All Tpa Documents

In Order
Assessment Chart
Assessment Commentary
Assessments
Context For Learning
Evaluation Criteria
FC1 Observational Notes
FC1 Worksample
FC2 Observational Notes
FC2 Worksample
Instructional Commentary
Instructional Materials
Lesson Plans
Planning Commentary
ELA Criterion 1: ELA Criterion 2: ELA Criterion 3: Social Studies
Criterion 1:
Students will be Students will be Students will be
able to actively able to add one able to describe Students will be
participate in a detail to their how they have able to create
discussion and timeline and changed over time their timeline in
answer correctly identify and how they will chronological
questions about whether it was a change. order.
their timelines. past or future
event.
FC 1 Student didn’t Student could Student was able

(AJ) want to share provide an to give specific
timeline at first. example of a examples of how
Took much past event and she has changed
prompting to get write it between since she was a
her to share out. her baby picture baby as well as
and current give likely
picture. predictions of how
she will change in
the future.
Examples such as
my hair will be the
same color but it
will be longer. I will
be older so I will be
in second or third
grade and I will
know how to read.
FC 2 Student eagerly Student could Student could

(SM) shared her identify a past recognize how she
timeline and event but wasn’t has changed from
invited able to write it when she was a
questions to be between the baby and provide
asked so she correct two specific examples
could answer pictures. but could not
them. provide likely
predictions of how
she would change
in the future. Gave
examples such as
having purple skin
and still being in
Kindergarten.
DB Student was not Student did not

able to stay on understand the
topic terms past,
present and
future and could
not add a detail
to timeline
KB Student
participated in
conversation but
only stayed on
topic through
explaining first
picture.
KM
EL Student could not

recall whether
the event added
to the timeline
was a past or
future event
KL Student did not
participate in
activity
MB
JJ Student was able

to add TWO
events to timeline
and put them
between the
correct pictures
and describe
them using the
correct terms.
NG
KC Student could not

add detail to
timeline
DL Student did not

participate in
activity
AD
BM Student did not Could not identify

talk about his how he has
timeline even changed over time
when prompted or how he would
with questions change in the
future.
MS Students was able

to provide specific
details about how
she changed from
when she was a
baby to now and
how she would
change from now
to in the future.
EM
SO Student cold
recognize and
provide examples
of how she had
changed from
when she was a
baby but did not
attempt to make
likely predictions of
how she would
change in the
future. When
asked to draw her
future self she
copied the teacher
example
LV
MW Was able to talk Student was not

about timeline able to add detail
for a short to timeline
amount of time.
Could not
answer
questions.
MF
1 Participates in Participates in Does not

one-on-one one-on-one participate in
Students will be discussion the discussion only one-on-one
able to actively whole time and part of the time. discussion.
participate in a answers questions May or may not Doesn’t answer
discussion and that are asked answer any any questions
answer questions about timeline. questions.
about their
timelines.
2 Successfully adds Identifies and adds Cannot correctly a
a detail to timeline a detail to timeline past or future
Students will be and identifies but it is between event. Does not
able to add one whether it is past the wrong two successfully add a
detail to their or future. pictures OR cannot detail to timeline.
timeline and correctly identify
correctly identify whether it is a past
whether it was a or future event.
past or future
event.
3 Can identify how Can identify how Cannot identify

they have changed they have changed how they have
Students will be from when they from when they changed from
able to describe were a baby to were a baby to when they were a
how they have now and can make now but cannot baby to now and
changed over time. likely predictions of make likely cannot make likely
how they will predictions of how predictions of how
change between they will change they will change
now and in the between now and between now and
future. in the future. in the future.
4 All pictures are in Only two pictures Pictures are not in

chronological order are in the correct chronological order
Students will be and show order. and do not show
able to create their progression of age. progression of age.
timeline in
chronological
order.
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
evidence of learning, a student work sample, or feedback as a video or audio clip and you or your focus
students cannot be clearly heard, attach a transcription of the inaudible comments (no more than 2
additional pages) to the end of this file. These pages do not count toward your page total.
1. Analyzing Children’s Learning
a. Identify the specific language and literacy learning objectives for the common assessment
you chose for analysis.
[The language and literacy standard measured during this assessment was to “describe familiar
people, places, things and events, provide additional detail”. During the student’s final
assessment they were to take all the concepts and vocabulary that we had discussed and
practiced, create a timeline and be able to present the timeline in a one-on-one conversation.
Each day of the week, the students were provided with a new task that helped prepare them for
their final assessment. With the introduction of each new lesson as a class, we talked about
how it would help us when we created and share our timelines. The learning objectives for this
assessment were; students will be able to actively participate in a discussion and answer
questions about their timelines, students will be able to add one details to their timeline and
correctly identify whether it is a past event or a future event, students will be able to create and
describe their timeline in chronological order, and students will be able to describe how they
have changed over time. The table below is a detailed rubric of how each student did during this
assessment. ]
b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning for
the common assessment.
[
ELA Criterion 1: ELA ELA Criterion 3: Social Studies
Students will be able to Criterion 2: Students will be able to Criterion 1:
actively participate in a Students will describe how they have Students will
discussion and answer be able to changed over time and be able to
questions about their add one how they will change. create their
timelines. detail to their timeline in
timeline and chronological
correctly order.
identify
whether it
was a past
or future
event.
FC 1 Student didn’t want to Student Student was able to give

(AJ)
share timeline at first. could specific examples of how
Took much prompting provide an she has changed since she
to get her to share out. example of a was a baby as well as give
past event likely predictions of how
and write it she will change in the
between her future. Examples such as
baby picture my hair will be the same
and current color but it will be longer. I
picture. will be older so I will be in
second or third grade and I
will know how to read.
FC 2 Student eagerly shared Student Student could recognize

(SM)
her timeline and invited could identify how she has changed from
questions to be asked a past event when she was a baby and
so she could answer but wasn’t provide specific examples
them. able to write but could not provide likely
it between predictions of how she
the correct would change in the future.
two pictures. Gave examples such as
having purple skin and still
being in Kindergarten.
DB Student was not able to Student did

stay on topic not
understand
the terms
past, present
and future
and could
not add a
detail to
timeline
KB Student participated in
conversation but only
stayed on topic through
explaining first picture.
KM
EL Student
could not
recall
whether the
event added
to the
timeline was
a past or
future event
KL Student did
not participate
in activity
MB
JJ Student was
able to add
TWO events
to timeline
and put them
between the
correct
pictures and
describe
them using
the correct
terms.
NG
KC Student
could not
add detail to
timeline
DL Student did
not participate
in activity
AD
BM Student did not talk Could not identify how he

about his timeline even has changed over time or
when prompted with how he would change in
questions the future.
MS Students was able to

provide specific details
about how she changed
from when she was a baby
to now and how she would
change from now to in the
future.
EM
SO Student cold recognize and

provide examples of how
she had changed from
when she was a baby but
did not attempt to make
likely predictions of how
she would change in the
future. When asked to draw
her future self she copied
the teacher example
LV
MW Was able to talk about Student was

timeline for a short not able to
amount of time. Could add detail to
not answer questions. timeline
MF
Grading Scale
1 Participates in Participates in one-on-one Does not

Students will be one-on-one discussion discussion only part of the participate in
able to actively the whole time and time. May or may not one-on-one
participate in a answers questions that answer any questions. discussion.
discussion and are asked about Doesn’t
answer questions timeline. answer any
about their questions
timelines.
2 Successfully adds a Identifies and adds a detail Cannot

