beneficial to include information regarding the ability to create such a
teaching atmosphere and include all relevant research, it is beyond the scope of this current
paper.
The research presented in this paper suggests that with high numbers of ELL students in
the classroom, teachers must be flexible in designing student-specific learning lessons to ensure
equal success. As well, this research highlights the need for teachers to be increasingly
resourceful, unconventional and knowledgeable around their students maternal language in
order to understand students mistakes and promote more thorough understanding of the English
language.
References
Chiappe, P., & Siegel, L. (2006). A Longitudinal Study of Reading Development of Canadian
Children from Diverse Linguistic Backgrounds. The Elementary School Journal, 107(2),
135-152. Doi:1. Retrieved from http://www.jstor.org/stable/10.1086/510652 doi:1
Khansir, A. A. Ph.D., Tajeri, M. (2015). The Relationship Between Spelling and Pronunciation
in English Language. Language in India, Vol. 15, 57-69. Retrieved from
http://eds.b.ebscohost.com/eds/detail/detail?vid=1&sid=7372d30c-f5da-4192-b0d1-
9d4da2548184%40sessionmgr106&hid=126&bdata=JnNpdGU9ZWRzLWxpdmU%3d#
AN=edsgcl.440878010&db=edsglr
Prez Caado, M., L. (2005). English and Spanish Spelling: Are They Really Different? Reading
Teacher, 58(6), 522-530. Retrieved from
http://eds.b.ebscohost.com/eds/detail/detail?vid=1&sid=9f0e92e1-18fe-4eb4-ad70-
27f97eae5d4c%40sessionmgr120&hid=126&bdata=JnNpdGU9ZWRzLWxpdmU%3d#A
N=16402264&db=ehh
Tompkins, G. (2014) Chapter 5: Cracking the Alphabetical Code. Literacy for the 21st century: a
balanced approach (6th ed.) (138-179). New Jersey: Pearson.

Artifact 5
Overview
My fifth artifact is my NetSmartz certificate, which I received after doing my online digital
citizenship testing. This is an important artifact, as it shows that I have taken the initiative to
further my education and build upon the abilities I possess as a teacher.
ISTE standards for Educators
This artifact underlines and demonstrates standard number 1 as well as number 2. This certificate
highlights my dedication for seeking opportunity to further aid my students in learning inside as
well as outside the classroom using technology.
INTASC Standards for Educators
Standard #9 (Professional Learning and Ethical Practice) is supported through this document
through seeking further knowledge to aid my students in being successful internet users.
NYS Code of Ethics for Educators.
Principle three and principle six are both met by committing to my own learning in order to
obtain the best practices that I can. With technology being so prevalent in todays world, teachers
need to be aware of the dangers that come with internet exposure.

The Integrity standard is definitely prevalent in this artifact, as it demonstrates my professional
commitment to serving my students, and continuously improving my pedagogy.
TEAC Claims
1.4.3 Technology standard is met through this artifact, as it demonstrates my knowledge on
utilizing technology as well as teaching children to use it in a safe manner.

Artifact 6
Overview
My sixth artifact is my author study presentation. This artifact is important because it not
only showcases my ability to adhere to professional standards while teaching, but it also
highlights my ability to utilize tools accessible to me and create fun and engaging lessons. Using
SmartBoard software, I have developed 3 different lesson plans, and within them, have
embedded multiple fun and engaging games to teach students in three different subject areas.
Aimed at a grade 1 level, this presentation has a math lesson (telling time), an ELA lesson (story
retelling) and a science lesson (habitates and living organisms), all taught while using a Smart
Board.
ISTE Standards for Educators
This activity showcases my ability to utilize the technology provided to me in my classroom and
create a fun and engaging lesson. Therefore, standard 6-The Facilitator is met and expressed
through the use of the SmartBoard.
INTASC Standards.
Standard 8 Instructional Strategies- is met by my ability to utilize the Smart Board
software and create lessons in different subject areas in order to keep students engaged and
having fun.
NYS Code of Ethics for Educators.
Through principle 2, the code of ethics for teachers is met because of my ability to plan
lessons, no matter what subjects, in a variety of ways to keep students engaged and eager to learn
and participate.
Ontario Teacher Ethical Standards.
The OCT standard of Care is highlighted throughout this artifact due to the insight to expand
students potential and commitment to utilizing various techniques in order to maintain focus and
keep students engaged.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story
or restating the information, including the main idea
Making Inferences / Interpreting Texts use stated and implied information and ideas in oral
texts, initially with support and direction, to make simple inferences and reasonable predictions
Measurement and data (1.MD-3) Tell and write time in hours and half-hours using analogue and
digital clocks
NYS Learning Standards.
P-LS1-2. Plan and conduct an investigation to determine how familiar plants and/or animals use
their external parts to help them survive in the environment.
P-LS1-1Observe familiar plants and animals (including humans) and describe what they need to
survive.
Ontario Ministry of Education Curriculum Expectation.
-1. Ask and answer questions about key details in a text
9. a) compare and contrast the adventures and experiences of characters in the story.
(Understanding life systems)

