RUNNNING HEAD: Literature Review: Domain A 1
Literature Review: Domain A
Alexis Mayhall
National University
TED690
Literature Review 2
Abstract
This literature review connects and explains the artifact that I have chosen to Domain A:
Making Subject Matter Comprehensible to Students. In this review, I will explain Domain A and
how the InTASC standards one and two make up this domain. My first artifact is an Observation
Form completed my university supervisor in which she evaluated my ability and competency in
Domain A. My second artifact is an ELA phonics lesson plan that demonstrates my ability to
make content comprehensible to students and accessible to different learning groups.
Literature Review 3
The artifacts that I have chosen demonstrate my competency and progress towards
mastering Domain A of the InTASC standards. This domain requires teachers to make subject
matter comprehensible to students. This domain covers two of the InTASC (2013) standards:
Standard 1: The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences (p. 16)
Standard 2: 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 (p. 17)
Artifact 1: Student Teaching Observation Form
This artifact is my final student teaching observation form in which my university
supervisor made her final assessment of mastery for each of the InTASC standards. According to
Costantino & De Lorenzo, “each set of standards captures the knowledge, dispositions, and skills
related to effective teaching in general or relative to a specific domain” (2013. p. 10). This
artifact provides evidence that I have mastered standards one and two based on my supervisor’s
observations while in my classroom. While teaching kindergarten students, I was able to make
the content understandable and relatable to young learners through teaching strategies such as
anchor charts, peer discussions, and cooperative learning groups. This form also shows that I was
able to demonstrate competency in understanding differences in learners, cultures and their
communities by providing anchors for student learning that activates prior knowledge and
utilizes pictures that can be easily read by young learners or ELL students.
Artifact 2: Lesson Plan Template
Literature Review 4
One of the core standards in this domain is making sure diverse groups of learners from
different cultures abilities are included in reaching high standards of learning. This lesson is
demonstrating my ability to reach these diverse learning groups in that the lesson enables
students who are not readers and students who are English Language Learners (ELL) are
included in a whole group learning experience. According to Vygotsky’s sociocultural theory,
“through social interaction people create knowledge in using their first language, and this use of
language helps guide their joint activity in particular settings, allowing for ways of thinking to be
shared and learned” (as cited by Haley & Austin, 2014, p. 12). Within this lesson, I am able to
provide my students with models of how to think about a text by thinking aloud and providing a
model for their own thinking. I am also able to provide the students with various social learning
experiences by allowing my students to discuss their thinking about a text through partner talks
at the beginning of the lesson, then again with a Think, Pair, Share discussion structure at the end
of the lesson. By providing my students with opportunities to discuss their thinking with proper
scaffolds, students are able to actively join in academic discussion about age appropriate content.
Literature Review 5
References
Costantino, P.M., De Lorenzo, M.N. (2013). Developing a professional teaching portfolio: A
guide for success (3rd Ed.). Boston: Pearson.
Haley, M.H., Austin, T.Y. (2014). Content-based second language teaching and learning: An
interactive approach (2nd Ed.). Boston: Pearson.
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