Students will be detail to timeline and to timeline but it is between correctly a
able to add one identifies whether it is the wrong two pictures OR past or future
detail to their past or future. cannot correctly identify event. Does
timeline and whether it is a past or not
correctly identify future event. successfully
whether it was a add a detail to
past or future event. timeline.
3 Can identify how they Can identify how they have Cannot identify
have changed from changed from when they how they have
Students will be when they were a baby were a baby to now but changed from
able to describe to now and can make cannot make likely when they
how they have likely predictions of how predictions of how they will were a baby to
changed over time. they will change change between now and now and
between now and in the in the future. cannot make
future. likely
predictions of
how they will
change
between now
and in the
future.
4 All pictures are in Only two pictures are in the Pictures are
Students will be chronological order and correct order. not in
able to create their show progression of chronological
timeline in age. order and do
chronological order. not show
progression of
age.
]
c. Use the class/group summary you provided in prompt 1b to analyze the patterns of
language and literacy learning for the class/group.
[ As I studied the scores of the final assessment listed above, I noted that while 90% of
the students successfully put their timelines together in chronological order only 35% could use
their knowledge of past, present and future to add details to their timelines, and only 45% could
verbally state how they had changed over time as well as how they would change in the future.
The numbers were not as high as I had expected considering that with prompting and support
from the teacher most students could verbally identify the definitions of past, present or future
and/or provide an example.
While looking for patterns in the students’ presentation skills, only 30% of students met or
exceeded expectation in both criterion one and two and out of that 30%, only 50% could
successfully take the knowledge from criterion two and three and apply it to criteria one and
present and talk about their timelines. Not as many students as I had hoped or expected
successfully talked about their timelines. There was only 45% that met this criterion with no
problem. They spoke about their timeline during all of the allotted time and were able to answer
any questions that their audience members had. There was 40% of students who were
progressing towards meeting expectations of criterion one, meaning that they spoke about their
timeline and answered questions for only part of the allotted time or only spoke about their
timeline and did not answer any questions. ]
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 children’s strengths (what children understand and do well), and areas of learning that
need attention (e.g., common errors, confusions, need for greater challenge).
[ The learning patterns between my two focus children can be viewed in the above
graphic for the summative assessment as well as the other work samples provide. These work
samples include photos of my focus children’s’ final assessments (timelines), video clip of my
focus children presenting their timelines, and audio clip of my focus children participating in the
group discussion. My high focus child (FC1), met or exceeded the 75% of the criteria from the
final assessment. My low focus child (FC2), only met or exceeded the expectations on 50% of
the criteria from the final assessment but was progressing in the other two areas. Both of my
focus children did well adding details to their timelines. I differentiated for my low student by
listening to what she wanted the detail to be and then writing it for her to copy. For my high
student she was able to write most of the words herself with little to no help. One strength that
my low focus child (FC2) demonstrated that my high focus child (FC1) did not was being
comfortable presenting in front of people. It took a lot of prompting and support for FC1 to begin
to share with the third grade buddies. Once she became more comfortable, her presentation
skills became stronger. As for FC2, she was very comfortable sharing from the beginning. She
used the time wisely and answered the questions of her audience.
One area that needs attention for my FC1 is speaking clearly and talking to her peers/audience
members. During the post-presentation conference we discussed when in the classroom, she
can strengthen these skills and some strategies to do so. For FC2, an area that need attention
is expressing her thoughts in detail. When asked questions, she provides an answer, however it
lacks a complete thought. I would like her to be working on answering questions that are posed
to her or the class as a whole and giving more than one word answer. ]
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.
[ I provided a video clip titled Focus Child One and Two Evidence of Learning. We were in
my cooperating teacher’s classroom with our third grade reading buddies, to whom the children
were presenting their timelines. From the position of the camera, I am standing behind the
camera, as not to block my focus children from being viewed on camera. Both of my focus
children are in perfect view. On the left, in the purple headband is FC1, my higher level student.
On the right in the pink is my FC2 who is my lower focus child. ]
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
¡ In audio files
¡ In video clip(s) from Instruction Task 2 (provide a time-stamp reference) or in separate video
clips
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.
[ In each of my audio/video files, I am conferencing with each of my focus children
separately. In the first clip I am providing feedback to my first focus child while listening to her
tell me how she thought she did on her presentation and adding details to her timeline. My first
focus child has not been identified as gifted but she is definitely one of the highest students in
the class. In my second clip, I am providing feedback to my second focus child and giving her
the opportunity to tell me how she thinks she did with her presentation. My second focus child is
on a reading improvement plan. While she is not the lowest student in the class, during
instruction she needs one-on-one time to explain in a different way; whether it be a more in
depth instruction or going about the explanation using a different method. ]
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.
[ In each of the clips of myself with one of the two focus children, I structure giving each
student feedback in the same way. I bring them to a quiet place away from external noise so
that we could have a conversation one-on-one. During each conference i brought each focus
child’s timeline so that we could talk about not only their presentation but how they thought they
did with their timeline overall. Before I provided feedback from a teacher’s perspective, I wanted
to give each of my focus children the opportunity to tell me how they thought they did. Each
conference was a combination of self-critique and comments from myself as the teacher. For my
high focus child (FC1) I asked how she thought she did on her presentation and what some of
the things she talked about were. I asked her if she was nervous talking to the third graders
because as it was shown in my evidence of learning video, at the beginning she did not want to
share but as she got more comfortable she was talking more and sharing about the pictures on
her timeline. I praised her for doing a nice job once she felt comfortable. I told her that I like how
she asks and answers questions and she does a good job during other learning times not just
during this presentation.
For my low focus child (FC2) I asked her the same questions as FC1. I wanted to know how she
thought she did on her presentation before providing any feedback. I asked her what sort of
things she talked about with her third grade buddies. While my FC1 talked about specifics
things, she told her third grade buddies about her pictures, FC2 only stated that she told them
about her baby picture, and the other two pictures. She did not provide any specific details until
prompted by my questions. My FC2 did not have any problem talking to the third graders;
therefore, I did not need to ask her why she thought she did not want to talk at first. She even
stated that she likes to talk to people and I commented to her that when I was watching her, I
thought she did an excellent job keeping the attention of the third grader that she was talking to
at the time. ]
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.
[ In the classroom, we do a lot of speaking and listening in similar settings as various parts
of my learning experiences. During these times of the day I challenge my focus children (as well
as the other students in the class) to think about the experience they had when presenting to
their third grade friends, and even when they present in from of just our class. I ask questions
based on how can we do better when presenting? What are some of the things that we can
work on? For my FC1 I challenge her to take the feedback I provided her with and not only keep
up the good work, but work towards being an even stronger presenter. Working on becoming a
stronger presenter to her Kindergarten friends will help her become a better presenter overall
and next time when we present in front of third graders she may not be as nervous. For my FC2,
I challenge her to keep asking and answering questions at the capacity she already is. When
she answers questions, be specific with the answer you give. Do not just give a one-word
answer, use details to explain your thought. Working on this skill will make her a stronger
presenter, audience member and student.
By providing both of them with this support, I am encouraging them to become better speakers
and audience members. They can continue to use these strategies as they get older and build
upon them in different ways. Not only will they change over time, which was the central focus of
the lessons, but so will their skill set as presenters and audience members. ]
3. Evidence of Vocabulary Understanding and Use

When responding to the prompt below, use concrete examples from the video clips and/or
children’s 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 vocabulary[1] to support their learning of the
content.
For prompt 3a, refer to the evidence of children’s 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. Children’s work samples analyzed in Assessment Task 3 and cited vocabulary use
[ In my whole group video from 0:01 - 3:29 we start a discussion about the terms past,
present and future. As we go over each word, I have the students first provide me with their
predictions of what the word means before I give it to them. This in itself helps promote the
children’s learning of the content because they can make connections about what their
understanding was versus what someone else’s understanding about the word is. Allowing
children to make predictions also sets the conversation up for discussing any common
misunderstandings that may occur. When the teacher just gives the answer, the
misunderstandings may not be brought to light and do not have the opportunity to be talked
about. Another reason allowing children to make predictions supports their learning is because
children learn better when a peer explains it or attempts to explain the concept. If I were just
lecturing about the definitions and the differences between the three words, I would most likely
lose the interest of a majority of students. However, by opening up the conversation to the
students, they are likely to stay engaged.
At 2:30 - 2:52, even though we just went over the words a couple minutes prior, I ask the
students again what the word for something that has already happened. As shown by the video,
one little girl is able to recall the word past right away. At 2:53 - 3:23, I ask the students again
what is the word for when something is happening right now. One little boy give the wrong word
for but the second student I call on is able to provide the correct term right away. Going over
these terms again and having the students recall what the words are from me providing the
definitions, helps not only them learn but their peers as well. As shown in the video, at 3:31,
some students are returning from being out of the room working on their reading. After they
share their photos, future and we go over all of the terms, past, present one more time.
However, I now have a group of students who went over the terms with me the first time who
can help the students who returned, and are only hearing the words for the first time, to
understand their meanings. ]
4. Using Assessment to Inform Instruction