-Plants and animals, including people, are living things.
Living things have basic needs (air, water, food, and shelter) that are met from the environment.
(Measurement) Read demonstration digital and analogue clocks, and use them to identify bench-
mark times (e.g., times for breakfast, lunch, dinner; the start and end of school; bedtime) and to
tell and write time to the hour and half-hour in everyday settings;
TEAC/CAEP Claims.
1.4.3 technology- this artifact is evidence that I can use technology to create engaging lessons for
a wide range of learners, and make learning fun for my classroom while continuing to meet the
curriculum requirements.
International Literacy Association (ILA) Professional Standards.
Standard 2 (curriculum and Instruction) is met through the diversity of this multi lesson activity.
By utilizing technology, Traditional print, digital, and online reading and writing experiences are
implemented.
Council for Exceptional children (ECE)
This artifact touches on standard number 3 because it promotes inclusive participation of all
individuals with or without exceptionalities. The diversity of the lesson provided allows all types
of learners to have fun and be engaged together.

Artifact 7
Overview
Weebly is a website domain that allows its users to create and operate their very own website.
Up to you to design, this free platform allows me as a future teacher to use the accessibility of
the internet to showcase my skills as a future teacher. Right now, it is set up for a grade 2
classroom, but soon it will be used for my very own class. Designed as a place where students
are parents can go to access information about current classroom or school events, class
guidelines, homework help, as well as many resources for parents and students to utilize
throughout the school year.
This website is functional for many reasons. It can be used as a great extension for learning
that happens within the classroom, with the use of links to helpful websites, my screencasts for
homework help, or review of material from class. This allows learning to be individualized,
because students are able to use the features of the website that they like most. I have purposely
added a variety of resouces and information for all types of learners, inspired by Howard
Gardners theory of multiple intelligences. Both students and their parents comme iquipped with
many different styles of thinking and learning, which gives educators the unique opportunity to
expand their horizons beyond the typical teaching tools (Armstrong, 2012).
INSTASC Standards
Standard #10 Leadership and Collaboration. This artifact allows me to take responsibility for
various learners and collaborate with their families in a fast, convenient way.
This artifact supports principle 5, because it allows me to collaborate with parents and
community through the use of links and availability through the contact form on the site.
Ontario Ethical Teacher Standards
This artifact demonstrates the standard of trust, as it allows a transparent line of communication
between the teacher, student, parent and administration
ISTE Standards (Teachers)
3(a) Through this artifact I demonstrate my fluency in technology and use it in my teaching
practice.
3(b) this site is a digital tool that is used as a support for students as well as a resource for parents
and guardians
3(c) this website is used as a communication tool between parents and I as well as students and I
when they are at home and I am not at their disposal.
5(b) weebly gives me the ability to demonstrate a vision of technology infusion, allows for
community building and leadership skills through the use of technology
TEAC/CAEP Claims
Claim 2 &3 by creating this website resource for my students Im not only meeting the needs of
diverse learners but showcasing my commitment and care for my students.

Artifact 8
Overview
Artifact 8 is my Prezi Cyber Safety Presentation. The content is focused on helping
children learn how to keep themselves safe while navigating the internet. I designed this prezi
presentation for my hypothetical grade 2 audience that Ive been working with to make my
Weebly website as well. This presentation is simple, visually appealing, and gives students an
idea of the dangers associated with talking to strangers or other people online.
Prezi is an interesting and visually appealing way to communicate with both students and
parents while supporting the use of technology in the classroom. It is so important that students
understand that, although the internet does have dangers associated with it, it is also a great
resource, when used correctly. By helping students become aware of the dangers and how to stay
save, I am creating an open-door policy, where they can come to me with questions or concerns
about internet use.

