Assessment Commentary ST

Early Childhood
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.
1. Analyzing Childrens Learning

a. Identify the specific language and literacy learning objectives for the common
assessment you chose for analysis.
[The assessment I chose for my common assessment was from day 2 of my learning segment.
In this lesson, students were partnered up by reading skill levels with another student. Together,
the students were given a pair of homophones that they needed to compare. When the students
established a meaning for both words, they wrote a sentence for each homophone on their own.
They then shared their sentences with their partners. The first objective I chose for my
assessment was if the students would be able to write a complete sentence. In order to do this,
the students would need to include a capital letter and punctuation mark in their sentences.
Since one of our class goals is to write a complete sentence, I was confident that my students
would meet this objective. My second objective was for my students to use each homophone
within the correct context in their sentences. By giving them the opportunity to work with a
partner I expected this to give the students a beneficial start in writing their sentences. Based off
of these sentences, I would be able to assess my third objective, if the students knew how to
give meaning to pair of homophones.]
b. Provide a graphic (table or chart) or narrative that summarizes the class/groups learning
for the common assessment.
[In order to complete this lesson, students were grouped accordingly by reading level with a
partner. Each pair of partners was given a pair of homophones that they needed to compare
and create meanings for. To complete this, the students collaborated with their partners to
brainstorm different meanings for their set of homophones. As the students did this, I walked
around the room observing and listening to their discussion. Some pairs of students were
coming up with examples in their own lives, other students were coming up with things they
have talked about in the classroom, and other pairs of students needed additional help from me.
If that was the case, I gave them an idea and they expanded their own ideas on it together.
After, the students had to write two sentences on their own using each homophone. Some
students chose to include extra sentences to demonstrate that they were confident in their
learning. In order to write their sentences, they chose which homophone they would start with
first, and then they wrote their second sentence. After they had their sentences written, the
students knew to go back and check their work for punctuation, capitalization, and to make sure
that their sentence made sense. The students shared their sentences with each other before
handing their papers in. This gave them a chance to review their partners sentences, as well as
give them feedback. The students had prior knowledge on every pair of homophones that they
were given. When they were confident in their work, they handed their papers into the teacher.]
c. Use the class/group summary you provided in prompt 1b to analyze the patterns of
language and literacy learning for the class/group.
[By choosing to begin this lesson with partner discussion, I gave the students the opportunity to
practice language and literacy development. They went over each homophone in their pair and
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Early Childhood
the discussion was student guided with little instruction from the teacher. If the students were
unsure of what their word was, I heard them sounding it out by using their phonetic skills. I also
heard majority of my class comparing the pair of words with specific examples as they talked
with their partner. These examples consisted of different activities that they do in school, things
that they see outside of school, or things they hear on TV. Making these connections allowed
my students to expand their knowledge on homophones all while thinking about the numerous
different places they have seen and heard these words. During this activity, a few of the
students noticed that one of the homophones included in this lesson was a spelling word of ours
for the week. By giving the students the opportunity to write sentences after collaborating with
their peers, the students had specific examples and ideas to successfully write a complete
sentence. This lesson incorporated the students reading skills, sentence structure knowledge,
and new vocabulary words.]
d. Analyze the patterns of learning for the 2 focus children. Reference the 3 sources of
evidence you collected for each of the 2 focus children.
Consider childrens strengths (what children understand and do well), and areas of
learning that need attention (e.g., common errors, confusions, need for greater
challenge).
[My two focus children exhibited both strengths and areas of improvement based off of this
learning experience. My first focus child is a 6 year old with a speech IEP. This student receives
Math RTI services, Reading RTI services, OT services, and Speech services. Although it
sounds like this student is not present much in the classroom, she only gets pulled out for about
60 minutes a day Monday-Friday. This student is always present in the classroom for our core
curriculum. This student excels in Math, and needs an additional amount of assistance during
reading and phonics time. This student is determined to excel in first grade. She understands
the structure of a sentence, practices her fluency skills daily, and actively answers questions
and participates during our reading curriculum period. This child also needs a lot of redirection
to stay focused and on task. During this specific lesson, I chose to pair this student with a
student who excels in reading and writing. I knew that having this student work with her, and
having me present during the lesson would benefit this specific student. In the beginning of the
lesson, we review the definition of a homophone that we have been discussing throughout the
learning experience. At this point in the lesson, you see focus child 1 repeating what focus child
2 and I are saying rather than saying it as the same time as us. At 30 seconds in my evidence of
learning video, focus child 1 (blonde hair), tried to give me a definition for the word here by
giving me a sentence. However, this student neglected to put the word here in the sentence.
This could be because I did not explicitly say that she needed to put it in there. At 2:09 in my