a. Based on your analysis of children’s learning presented in prompts 1b–c, describe next
steps for instruction to impact children’s learning:
¡ For the class/group
¡ For the 2 focus children and other individuals/groups with specific needs
Consider the active and multimodal nature of children’s 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).
[ As I view the results of my learning experience with my class, I am able to determine the
next steps for learning in my classroom as well my two focus children. First, I connected the
lesson to each individual student. By having the students bring in pictures of themselves and
discussing how they have changed over time rather than it be about some random person the
content of the lesson was more meaningful to them. I felt as though it was easier for them to
learn as well, seeing these changes happening to them and being able to think about what
changes are to come. I think the next step in instruction would be to pose the question what are
some other things that change over time. Have the students, as a class think of something,
write/explain, and draw how it changes over time. For example, if the class chooses a
telephone. We would do research about how telephones have changed. What were they like in
the past? What are they like now? What do we think they will be like in the future? The student’s
final assessment would then be a kind of presentation similar to the one from my learning
experience.
For my focus children, the next step is to take the feedback that I provided them with based on
their presentations and put that feedback into action in multiple scenarios in the classroom. For
my FC1, working on presenting. During show and tell, make sure she is talking to her
classmates. For my FC2, during story time or anytime when there are questions asked, is she
continuing to ask questions that are thought provoking, when she answers question is she
listening and providing details within her answer that help explain her thoughts? ]
b. Explain how these next steps follow from your analysis of children’s learning. Support your
explanation with principles from research and/or developmental theory.
[According to John Dewey’s educational theory, students learn by doing. This theory was
already demonstrated by my learning experience, however the next step instruction for the
classroom would be engaging in Dewey’s educational theory as well. The students doing
hands-on research, creating timelines and having open discussions about changes over time is
more beneficial to the student’s overall understanding than reading to them about how people,
places and things change over time and then having them memorize details for an assessment
later.
According to Jerome Bruner’s educational theory, the intelligent mind creates from experience.
This means that students can compare new ideas and concepts to their previous knowledge. In
my learning experience, we explored the idea of how we as people have changed over time and
they can now take that knowledge and apply it to the next part of instruction. Are we the only
things change as time passes? How have other things changed over time? What was it like in
the past? What is it like now in the present? In addition, what will it be like in the future?
This theory can also be applied to the next step in instruction for my focus children. They have
the feedback that I gave them and they were able to critique themselves. They can take this
feedback and their previous experiences as presenters and apply it to new situations. ]
his vocabulary was identified in Planning Task 1 and refers to developmentally appropriate sounds, words, phrases, sentences,
[1] T
and paragraphs that children use or create to engage in the learning experience.
Assessments
No physical assessments were given on days one through three. Each day I did informal quick
checks on the students to see how they were progressing and what level of understanding they
were at.
Day 4: Formal Assessment
A blank timeline was given for the students to paste all three of their pictures on. Once they
added their pictures, we added details and then presented them to our third grade reading
buddies.
TASK 1: CONTEXT FOR LEARNING
INFORMATION
your responses within the brackets following each prompt. Do not delete or alter the prompts. Pages
exceeding the maximum will not be scored.
About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate description; if
“other” applies, provide a brief description.)
Preschool: _____
Elementary school: __X___
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)[1]
City: _____
Suburb: _____
Town: __X__
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher) that
will affect your teaching in this learning segment.
[In my classroom, a classroom aide goes between my classroom and another classroom. She
has a schedule for when she should be in each classroom but usually goes back and forth
between the two regularly. She does her best to stay in the background and not to disturb
classroom learning but the students do sometimes get distracted when she’s moving around the
classroom doing various tasks. Something else about my school is that there is not a lot of time
devoted to small group instruction. My teacher does one-on-one learning with the students
when the class is engaged in an independent learning activity, but for the most part the entire
day is whole group instruction. Title 1 teachers and reading tutors will pull some students out of
the classroom during Response to Intervention (RTI) time. Those students are exposed to small
group instruction time but the students who remain in the classroom are rarely exposed to
working with the teacher in a small group. ]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[The required curricula currently is Fundations and Treasures, along with the State
Requirements. The school as well as the teachers follow a pacing guide for Math, Reading and
Writing and the time throughout the day is very structured and tailored to fit all of the above into
the day. ]
About the Class Featured in this Learning Segment

1. How much time is devoted each day to language and literacy instruction in your classroom?
[We have about two hours per day that is devoted to language and literacy
instruction/development in the classroom. We also do our best to incorporate this into other
lessons and subjects throughout the day. ]
2. Is there any ability grouping or tracking in language and literacy? If so, please describe how
it affects your class.
[We give Kindergarten assessments, common assessments and the MAP test to determine how
the students need to be grouped. We don’t do a lot of small group instruction in the classroom
but when the data is assessed and we determine what areas students need assistance with
they are pulled out of the classroom during RTI time by Title 1 teachers and reading tutors
which is when a portion of language and literacy instruction is being done. ]
3. Identify any textbook or instructional program you primarily use for language and literacy
instruction. If a textbook, please provide the title, publisher, and date of publication.
[For language and literacy in the classroom, we use the Fundations and Treasures programs.
Fundations, Wilson Language Training Cooperation 2012 and Treasures,
Macmillan/McGraw-Hill 2016.]
4. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you
use for language and literacy instruction in this class.
[We will sometimes use the SMARTboard to go along with our Fundations lesson. We also use
individual white boards, the Fundations magnet boards, as well as the Fundations journals and
notebooks. Other resources we use for language and literacy are paper and pencil centers
where the students have to complete a writing paper and a cut and glue paper that helps them
practice not only their writing but also gives them a chance to practice various language skills
such as letters, letter sounds, word recognitions, rhyming, etc. ]
About the Children in the Class Featured in this Learning

Segment
1. Grade level(s):
[ Kindergarten ]
2. Age range: __5-6__
3. Number of
¡ c hildren in the class: __20__
¡ males: ___8___ females: __12__
4. Complete the 3 charts below to summarize required or needed supports, accommodations,
or modifications for your children that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the charts. Some rows have been
completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., children with Individualized
Education Programs [IEPs] or 504 plans, children with specific language needs, children
needing greater challenge or support, children who struggle with reading, children who are
underperforming or those with gaps in academic knowledge, children who are at different points
along the developmental continuum).
NOTE: In Assessment Task 3, you will need to submit work samples and video evidence from
2 children—these will be your focus children. At least one child must have specific learning
needs, for example, a child with an IEP (Individualized Education Program) or 504 plan, an
English language learner, a struggling reader, or a child at a different point in the developmental
continuum in relation to the other children in the class. If possible, identify the 2 focus children
before completing Planning Task 1.
Children with IEPs/504 Plans
IEPs/504 Plans: Number of Supports, Accommodations,

Classifications/Needs Children Modifications, Pertinent IEP Goals
Example: Visual 2 Close monitoring, large print text,

processing window card to isolate text
Students with an IEP or 0

a 504 plan in place
Children with Specific Language Needs
Language Needs Number of Supports, Accommodations,

Children Modifications
Example: English 2 Pre-teach key words and phrases

language learners with through examples and graphic
only a few words of organizers (e.g., word cluster,
English manipulatives, visuals)
Have children use pre-taught key

words and graphic organizers to
complete sentence starters
Example: Children who 5 Make connections between the
speak a variety of language children bring and the
English other than that language used in the textbook
used in textbooks
Children who are English 0

Language Learners who
know little to no English
Children with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,

Children Modifications
Example: Struggling 5 Provide oral explanations for

readers directions
Student identified with 2 Allow extra time for answering

speech delays questions and speaking in front of
teachers and peers.
Students with a Reading 13 Title 1 teachers and/or reading

Improvement Plan tutors pull students during
(RIMP) Response to Intervention (RTI)
time – classroom teacher allows
additional time for students to
complete any work they missed
when they were out of the
classroom.
[1] I f you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.
Evaluation Criteria
Day 1
Can students verbally identify an event that happened in the story?
Can students state whether or not that event happened in the beginning, middle or end of
the story?
Can students draw an event from the story?
Can students write or state whether their drawing happened at the beginning, middle or
end of the story?
Day 2
Did students talk about both of the pictures that they brought in?
Did students provide details about what was going on in their pictures and/or the events
surrounding their picture?
Did students listen to their classmates and participate in an a discussion after everyone
shared their photos.
Day 3
Can students recall what was talked about on previous days of the learning experience?
Can students accurately draw themselves using details such as correct eye color, correct
skin tone, etc.
Day 4
Did students put their pictures in chronological order? From youngest to oldest?
Were students able to add a detail in between past and present photo or between present
and future photo?
Did students participate in discussions with classmates and other students while
showcasing their timelines?
Observational Notes: Focus Child 1 – AJ
Whole Group
· Student watching and listening as students are presenting their pictures
· When teacher asks question she is quick to raise her hand to answer question
· Provides probable predictions when asked the definition of our vocabulary terms.
· Helps students answer questions when they get stuck
· Listens and follows directions even when there are outside distractions
· Uses vocabulary terms in whole group setting
Presentation
· Very shy at beginning of presentation
· Requires prompting from teachers and third graders to begin sharing
· Talks about her pictures but ends the conversation there