INTASC STANDARDS
This artifact supports standard #4 Content Knowledge because I am demonstrating my
understanding of technology tools as well as the dangers associated with navigating the internet.
By creating this presentation, I am assuring that my students are aware and understand how to
use the digital tools that are available to them. This artifact also supports standard #10,
Leadership and Collaboration as I create this resource for students and parents alike and make
this presentation accessible to them at their home through the use of my weebly website.
This presentation supports principle 6 as I am creating an ethical foundation of learning for my
students as well as their parents.
ISTE Standards (Teachers)
This cyber safety presentation touches upon standard 4a and 4c, because not only am I
advocating and teaching safe use of digital information and technology, but through my work, I
am demonstrating these teachings and informing my students of the ethical ways to do things
using the internet.
TEAC/CAEP Claims
This digital presentation verifies claims 1,2 and 3 in the TEAC/CAEP claims because I am
showcasing my knowledge in the subject matter using an engaging video and best teaching
practices, as well as caring about the safety of my students as well as their families.
Conclusion
The artifacts demonstrated in this section give concrete evidence of my capabilities as an
educator. They showcase my unit and lesson planning capabilities, and how I am well versed in
the various uses of technology in order to keep lessons fun and engaging. Often the best teachers
are those who try the hardest to keep students engaged and who alter their lesson plans
accordingly to ensure they are meeting the needs of their students. Teachers must follow the
curriculum in order to level the playing field for all students. Some of the standards that teachers
are required to adhere to are mentioned above and, below, you will find a standards chart which
outlines the standards that are complied with when dealing with my artifacts.

Section Three

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Section Three

Hochgeladen von

Copyright:

Verfügbare Formate

Section Three

Teacher Candidate Artifacts

instruction, assessment, utilizing technology, accommodation of special needs students in the

classroom, classroom management, and culturally responsive teaching,

alongside each other.

certificate for online learning.

and an education academic.

positive social interaction, active engagement in learning, and self-motivation.

problem solving related to authentic local and global issues.

variety of instructional strategies to encourage learners to develop deep understanding of content

NYS Code of Ethics for Educators

individuals who reflect upon and monitor their own learning.

NYS P-12 Common Core Learning Standards

Standard 3: Mathematics (Revised 2005)

measurement, and statistics and probability.

NYS Learning Standards

4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison

4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements

of multiplicative comparisons as multiplication equations.

Subject matter knowledge

1.2 Pedagogical knowledge

ISTE Standards for Teachers and/or Students

1. Maintaining challenging expectations for individuals with exceptionalities to develop the

Ontario Curriculum Standards

Grade 4 Patterning & Algebra: Demonstrate an understanding of equality between pairs of

expressions, using addition, subtraction, and multiplication.

Ethical standards Care and integrity

learning through positive influence, professional judgment and empathy in practice.

reflection assists members in exercising integrity in their professional commitments and

Mathematics Unit Plan

Standard(s) addressed in this unit:

that I conducted at DYouville in my Needs of exceptional Learners class. To complete this

paper, I had to observe a student with Autism at a catholic school in my hometown of

classroom management and special needs learning.

members to ensure learner growth, and to advance the profession.

1.3 Caring and effective teaching skill

ISTE Standards for Teachers

that recognize and accommodate learner variability.

NYS Code of Ethics for Educators

standards. They participate in decisions regarding curriculum, instruction and assessment

community agencies in using resources and building comprehensive services in support of

induction of new educators and in professional development for all staff.

1. Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

Ontario Teacher Ethical Standards

learning through positive influence, professional judgment and empathy in practice.

I conducted my full 15 hours of observation at St. Patricks Catholic School in

present in the classroom, due to having 4 behavioural students in her classroom.

particular behaviours around Student X. The team of administrators focused on positive

with his classmates.

the walkie-talkie to call for help.

Part 1-B: Research Article Summaries

Delays to Decrease Aberrant Behaviour in a Child with Autism Spectrum Disorder.

Lab. An analysis of aggressive behavior was conducted following which an ABABCDEFG

This case report is instrumental in my research because it supports behavior interventions

and tantrums/ outbursts, as exemplified by Student X in my observation report. The functional

This article highlights the importance of maintaining a constant line of communication

or issues involving the child in regards to home life.

is going to be so proud of you!.

Associations with childrens communication difficulties and parenting behaviors.

This study looked at communication difficulties and parenting behaviors contributing to

language difficulties in association with negative controlling parenting habits.