As part of my student teaching and Master’s program, I compiled evidence of my classroom practices and reflected on them through commentaries.
This collection isn’t just about what I did—it’s about what I learned in each moment. It showcases how I reflect, grow, and adjust my approach to support my students in the best way possible.
A) Explain how the artifact you provided demonstrates your competency in Academic Language, including the effect the artifact had or would have on student learning.
The anchor chart demonstrates my ability to teach academic language by breaking down the OREO writing structure into clear steps with sentence stems, key phrases, and visual examples. This made academic terms like “call to action” and “appeal to emotion” accessible to all students, including ELs and struggling readers, who used it as a guide to structure their opinion writing. By referencing the chart during independent practice, students were able to produce more organized and detailed writing, building their confidence and language skills.
B) Explain, based on the artifact’s effect on student learning, how you would modify the artifact for future use.
To make the anchor chart even more effective, I would involve students in building it by having them write their own examples for each OREO component during the lesson. This collaborative approach would help students take ownership of the academic language and reinforce their understanding. I would also add translations of key terms for ELs in our dual-language classroom, ensuring that all students, regardless of their language background, can fully engage with and apply the chart in their writing.
A) Explain how the artifact you provided demonstrates your competency in Differentiated Instruction as Part of a System of Support in the Classroom, including the effect the artifact had or would have on student learning.
The translated vocabulary pre-teach artifact shows how I tailored instruction to meet my student’s needs as an English learner. By pairing clear, simple definitions in English and Russian with visual icons, I made abstract terms easier to understand. This scaffolding gave her the confidence to engage with the lesson content. The artifact worked well—she understood the vocabulary during the pre-teaching phase and was able to use the terms in the lesson. For example, after introducing "believe," I asked her to share something she believes in, which helped connect the concept to her own experiences in a meaningful way.
B) Explain, based on the artifact’s effect on student learning, how you would modify the artifact for future use.
Based on the artifact’s success, I would add a matching exercise as an extension to the pre-teach session. This activity would include a set of simple fact and opinion statements for the student to sort or match after learning the vocabulary. For example:
Fact: "Dogs have fur."
Opinion: "Dogs are the best pets."
While the artifact helped her learn the vocabulary terms, I noticed that her ability to identify fact and opinion in sentences needed more practice. A matching activity would bridge this gap, providing a hands-on opportunity to apply the terms in context while receiving immediate feedback.
Grade 2 - Writing Strong Conclusions and Finalizing Opinion Pieces.pdfA) Explain how the artifact you provided demonstrates your competency in Using Educational Technology to Engage Students in Learning, including the effect the artifact had or would have on student learning.
This lesson plan demonstrates my ability to use technology to engage students and support their learning effectively. Students used Google Docs on Chromebooks to draft and finalize their opinion pieces, developing digital literacy while learning to format and edit their writing. I modeled the process live, showing how to adjust fonts, use bold text, and organize their work. EL students used Google Translate to scaffold vocabulary, helping them access academic language and express their ideas confidently. These tools engaged students in their writing, increased participation, and improved the quality of their final drafts.
B) Explain, based on the artifact’s effect on student learning, how you would modify the artifact for future use.
To enhance the lesson, I would incorporate a digital peer review process using Google Docs’ “Comments” and “Suggest Changes” features. Students would learn how to share their drafts with a classmate and provide feedback directly on the document, making the review process more interactive and collaborative.
Additionally, I would provide a simple pre-writing digital checklist in Google Docs for students to ensure their drafts include all required elements, such as a call to action, appeal to emotion, and proper formatting. For added engagement, I’d introduce the option to insert images and other media, offering students creative ways to enhance their pieces.
A) Explain how the artifact you provided demonstrates your competency in Professional Communication with Families, including the effect the artifact had or would have on student learning.
This introduction letter helped me connect with families and students in a welcoming, accessible way. Its bilingual format in English and Spanish supported our dual-language classroom and showed that we’re all learning together. Sharing it on Google Classroom and as a printed handout ensured it reached everyone. Parents responded during drop-offs and morning check-ins, sharing stories and asking about my hobbies like rock climbing, which helped build trust and created a sense of community. Students also engaged by sharing their own interests, which strengthened relationships and set a positive tone for learning.
B) Explain, based on the artifact’s effect on student learning, how you would modify the artifact for future use.
To encourage more family engagement and make responding even easier, I would add a simple, accessible way for parents to share their thoughts or ask questions. For example, I could include a short survey or question card attached to the printed letter with prompts like, “What’s something you’d like me to know about your child?” or “Do you have any questions for me?” Families could return the card directly with their child or email me their responses, ensuring flexibility for busy schedules.