· Doesn’t receive any questions from third grader
· Doesn’t offer any more information about the project we’ve worked on
Focus Child 1 Work Sample
Focus Child Two Observational Notes – SM
Whole Group
· Fidgets on the carpet at beginning of whole group instruction
· Listens while other students are sharing their videos
· Only needs to be redirected once
· Attempts to answer questions asked by teacher but starts to get off topic
· When the whole group is expected to answer she eagerly participates
Presentation
· Speaks the whole time to her third grade friend
· T alks about her pictures but starts to get off topic and talk about animals
· Engages with the group next to her and starts a group conversation
Focus Child 2 Work Sample

TASK 2: INSTRUCTION COMMENTARY
your responses within the brackets following each prompt. Do not delete or alter the prompts.
Commentary pages exceeding the maximum will not be scored. You may insert no more than 2
additional pages of supporting documentation at the end of this file. These pages may include
graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible
portions. These pages do not count toward your page total.
1. List the learning experience(s) you have selected for

the 2 video clips you are submitting. Identify the learning
experience(s) by plan day/number.
[ The first video clip that I selected is from learning experience two. In this clip all the
students as well as myself are sitting in a circle and incorporating the discussion about changes
over time through speaking and listening. One student is sharing her baby picture and her
recent picture while the other students are listening to her and being good audience members.
Along with the students being good audience members and presenters, we discuss three of our
vocabulary words that tie in our social studies content. We first say the words and then the
students make predictions about what they think the words mean. After allowing multiple
students time to answer, I give them the definition and provide examples.
The second video clip that I selected was from learning experience four. In this clip, I am
working with a small group of three students and we are working on adding to the timelines that
they created. Using the pictures that the students brought in and the one that the created, they
created a timeline of their lives. In small groups, I worked with students on adding more to their
timelines to deepen their understanding of changes happening over time. ]
2. Promoting a Positive Learning Environment

Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to children
with varied needs and backgrounds, and challenge children to engage in learning?
[ In order to demonstrate mutual respect and rapport the students, as can be seen
throughout the whole video, I sat on the carpet with all the students instead of in chair. I also
brought in my own pictures to share, sat, and listened to each student talk about the pictures
that they brought in. I was just as much an audience member as the rest of the students. I also
created my own timeline along with them as well as participated in each step of the lesson with
them. At 3:37 - 3:50 when students return from being out of the classroom, rather than
continuing with the conversation, I stop and explain what we were doing to the students who
joined the circle. I then put the conversation on pause so that the students who rejoined the
group have the opportunity to share their pictures with their peers.
In order to provide responsiveness to children with varied needs, I made sure to reinforce
previously learned behaviors for each activity. As stated previously, I participated in each
activity with the students and modeled the correct behaviors that can be seen in my small group
video at 3:59 - 4:15. As part of making their timelines, in small groups we worked on adding
details in between their pictures. It was easier for the students to think of something that had
already happened, therefore I had them think about something that had already happened and
write it between their baby picture and their and their recent picture. For higher level students I
had them think of two events in their lives. One that already happened to them and one that
would happen to them in the future. The event that already happened went between their baby
picture and their recent picture. The event that would happen in the future went between their
recent picture and the picture they drew of themselves in the future. I still challenged lower level
students to think about something that already happened to them that they could add to their
timeline. However, it took more prompting and support for some students than it did for others.
In my small group video I asked the students questions and allowed them to give me answers
and examples rather than me just talking to them and telling them what to write. In the end,
each student wrote the same thing on his or her paper but it was a group effort. As well as
having a conversation with the students in my small group video, I provided them with the
necessary resources needed in order to complete this part of the lesson, such as writing the
words they wanted to write so they could copy onto their own paper. ]
3. Engaging Children in Learning

Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged children in
¡ language and literacy development, AND
¡ active, multimodal learning
[ By having the students sit on the carpet, in a circle, they were actively engaged listening
to each student share their photos as well as engaged in speaking to their classmates about
their pictures. As seen in 4:00 - 6:44 the students were able to speak to as well as hear all
students sharing, whereas if the students had to get up in front of the class one-by-one they
might not have been able to speak clearly for all students to hear and the audience members
might have gotten easily distracted and stopped listening. This instruction promoted multimodal
learning because the students were able to begin thinking creatively when it came time to create
their own works. At 6:02 - 6:08 you can hear a little girl recognizing that when you age or when
you change, you will not have the same clothes, or the same house or the same features as you
did when you were younger. The summative assessment was a student created piece that
linked what the students had learned to something that was important to them. There was not a
formal test that required students to remember what they learned; instead, they participated in a
project that allowed them to demonstrate what they had learned. ]
b. Describe how your instruction linked children’s development, prior learning, and personal,
cultural, and community assets with new learning.
[ The overall objective of the lesson was for students to use everything that they had
learned to create a timeline. Each student brought in pictures of themselves as a baby and a
recent picture of themselves. I sent home a letter to the parents asking them to send in the
pictures but I also asked them to try to include their child in choosing the photo. I wanted the
parents and students to have a discussion about the where the pictures were taken, why they
were taken, when they were taken, etc… I wanted the students to know these details so that
when they shared with the class they could answer these questions whether they were from
other students or myself. While presenting their pictures the students had to answer questions
relating to their pictures and talk about their lives revolving around the picture; finally as the
summative assessment the students created a timeline all about their own lives. They started
with their baby pictures, then their recent pictures and then put the pictures that they drew of
themselves in the future at the end. When introducing a new part of the lesson and/or new
vocabulary I made sure to relate it to their lives. An example of this can be seen at 0:46 - 0:48 in
the video with whole group instruction. In the first forty-five seconds of my small group
instruction video it can be seen that we are linking what they have learned from the lesson to
what they already know about time. ]
4. Deepening Children’s Learning during Instruction