evidence of learning video, I need to tell this focus child to stay focused. I do this by calling her
name and pointing to my eyes and saying, eyes on me please. She is responsive and
refocuses. Throughout the lesson, focus child 1 listens to what focus child 2 is saying. By having
this student listen to my other focus child, she is using her listening skills to be successful in her
learning. At 5:36 in my evidence of learning video, it is time for her to share her sentences; she
is excited and eager to share with the group. As she shares her sentences, I am unsure of what
she was trying to say. After we review focus child 2s sentences, I ask focus child 1 explain what
she was trying to say in her sentences. As this student does this, I realize that she knows the
differences between the words and that she used them correctly. I just learned that she had
difficulty in completing her sentences. This is a skill that this specific student is still consistently
practicing. My second focus child is a 7 year old who excels in Math and Reading, as well as
writing. This focus child helped to contribute to my learning experience with her extensive
vocabulary and extensive literacy skills. With my approach to make this learning experience
discussion student led, this student was able to lead the discussion with help and suggestions
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from me as the teacher. This student succeeded in making connections to these words in order
to establish meanings for the pair of homophones given to her and her partner. At 1:07 in my
evidence of learning video, focus child 2 knows that the word hear coincides to listening. When
I show the two focus children this card, focus child number two points to her ears and says, I
hear with my ears. After this, the student continues to give examples for the word hear. Focus
child 2 also established meaning for the word here by relating it to the push here sign in our
classroom. This happens at 1:11 in my evidence of learning video. This allowed more discussion
to build within our small group. Focus child 2 was able to come with a various amount examples
for both of the homophones. These examples helped focus child number 1 learn by observing
and listening to the discussion. When it came time for the students to apply their learning in
order to write sentences, both students were able to use the words within the correct context.
Focus child number 2 excelled in writing her 2 sentences and wrote an additional 2 sentences to
show more learning. Focus child number 1 was proficient in explaining her thought process for
her sentences, however both of her sentences lacked structure. This helped me realize that
although the students may have trouble with the fundamentals, they are fully capable of
retaining the information that they learn. For example, focus child 1 had difficulty with writing her
sentences, but she successfully used both of the words correctly when she explained her
thoughts behind her sentences to me. Focus child 2 however was proficient in every area of this
lesson including discussion, defining, and writing sentences.]
e. If video or audio evidence of learning or a video or audio work sample occurs in a group
context (e.g., discussion), provide the name of the clip and clearly describe how the
scorer can identify the focus children (e.g., position, physical description) whose work is
portrayed.
[The name of this video clip is edTPA Task 3. This video is from my second learning experience.
Focus child number 1 is sitting across from me with blonde hair. Focus child number two is
sitting across from me with brown hair. In my work samples for my focus children, they are
labeled focus child #1 and focus child #2.]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 2 focus
children. (Delete choices that do not apply.)
Written directly on work samples or in separate documents that were provided to the
focus children
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus child (e.g., position, physical description)
who is being given feedback.
[From focus child 1s work sample, I learned that she needed more practice with writing her
sentences correctly. In order for this student to stay on task with writing, I learned that she
benefits from being prompted instead of creating her own sentences. While this student had the
knowledge, vocabulary, and definitions necessary to complete this lesson, she struggled with
establishing a foundation for both of her sentences. On this students work, I needed to make
capitalization corrections, as well as punctuation corrections. I am aware that this student
understands the concepts of how to write a complete sentence, but this is something that I must
additionally work on with her. After this student read her sentences to me, I learned that she
knew how to use each homophone in the correct context. However, this student struggled with
incorporating this knowledge in a sentence structure. From focus child 2s work sample, I
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gathered that she excelled and met all objectives of this lesson. Aside from a few spelling errors
and handwriting mistakes, I did not have to give this student additional feedback. From this
students work sample, I realized that this student would benefit from a more challenging activity
next time around. Focus child 2 accurately used all of the homophones, and provided additional
sentences on her paper. This was not required, yet this specific student chose to do this
because she was confident in her knowledge of homophones.]
b. Explain how the feedback provided to the 2 focus children addresses their individual and
developmental strengths and needs relative to language and literacy development.
[The feedback provided to focus child 1 addresses her developmental strengths with language
and literacy development because I acknowledged that she used both of the homophones
correctly as she read her sentences to me, and additionally as we talked about each of the
homophones. I acknowledged that I was satisfied with her ability to use each word in the correct
context while talking about the words with me. The feedback for focus child 1 in regards to her
needs to language and literacy development address things that I know this student is still
constantly working on inside the classroom as well as during her RTI reading time. I commented
on this students punctuation errors, capitulation errors, and incomplete sentences. These are all