Refer to examples from the video clips in your explanations.
a. Explain how you elicited and built on children’s responses to promote children’s
language and literacy development through active learning.
[ When introducing new vocabulary I allowed time for the children to think about and share
out what they thought the word meant. By listening to the children’s responses, I was able to
assess what the children’s prior knowledge was and how much support they would need. In my
whole group video at 1:41 - 2:24, we are discussing the word present in terms of time. However,
as I had predicted the students had a misconception and defined the word present in terms of
gift. Instead of brushing off this misconception and telling them that that was not right, I took it
as an opportunity to talk to them about words having two different meanings. I explained that the
student who used the word gift was correct but there was also another meaning and that is how
is introduced the definition of present, in terms of time, to them. I used the same type of
instruction while working in small groups. I posed the questions to them and let them provide
answers and predictions that were their own before I provided an example of what I was looking
for. In addition, because their final assessment was a timeline about themselves I did not want
to just give them events to put on it. I wanted them to think about their lives and try to come up
with their own ideas. ]
b. Explain how you made interdisciplinary connections in ways that deepen children’s
development of language and literacy.
[ While each child was sharing their photos, based on the explanations that they gave I
asked them questions such as ‘Do you look the same as you did when you were a baby? What
is the same? What is different? Do you think you will still look that way when you get older? Just
like at 5:02 - 5:21, I asked the students questions that when they answered they realized that as
time goes by things change. In this case, they were thinking about how they change and how
their surroundings change. Each student was able to answer the questions and recognize that
not only were they changing over time but so were their surroundings. They were able to
describe how they changed from a baby to now and how they would change from now to five
years from now. The students were then able to take these descriptions and turn them into
drawings of their future selves for the timelines.
At 0:27 - 0:37 in my small group video I pose the question “Did we go right from being a baby to
being five years old and one little girl answers and states that we had a birthday. I then take this
opportunity to explain that things happened in between when we were a baby and when we
were five years and I provide them with more time to come up with examples of events in their
own lives. ]
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instruction to better support children’s learning
related to the central focus? Be sure to address the needs of all children, including those who
need greater support or challenge.
Consider the variety of learners in your class/group who may require different
strategies/supports (such as children with IEPs or 504 plans, English language learners,
children at different points in the developmental continuum, and/or gifted children).
[ When going back and watching my learning experiences I realized that there were
opportunities that I missed to help keep the each student engaged with the central focus. First,
in my whole group video at 0:17, I asked the students what they think the word past means and
then give some students the opportunity to make a guess. When going back and watching this
part of the video it was apparent that many students appeared bored and disengaged. Instead
of having only a few students answer, I could have the children partner share that way they
would have all been engaged and got the opportunity to talk. I then could have had each partner
group share what they think the word past means. I did this again at 1:04 with the word present.
While one student was talking, others seemed disengaged. I could have used the same
pair-share strategy with both words to avoid any students being disengaged when their peers
were talking. Although I was trying to use the strategy that the students are most comfortable
with I didn’t think about what would be most beneficial to the students or take into account how
sharing in front of the whole group might make some students feel.
In my small group video at 0:18 I started right away with questions about what I wanted the
students to be thinking about without setting up the expectations of our time in a small group. I
wanted to make sure that there was enough time for the students to write and/or copy if needed.
I assumed that by starting out asking questions and modeling they would understand what they
were supposed to do.
At 3:12 in my small group video I made the mistake of excusing myself from the group to go and
retrieve my timeline example rather than having it ready to go, to continue using as the
example. If I had to leave the children alone even for a minute, I should have given them a task
that they could be working on while I walked away for that moment.
In my whole group video, after going back and watching it I realize that I could have done more
to keep ALL of the students engaged. While one student was sharing, it appeared that the
students who were audience members were not paying attention to their peers. I wanted every
student to have the opportunity to listen to everyone’s presentation of their pictures, however if I
wanted to keep students engaged I could have made this a partner activity. The student pairs
could have presented their pictures together and would essentially present the other student’s’
pictures. This way all students were engaged in a conversation with another person and would
need to pay attention for their presentation. This would also encourage the audience members
to pay attention so they know what to expect when it is their turn to present.
During my small groups, I wanted each student to think of their own event that happened to
them between when they were a baby and right now. However, it turned into them brainstorming
ideas together which I think worked out better in the end. This can be seen between 2:13 and
4:41 However, I missed an opportunity during this time to talk about how even though everyone
is different the changes that we go through over time are similar. ]
b. Explain why you think these changes would improve children’s learning. Support your
explanation with evidence of children’s learning AND principles from developmental theory
and/or research.
[According to Vygotsky, cognitive development from social interactions from guided learning
within the zone of proximal development as children and their partners co-construct knowledge.
By allowing the students to interact more with their peers, collaboratively think, and learn their
understanding of the content would have been more finite and meaningful than listening to their
teacher go over words they have never learned before. As a teacher, my job is to observe,
reflect and implement strategies that are the most beneficial to my students. By not recognizing
that this strategy could have been used, even half way through the lesson, I was not allowing
my students to get everything that they could out of the learning experience.
This can also be tied to Bloom’s Taxonomy. Because I missed the opportunity for the students
to collaborate, I missed the opportunity to ask higher level thinking questions. Students are used
to presenting about themselves. However, if they had to present about someone else it would
encourage them to pay closer attention when their partner is talking because they would have to
know what they were going to talk about. This would also open them up to a different array of
higher level thinking questions that they may not be exposed to otherwise.
Another theory by Vygotsky is the Zone of Proximal Development or the difference between
what a learner can do without help and what a learner can do with help. This theory also clearly
states that teachers need to challenge their students appropriately. By allowing students to
collaborate on their presentations, their actions would be scaffolding what they already know
how to do; presenting about themselves or something that they know. Challenging students to
answer questions about someone else would strengthen students Zone of Proximal
Development as well as their cognitive and social development.
Finally, in my small group video I was shown asking the students’ questions right away without
explaining what I wanted them to being doing and what the result was going to be. By not
providing students with the big picture, they were not working towards a common goal. Had I
presented the students with everything I wanted them to do as well as what they were supposed
to be working towards as a small group we could have worked together better to achieve the
goal rather than me having to provide examples and essentially do the end result for them. ]
Day 1
Fundations, Wilson Language Training Cooperation 2012 and Treasures,
Macmillan/McGraw-Hill 2016] (Fundations Writing Paper)
Jacob’s Tree [Keller, H. (1999). Jacob's tree. New York: Greenwillow Books
Day 2
Baby Picture from Student
Recent Picture from Student
Day 3
[Blank Face Template]. (2016). Retrieved September, 2016, from
http://cliparts.co/clipart/2765909
Day 4
Blank Timeline Sheets
Your name Autumn Wentzel

Grade Level Kindergarten
Date of 10/3/16
lesson Learning Experience #1
Central Focus Students will explore the concept of change over time as they describe
familiar people, places, things and events within their own lives.
Lesson The purpose of this lesson is to introduce the students to the concept of
Overview changes/changing over time. Students will be introduced to the learning
experience by making connections to their own life experiences through
a story.
Standards K.SL.4 - describe familiar people, places, things and events and, with
prompting and support, provide additional detail
Social Studies
Theme: A Child’s Place in Time and Space
Strand: History
Topic: Historical Thinking and Skills
Content Statement: Time Can Be Measured
Content Elaborations: 1) Children use chronological vocabulary to
distinguish broad categories of time such as long ago, yesterday, today,
and tomorrow; 2) These early skills are foundational to an understanding
of chronological order and timelines
K.RL.1 - with prompting and support, ask and answer questions about
key details in a text
Objectives ● Students will be able to describe key details within a story

● Students will be able to recall whether key details happened at
the beginning, middle or end of the story
● Students will be able to draw and label a detail from the story as
happening in the beginning, middle, or end (writing letters B,M or
E will also be accepted)
Classroom The room will be set up in our standard arrangement. There are four
Environment tables in the main area of the room where the students sit and there are
two carpeted areas. One is behind the students’ table seats and the
other is at the front of the room below our SMARTboard. The students
will be seated at the back carpeted area while the story is being read
and we are engaging in the class discussion. The students will stay
seated on the carpet while the directions for transitions and the next
activity are being explained. They will then be dismissed back to their
seats, and to gather their materials for the second part of the day’s
learning experience.
Materials ● Fundations writing paper 20) [Fundations, Wilson Language

Training Cooperation 2012 and Treasures,
Macmillan/McGraw-Hill 2016]
● Jacob’s Tree [Keller, H. (1999). Jacob's tree. New York:
Greenwillow Books.]
● Pencils (20)
● Crayons (students will use their own crayons)
Academic ● Event - something that happened, is happening or is going to

Language happen
● Beginning - the start of a story. We are introduced to characters
and we start to learn what the book is going to be about
● Middle - the meat of the story. The events that are happening
during the story
● End - the story is coming to a stop. What the characters are
telling us to finish their story.
In order to help the students understand and use the new vocabulary in
their own conversations, I will model this vocabulary being used in
multiple settings, not just the learning experience. I will also encourage
the students to use this language during oral language exercises that
are already part of the daily routine.
Assessment ● Can students verbally identify an event that happened in the

story?
● Can students state whether or not that event happened in the
beginning, middle or end of the story?
● Can students draw an event from the story?
● Can students write or state whether their drawing happened at
the beginning, middle or end of the story?
Procedure 1. Students will get called over to the carpet by table color. Remind
students what the expectations are when they are on the carpet
and create a happy and sad list to help keep track of student
behaviors and participation.
2. When students are all sitting on the carpet, the discussion will
start by introducing the book we are going to read that day.
1. Before beginning the story we will talk about parts of the
book (e.g. front/back cover, and cover page),
2. From hearing the name or the title of the book, what do
you think is going to happen in our story? (allow time for
four to five students to answer)
3. Explain to the students the concept of changing over time
that we will be talking about all week. Talk about how we
will be doing different activities this week to help further
the discussion and this book is going to help get us
started.
2. Begin reading story pausing to ask questions throughout the
book?
. What did we just read that happened?
a. Has something like this ever happened to you? What was the
same? Different?
b. What is something that happened at the beginning of the book? In
the middle? At the end?

1. After the story, have students recall something that happened in
the story. Prompt students with the questions below and have the
talk with a friend
. What do you remember?
a. What was a part that you liked OR was a part that you DIDN’T
like? Why? Did i happen at the beginning, middle or end?

1. Count down from five to regain students’ attention and allow time
for three or four students to share out what they talked about with
their friend.
2. When finished ask students how they felt about the book.
. Thumbs up, thumbs to the side, or thumbs down (it’s okay if you
put your thumbs down)

1. Explain what they will be doing at their table seats by
themselves.
2. They will need to gather their materials before returning to their
table seats.
3. The students will draw one detail that they remember from the
book. They will then need to write on their lines below beginning,
middle, or end. (B,M, or E are also acceptable).
4. When the students are done with their paper they need to place it
in the white basket and they can find something to play with until
it is time to transition into the next activity.
For differentiation, please fill out the chart with the specific supports, etc. you will use in THIS
particular lesson plan. You may also want to add a short paragraph at the end explaining how
you are differentiating for multiple intelligences, interests, etc.
Children with Specific Learning Needs
IEP/504 Plans: Number Supports, Accommodations,

Classifications/Needs of Modifications, Pertinent IEP Goals
Children
Other Learning Needs Number Supports, Accommodations,

of Modifications
Children
Low vocabulary, no letter sense, no 3 ● Allow students extra time
letter to sound correspondence, completing work
cannot correctly write any letters ● Teacher will need to write
names and word/letter in a
yellow marker and allow
student to trace the letters.
● Provide additional assistance
as needed.
Reading Improvement Plan (RIMP) 13 ● Allow students extra time to

complete their work
● Provide extra assistance to
students during writing
portions of learning experience
● Provide more examples as
needed, go over directions
one-on-one
Your name, Autumn Wentzel

Grade Level, Kindergarten
Date of 10/4/16
Lesson The purpose of this lesson is to allow students to been making

Overview connections in their own lives and think about the changes that have
happened to them from when they were a baby to where they are right
now.
Social Studies
Strand: History
Objectives ● Students will talk about events from their own lives using their
pictures as a guide.
● Students will be able to identify and properly use the correct form
of the tenses past, present and future.
● Students will listen to other students share their experiences and
recall what is the same and different about their experiences
versus someone else’s
will be seated at the back carpeted for the duration of this part of the
learning experience. When we have concluded sharing about our
pictures, the students will stay seated on the carpet while the directions
for transitions are being explained.
Materials 1. Students’ pictures

a. Baby picture
b. Recent picture
Academic 1. Past - where events have already happened (first day of

Language Kindergarten, student’s first birthday)
2. Present - where events are happening right now (sitting on the
carpet, listening to your teacher)
3. Future - where events are going to happen (first day of first
grade)
Assessment ● Did students talk about both of the pictures that they brought in?
● Did students provide details about what was going on in their
pictures and/or the events surrounding their picture?
● Did students listen to their classmates and participate in an a
discussion after everyone shared their photos.
Procedure 1. Have students come to the carpeted area and sit in a circle.
2. Talk about how we are going to share our pictures with the class,
just like we would do during show and tell
3. Go over show and tell rules
a. Items need to stay behind your back when it is not your turn
b. It’s their job to listen to each other and not talk when someone
else is talking
c. What will happen if you are playing with your pictures while it is not
your turn? What will happen if you are talking when someone else is
talking?
1. Ask for a volunteer who wants to start. Go around the circle until
each student has had the opportunity to share
. How old are you/ do you think you are in this picture?
a. Do you remember what was going on in this picture?
b. Who is with you in the picture?
1. Once each child has had the chance to share about both of their
pictures, allow time for them to talk independently with each
other.
. Maybe you had a question about someone’s picture?
a. Did you see something in someone else’s picture that was the
same as your picture? Different?

b. Talk with each other for a couple of minutes.
1. Count down from five to regain students attention and give them
directions for putting their pictures away and transitioning into the
next activity

Children

of Modifications
Children
Low vocabulary, no letter sense, no 3 Allow students extra time completing

letter to sound correspondence, work
cannot correctly write any letters
Teacher will need to write name and
word/letter in a yellow marker and
allow students to trace the letters.
Provide additional assistance as

needed.
Reading Improvement Plan (RIMP) 13 Allow students extra time to complete

their work
Provide extra assistance to students

during writing portions of learning
experience
Provide more examples as needed,

go over directions one-on-one
Your name Autumn Wentzel
Grade Level Kindergarten
Date of 10/5/16
Lesson The purpose of this lesson is to get children thinking about what
Overview changes over time. The students will be able to connect what we have
talked about so far in the past and the present, to the future. Students
will begin to make predictions on how they will change over a time
period of five years.
Social Studies
Strand: History
Objectives ● Students will be able to draw a picture of themselves predicting

what they will look like five years from now.
● Students will be add details to their drawings that reflect their
appearances now.
will be seated at the back carpeted area while we are engaging in the
class discussion and they will stay on the carpet while the directions for
transitions and the next activity are being explained. They will then be
dismissed back to their seats, and to gather their materials for the
second part of the day’s learning experience.
Materials 1. Pencils (20)

2. Crayons (students will use their own crayons)
3. Blank body coloring page
http://printables.atozteacherstuff.com/download/all-about-me/bod
y_template.pdf
4. Mirrors (2 per table group)
Academic ● Past - where events have already happened (first day of

Language Kindergarten, first birthday)
● Present - where events are happening right now (sitting on the
carpet, listening to your teacher)
● Future - where events are going to happen (first day of first
grade)
Assessment ● Can students recall what was talked about on previous days of
the learning experience?
● Can students accurately draw themselves using details such as
correct eye color, correct skin tone, etc...
Procedure 1. Have students come sit on the carpet area. Remind students
what the expectations are when we are on the carpet and create
a happy and sad list to help keep track of student behaviors and
participation.
2. Recall what we had talked about previously with our baby
pictures and our recent pictures.
a. What were some of the things we had to talk about?
b. What were some of the questions that you were asked?
1. Explain to students what the next step is. Remind them that we
have talked about the past (baby picture), the present (recent
picture) so now we have to talk about the future.
. What are you going to look like in another five years? Think about
when you are in fifth grade.

a. What do you think you are going to look like? How do you think
you will change? How do you think you will stay the same? (allow time
for 3-4 students to answer)
b. Provide an example of what the students will be drawing. What will
I look like in five years? What will stay the same? What will be different?
c. Teacher will model what the students will be expected to do during
the lesson. Remind students that they’re drawing needs to be realistic

and has to look like them.
i. Show them that my skin color isn’t a crazy color, I tried used a
color that is similar to my skin color. My eyes are still the same color.
d. I imagine students may get confused when they are told their
drawings need to look like them but they are supposed to be drawing
what they look like in a couple years. In order to help them better
understand, remind them that even though they will be older they will still
look similar to what they do now. Show teacher example again and state
that even though I am older in my drawing of me in the future, I look still
look similar and only a few things are different.
1. State that mirrors will be at each table so that students can look
at themselves briefly. There won’t be enough for each student to
have their own mirror so they will have to share with their table
friends.
2. Remind students not to rely on the mirrors because while some
of the details might be the same in five years you won’t look
exactly the same. So try to only use the mirrors for details such
as eye color, hair color, etc...
3. Provide students with the necessary materials they will need.
Students will need to collect their materials before returning to
their table seats.
4. As the students are working, remind them that they should be
thinking about what they will look like when they are ten years
old.
. Do you think your hair will be longer?
a. Will your eyes be a different color?
b. Will you be shorter? Taller? The same height?