concepts that she is familiar with and has been actively working on all year in first grade. I know
that this students speech IEP has a large impact on her language and literacy skills, which is
why the feedback I gave her is specific and reasonable feedback that will allow this student to
meet these objectives with more practice. I also encouraged and urged this student to try to
actively participate more in a small group discussion. The feedback provided to focus child 2
addresses her developmental strengths in her sentence structure and vocabulary use. I
commented on the students ability to write extra sentences to exemplify that she understood
the overall concept of homophones. I also praised this student for actively participating in the
small group discussion. This student succeeded in making this lesson meaningful by creating
connections to the classroom environment, as well as their senses as we talked in our small
group. The input from focus child 2 in our small group discussion was the driving factor that kept
the group engaged in the learning. I also noted on this students work sample that I would
provide additional challenging concepts to motivate her to go a step further than before. One
thing I noted and commented on was this students handwriting not sitting on the first grade
lined paper. This is a skill that this student is familiar with, and I noticed that she neglected to
utilize the lines provided. I noted on her paper that she should slow down when writing her
sentences in order to do her best work for the teacher.]
c. Describe how you will support each focus child to understand and use this feedback to
further their learning related to learning objectives, either within the learning segment or
at a later time.
[I will support each of my focus children to understand this feedback to further their learning
through continuous small group collaboration student led discussions, prompted sentence
writing, and additional practice with homophones. For focus child 1, I will implement a one on
one structured writing time where the student can practice writing sentences with the help of the
teacher. In order for this student to excel in writing sentences, I will provide additional prompts to
the student that she will be able to write about and successfully complete. I will also provide this
student with weekly writing assignments where she needs to write sentences for her all of
spelling words for additional practice. Neither of these assignments will be for grades. They will
be used for continuous practice until the end of the year. Considering this students academic
needs, I will incorporate repetitive lessons of the same skill in order for this student to reach the
specific goals I have set for her. I will also like to incorporate partner-writing lessons for focus
child 1 that can help her learn from her classmates and how they write complete sentences. I
will also create a memo and stick it on this students desk to remind her of using punctuation
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and capitalization when writing sentences. For focus child 2, I will incorporate writing lessons
that will challenge this student to become more creative in her writing. I will consider creating
writing activities for this student that will require her to write 5-6 sentences about a specific topic.
A challenging lesson like this will give this student the opportunity to implement and utilize her
extensive vocabulary. Another thing I will do for this student to help her work on writing her
letters correctly is to have her write her on first grade paper 4 times a week. I will have her write
spelling words, high frequency words, and her name. Implementing this will help this student to
neaten her work all around and to excel beyond where she currently is academically in both
reading and writing.]
3. Evidence of Vocabulary Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
childrens work samples as evidence. Evidence from the video clips may focus on one or
more children.
a. Explain how children were able to use the key vocabulary1 to support their learning of the
content.
For prompt 3a, refer to the evidence of childrens vocabulary use from ONE,
TWO, OR ALL THREE of the following sources:
1. Video clips from Instruction Task 2 and time-stamp references for evidence of
vocabulary use
2. Additional video file named Vocabulary Use of no more than 5 minutes in
length and cited vocabulary use (this can be footage of one or more children).
See Assessment Task 3 specifications in the Early Childhood Evidence Chart
for acceptable file types. Submit the video clip in Assessment Task 3, Part C.
3. Childrens work samples analyzed in Assessment Task 3 and cited vocabulary
use
[Children were able to use key vocabulary to support their learning of the content in many
different ways throughout my learning segment. The first instance where the students used this
vocabulary was during the first few seconds of my video clip. I started off by saying, we have
been talking about homophones, and a homophone is the students joined me and said a
word that sounds the same but look and mean something different. This was a definition that
we reviewed at the beginning and end of every lesson we completed within my learning. This
allowed the students to make connections that when they see a word, and it sounds like another
word, it does not always have the same meaning. In order to reinforce this definition and full
understand homophones, we discussed and compared a numerous amount of homophones
throughout my learning segment. For example, in my evidence of learning video, the students
learned about the pair of homophones: here/hear. In order to develop an understanding of these
words, the students came up with sentences for their homophone words. For example, at 6:10
one of my students reads her sentences to the group. Her first sentence was: I hear with my
ears. Her second sentence was: I am a walker here at school. This student related both of the
homophones to her own life in order to create a meaningful learning experience. Another
example of how my students used their vocabulary was at 1:07. One student had seen the word
hear and connected it to her senses. My students have learned about the senses previously
1
This vocabulary was identified in Planning Task 1 and refers to developmentally appropriate sounds, words, phrases,
sentences, and paragraphs that children use or create to engage in the learning experience.