Children
of Modifications
Children

cannot correctly write any letters ● Teacher will need to write
names and word/letter in a
yellow marker and allow
student to trace the letters.
● Provide additional assistance
as needed.

complete their work
students during writing
portions of learning experience
one-on-one
Your name, Autumn Wentzel

Grade Level, Kindergarten
Date of lesson
10/6/16
Learning Experience #4
Central Focus Students will explore the concept of change over time as they
describe familiar people, places, things and events within their own
lives.
Lesson Overview
The purpose of this lesson is for students to bring together everything
that we have learned from the beginning and put it into a culminating
project. The students will take everything that we have talked about
as well as the work that they have created and put it into a timeline
that they will showcase.
Social Studies
Strand: History
distinguish broad categories of time such as long ago, yesterday,
today, and tomorrow; 2) These early skills are foundational to an
understanding of chronological order and timelines
Objectives/Outcomes ● Students will be able to create and describe their timeline in

chronological order.
● Students will be able to add one details to their timeline and
correctly identify whether it is a past event or a future event.
● Students will be able to actively participate in a discussion
about their timelines, answering any questions someone
might ask.
● Students will be able to describe how they have changed over
time.
Environment tables in the main area of the room where the students sit and there
Description of the
are two carpeted areas. One is behind the students’ table seats and
room set up for this
lesson the other is at the front of the room below our SMARTboard. The
students will be seated at the back carpeted area while we are
engaging in the class discussion and they will stay on the carpet
while the directions for transitions and the next activity are being
explained. They will then be dismissed back to their seats, and to
gather their materials for the second part of the day’s learning
experience.
Materials 1. Pencil
Include technology; 2. Crayons
Provide a brief, but 3. Glue
detailed, list of all 4. Large timeline paper with line already on it (20)
materials to be used
in the lesson and the
quantity of each
(including
technology). Where
applicable, indicate
source of the material
Academic Language Timeline - an order of events in the order in which they happened
Chronological - in order of time
In order to help the students understand and use the new vocabulary
in their own conversations, I will model this vocabulary being used in
multiple settings, not just the learning experience. I will also
encourage the students to use this language during oral language
exercises that are already part of the daily routine.
Assessment ● Did students put their pictures in chronological order? From

youngest to oldest?
● Were students able to add a detail in between past and
present photo or between present and future photo?
● Did students participate in discussions with classmates and
other students while showcasing their timelines?
Procedure 1. Students will start the activity at the carpet

2. We will recall what we have been talking about on previous
four days
a. Story details that happened at the beginning, middle, or end
b. The photos that we brought in and talked about with each other
c. The picture we drew of our future self
1. I will model creating the timeline and what it should look like
when it is complete.
2. I will introduce the last activity that we will be doing related to
this topic. We will be making a timeline using the pictures we
brought in as well as the picture that the students drew
3. Students will be expected to put the pictures in order from
youngest to oldest.
. Higher level students can add one detail in between their
recent picture and their future picture

1. Students will gather materials before returning to their seats
and will have to work independently.
2. Remind students that they want to make sure they work really
hard on their timeline because we are going to be putting
them on display for other students and teachers to look at. I
will remind them that they will be showing their timelines to
another class and talking about them but they will also be
displayed in the hallway.
3. Teacher will call over students in small groups (five groups of
four students). In our small groups we will talk about the
timelines and why they are in the order that they are in but we
will also talk about what we can add to our timelines.
4. We will talk about how we didn’t just go from being a baby to
being five years old to being ten. We will talk about how
things happened in between those events. I will then ask the
students to add one more detail to their timeline.
. They can choose if they want to add a detail in between when
they were a baby and now when they are five years old, or if they
want to add a detail between now when they are five years old and in
the future when they are ten years old.
1. When all students are finished with their timelines I will allow
time for students to do a gallery walk of everyone’s timeline.
2. When the class has done a gallery walk of their classmates
timelines, we will practice standing around the room and
practice some of the things we might tell the other students
about our timelines.
3. Students will then move around the room with their timelines
and wait for the other class to come in and do a walk through.
The students will talk about their timelines with the students
from the other class using the vocabulary that we have
discussed and been using during the learning experience
4. Lastly we will hang the timelines in the hallway for the school
to admire.
For differentiation, please fill out the chart with the specific supports, etc. you will use in THIS particular lesson
plan. You may also want to add a short paragraph at the end explaining how you are differentiating for multiple
intelligences, interests, etc.
IEP/504 Plans: Classifications/Needs Number Supports, Accommodations, Modifications,

of Pertinent IEP Goals
Children
Other Learning Needs Number Supports, Accommodations, Modifications
of
Children

cannot correctly write any letters ● Teacher will need to write name
and word/letter in a yellow
marker and allow students to
trace the letters.
● Provide additional assistance as
needed.

complete their work
students during writing portions
of learning experience
one-on-one
TASK 1: PLANNING COMMENTARY

your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum
will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus that I have chosen focuses on children becoming familiar with the idea that
changes happen over periods of time. The students will explore this concept through activities
that involve looking into their own lives and recalling events that have happened to them.
Through discussing different stages of their lives the students will begin to understand that as
time progresses they change as well as the people, places, things and events around them. ]
b. Describe how the standards and learning objectives for your learning segment support
children’s
¡ active and multimodal learning
¡ language and literacy development in an interdisciplinary context
[Throughout the learning experience, my goal is to incorporate multimodal learning into all that
we do. I want the students to begin to discover new ways to learn as well as ways that make
them feel comfortable and could identify as a way they like to learn best in the future. I have
planned activities that allow the students to be engaged with peers as well as reflecting on
themselves and their own learning. I have included speaking and listening activities as a major
part of the students’ learning experience as well as planning an art based activity. Through the
use and modeling of new vocabulary and encouraging the students’ use of the new vocabulary
words I am supporting their language and literacy development. I will encourage the students to
use this vocabulary across multiple aspects throughout the day and not just when we are in our
learning experience. ]
c. Explain how your plans build on each other to support children’s language and literacy
development through active and multimodal learning.
[My lessons build on each other to support the children’s language and literacy development
through active and multimodal learning by allowing the students to relate a lesson back to
themselves. Though we will be introducing the topic using a story, the story will be relatable for
children and will allow them to make their own connections. The students will then be able to
look at their own lives using pictures of themselves as guides to use the vocabulary we have
talked about when speaking to their peers and describing events that surround the picture they
brought in. As part of the final task, the students will be asked to make a timeline using
everything we have discussed and all that they have learned to show how they have changed
over the course of five years so far and to think about how they will change even more within
the next five years into the future. ]
d. Describe how the physical environment in which you are teaching supports the active and
multimodal nature of children’s learning. (If, in your view, the physical environment in which you
are teaching does not adequately support the active and multimodal nature of children’s
learning, please describe the changes you would make.)
[My classroom is set-up with SMARTBoard technologies which allows my students to gain an
understanding about how technology works and gives us the opportunity to work in a multimodal
setting. The students also have access to iPads and Chromebooks which allows them to
explore on a more individual level. Having access to these technologies allows the students to
use different programs to create works rather than having them always using one form of
learning. One of the things I would change about the environment of the classroom that I am
teaching in would be the use of environmental print. In kindergarten, students are beginning to
learn how to read and write. We have very little environmental print in our classroom with
common words for children to use to write. During my learning experience, I would like to place
the vocabulary words and any other new words that are introduced up around the room so that
children have exposure to them more often than just during the learning experience but also so
that they have the opportunity to attempt writing the words by themselves during our learning
experience and during other times of the day. My classroom has a lot of open space that allows
the students to move around without bumping into one another all the time. I made sure to take
advantage of this while I was planning my experience. ]
2. Knowledge of Children to Inform Teaching

For each of the prompts below (2a–c), describe what you know about the children in your
class/group with respect to the central focus of the learning segment.
Consider the variety of learners in your class/group who may require different strategies/support
(e.g., children with IEPs or 504 plans, English language learners, children at different points in
the developmental continuum, struggling readers, children who are underperforming or those
with gaps in academic knowledge, and/or gifted children).
a. Children’s development—What do you know about their
¡ social and emotional development
¡ cognitive and physical development
¡ language development for communication
[The reason I chose the central focus I did was because through observations or classroom
activities, individuals, small groups and one-on-one communication with students I learned
about how they interact with other students, what their interests are and what they most like
about learning. Through conducting these observations and students interviews I was able to
learn that a majority of my students are very social and do well with interacting with their peers
and teachers. Most communicate well with others and respond well when asked to complete a
task or to answer a question. A majority of my students are at a developmentally appropriate
level with their cognitive and physical development. I have a few with low vocabulary and/or low
speech. The students in my class enjoy talking. Whether it be with each other, a teacher, or to
themselves. I included the speaking and listening standard into my learning experience to
encourage students to keep talking to each other but to go a step further and find out more
about them. Ask them questions. ]
b. Personal, cultural, and community assets—What do you know about your children’s
everyday experiences, cultural and language backgrounds and practices, and interests?
[In the first weeks of the school year, as well as now, I have spent a lot of time observing my
students and watching them to see what their likes and dislikes are as well as their strengths
and weaknesses socially and cognitively. The students said that they enjoyed working with
technology both at school and at home. A lot of them like reading and talking with their parents
when they get home from school. Some students commented how they would have a snack
with mom, dad, grandma, or grandpa after school and they would ask about their day and ask
them one fun thing they did that they remembered. I am glad that I am able to incorporate an
activity that they do at home into their learning experience in a way where others will get to
know them in the process and they will be learning along the way. ]
c. Prior learning and prerequisite skills related to language and literacy development—What
can they do and what are they learning to do related to language and literacy
development? Cite evidence from your knowledge of this class/group of children.
[When I asked what was one thing my students wanted to learn in Kindergarten I got many
responses that were in some way linked to writing. They wanted to learn how to write more and
practice all their letters. I was surprised that so many of my students had this response but I was
already planning to incorporate a writing element into the learning experience so I was pleased
that the students would be taking this part seriously. Students who took the Kindergarten
Readiness Assessment (KRA) were only asked to do two writing samples. They had to write
their name and then copy one word. However through numerous writing assignments that we
have done since taking the KRA at the beginning of the year students are still learning the
concept of writing. I have three students who know less than ten letters and really struggle with
writing. However, I also have students who know all of their letters and are ready to be writing
sentences. The students’ language and literacy development, right now is displayed through the
writings that they are doing and not much through their language skills. My learning experience
will touch on each one of these aspects so that students who have are able to display language
and literacy development through different outlets in learning. ]
3. Supporting Children’s Development and Learning