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within this school year, which provided my students to make this connection to a previous
learning experience. In both of my students work samples, they needed to include both of the
homophones in their sentences. Both of my focus children used both of their words on their
papers. Focus child 1s sentences are difficult to read, but as she talked to me about it, she
explained herself and used the vocabulary correctly. Focus child 2s sentences were specific
examples as I had mentioned previously. This student was confident on her knowledge on
homophones that she chose to include additional sentences without the teacher telling her to.
Throughout my evidence of learning video, I provide the students with various examples of how
I would incorporate the homophones into my own sentences. I chose to do this in hopes that my
students would be creative and share sentences with the group.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of childrens learning presented in prompts 1bc, describe next
steps for instruction:
For the class/group

For the 2 focus children and other individuals/groups with specific needs
Consider the active and multimodal nature of childrens learning and the variety of
learners in your class/group who may require different strategies/supports (e.g., children
with IEPs or 504 plans, English language learners, children at different points in the
developmental continuum, struggling readers, and/or gifted children needing greater
support or challenge).
[The next steps for instruction for the whole class would be to continue to use collaborative
learning experiences to allow the students to grasp new concepts and to build their vocabulary.
One thing I would like to do during our reading RTI time is to switch of with reading and writing
activities every other day of the week. The writing activities I will implement will relate to different
activities and events going on during the school week. I want to come up with writing activities
that promote collaboration, social skills, and student teacher interactions. One activity that I am
confident my class would excel with is a timed creative writing activity. This would require all of
my students to start off with one piece of writing paper. I would give the students three minutes
to start writing a short story about anything they are interested in. When the timer sounds, I
would have the students pass their papers to their next friend. This activity would go on until
each student received his or her original papers back. When the students receive their papers,
they will read the short story. An activity like this incorporates spelling, writing, grammar,
teamwork, collaboration, and creativity. Choosing to incorporate lessons like this in my
classroom will get my students excited about their learning, as well as working on their writing
skills. My students also have a writing binder in the classroom where they choose to put their
work in if they are proud and excited about it. I would like to give students additional
opportunities to put their writing in their binders. In order to do this, I could start by incorporating
journal entries every afternoon after lunch. These entries would be short, but beneficial to
students language and literacy growth and development. I would also like to incorporate
lessons like pair and shares where students share their writing with a partner. As the students
share, they will give constructive criticism and tips to their partners. An activity like this not only
promotes language and literacy, but it also helps students develop their social emotional skills
by interacting with peers, and giving positive feedback. For focus child 1, I will begin to
incorporate extra writing time where she can work one on one with the teacher. I will find time to
implement this where the student will not miss any of the core curriculum work from math and
reading. I will also closely monitor this student when she completes her reading book pages
every morning. I will do this because the skills introduced in the students reading books consist
of foundational skills that allow students to improve their language and literacy skills, including
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understanding basic sentence structure, interpreting context clues, and improving fluency. For
focus child 2, I will provide additional challenges to this student if she completes her reading
book pages early in the morning. I will incorporate mini lessons that allow the student to
challenge herself whenever she has a spare 5-minute period during any time in the day. I would
like to do short activities with this student on days when we have library. I would like to have this
student write 3-4 sentences on the book that she chooses on library day. An activity like this will
challenge this students comprehension skills, writing skills, and fluency skills. ]
b. Explain how these next steps follow from your analysis of childrens learning. Support
your explanation with principles from research and/or developmental theory.
[I believe that these next steps would improve the childrens learning by continuously connecting
their learning to real life experiences and increase curiosity of the different types of words that
exist in world such as description words, action words, etc. I also think that incorporating
learning experiences where the students can continuously collaborate and work together would
sufficiently benefit their language development skills. These experiences would allow students
to share and compare prior knowledge or new ideas in order to complete new learning
experiences. I would like to continuously use methods that would allow me to incorporate
student led activities in additional areas than just literacy and language. Vygotsky believed that
much of what a child learns comes from the culture around him or her. He believed that
differences exist in what a child can do on his own and what he or she can do with help.
Vygotsky called this difference the zone of proximal development or the zpd. The zone is the
range of potential each child had for learning, with that learning being shaped by the social
environment in which it takes place (Jackmann, 2012, pg. 10-11). This encourages students to
lead their own knowledge and to explore concepts on their own. In this learning segment,
students were able to learn new vocabulary words while additionally learning a new type of
word, such as a homophone. As students developed their knowledge on these words, my
students were capable of making connections to their environment as well as prior language
experiences with a variety of the homophone words.]

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Early Childhood

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Childrens Learning

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

For the class/group

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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