Respond to prompts 3a–c below. To support your justifications, refer to the plans and materials
you included as part of Planning Task 1. In addition, use principles from research and/or
developmental theory to support your justifications.
a. Justify how your planned learning experiences and materials align with your
understanding of the children’s development, prior learning, and personal, cultural, and
community assets (from prompts 2a–c above). Be explicit about these connections and support
your justification with research/developmental theory.
[As I was planning my learning experience, I plan to support of all my students based on what is
developmentally appropriate for them. Some students may need additional support, other
students may need challenged while some students may be right there and can do everything
that is asked of them. Teaching kindergarteners, I want to expand their array of thinking and
open them up to new ways of learning from the very beginning. I planned my lesson around
introducing the students to new tasks and new vocabulary that they can use within the lesson
but also take with them and use on a daily basis in a wide variety of settings. According to Jean
Piaget’s Theory of Cognitive Development, my students are in the preoperational stage. This
means that they are experiencing the world through adaptation and working towards the
concrete stage where they can use logical thoughts and multiple ways of thinking. My learning
experience draws on the idea of the students talking about experiences they’ve had and starting
to think about what experiences they might have in the future and how that might affect how
time changes. ]
b. Describe and justify how you plan to support the varied learning needs of all the children in
your class/group, including individuals with specific learning needs.
(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).
[In my classroom, I do not have any students that are identified on an IEP or a 504 Plan.
However, we have multiple students who are on Reading Improvement Plans (RIMPs). I want to
be able to support all of the students in my classroom and give them all the same opportunities
to learn. All students learn differently so I can offer different approaches to completely a task if a
student learns better through a different medium. There are certain parts of the learning
experience that are more writing based and do not offer a lot of variation in how to go about
completing the task. I will make myself as well as any other adults in the room including my
mentor teacher, available to help students who may struggle and need more assistance but as
well as challenging the students who it these tasks may come very easy to them. ]
c. Describe common developmental approximations[1] or misunderstandings that pertain to the
learning experiences you are planning for the children and how you plan to address them.
[When we begin talking about the vocabulary words one misunderstanding that I can foresee
occurring is that the students defining the words using the words themselves. I want to give the
children time to make predictions of what they think the vocabulary words mean but I also want
to make sure that they have an accurate definition to reference when we go through the rest of
the learning experience. I will make sure to provide the students with definitions that they are
able to understand and would be able to repeat back if asked to by a peer or another teacher.
Another misunderstanding that I foresee is the student's confusing the words past and
describing it as like passing someone or moving past someone. I am also anticipating that the
students will mistake the word present and describe it as a birthday present when making a
prediction of the definition. I plan to address these misunderstandings by stating that sometimes
words can have more than one meaning and while their definitions are correct the type of
present or past that we are going to be talking about has to do with time. The last
misunderstanding that I may have to address in my classroom is the idea of a timeline. Some
students may have heard of a timeline before but likely have never seen one. Student’s ideas of
time is that we use a clock to tell time. Therefore, some students might think that a timeline is
just a clock that is on a line. So when explaining the concept of a timeline I will have to address
what they are used for, how they are used and why they are useful to us. ]
4. Supporting Children’s Vocabulary Development

Respond to prompts 4a–c below by referring to children’s range of vocabulary development
related to the learning segment—What do they know, what are they struggling with, and/or
what is new to them?
a. I dentify the key vocabulary[2] (i.e., developmentally appropriate sounds, words, phrases,
sentences, and paragraphs) essential for children to use during the learning segment.
[Because we will be discussing change over time and this is a new concept for Kindergarten
students, I want to start with a basic understanding of changing over time using discussions on
how we progress through a story. When I introduce the story, we will go over the terms
beginning, middle and end. We will talk about how the beginning of the story is the start, like the
start of a race or the start of school. I will also tell them that the beginning is an introduction. We
meet characters; get to know what the story is going to be about. We will then talk about how
the middle is the body of the story. The events occur during the story. Finally, we will discuss
how the end of the story is what happens as the characters are finished telling their story. These
are words that the students will have heard before but have not been explained what they
mean. I expect that some students will try to explain what these words mean, when asked but
will use beginning, middle and/or end in their definitions. As we progress through the lesson, I
will introduce the students to the terms past, present, future, timeline and chronological. I expect
that these terms will be new to the students with the exception of present. However, I can
foresee a misunderstanding occurring with their understanding of the word present. I imagine
they will think of present like a birthday present rather than an event or time that is ‘right now’.
We will talk about what these terms mean and how they relate to them in their own lives. ]
b. Identify the learning experience that provides children with opportunities to develop, practice,
and/or use the key vocabulary identified in prompt 4a. (Identify the plan day/number.)
[During the first lesson, reading our story I will ask the students to recall details that they
remember from the story. In addition to asking them to tell me a detail that they remember, they
will be asked to recall whether it happened at the beginning, middle or end of the story. When
both questions have been answered, they will have to say in a complete sentence: “At the
beginning of the story…”, “In the middle of the story…” or “At the end of the story…” During the
duration of the lesson, the students will be connecting the other terms, past, present, future,
chronological and timeline to their own lives. Through sharing about the pictures that they bring
in and drawing themselves, they will have opportunities to use past, present and future in their
conversation with their peers and myself. When we create our personal timelines, they will be
utilizing the term timeline but we will also talk about what it means to make something that is
chronological. When they are asked to describe their timelines, they are able to say they put it
together in chronological order and explain what that means. ]
c. Describe how you plan to support the children (during and/or prior to the learning
experience) to develop and use the key vocabulary identified in prompt 4a.
[Throughout the entire lesson I will model the use of the vocabulary identified in the lesson,
encourage, and support the students to use it as well. We will continue to use the vocabulary
words throughout all lessons to ensure the students know that these terms can be used in any
setting not just in what we are talking about at the time. I will continue to use this vocabulary
throughout the day as well to encourage students to start using these terms more and more and
to increase their understanding of their meanings. Relating these terms to the student’s
everyday lives will help increase the students’ understanding and encourage them to add these
words to their overall vocabulary. I will also encourage students to make their own connections
using the terms in order to support their learning and allow them to show their understanding
through correct use of the terms being taught and used. ]
5. Monitoring Children’s Learning

In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments provide direct evidence to
monitor children’s multimodal learning throughout the learning segment.
[The assessments that I have created for my lesson are not only essential in determining
whether or not students are understanding and learning the concepts that we are going over,
but they will also help me determine what parts of my teaching are working and which parts may
not be working. My informal assessments include checklists that will be used during and
following the lesson in order for me to assess whether or not the children understood the
discussion and/or activity that went with the discussion. During the lesson, I will be using some
of the items on my checklists to assess students while we are engaged in an activity. I will also
be using thumbs-up/thumbs-down during discussions and activities in order to quickly assess
which students understand and which students do not in order to determine if I need to
re-explain a certain point, or edit any of my plans for the upcoming lessons/activities. ]
b. Explain how your design or adaptation of planned assessments allows children with
specific needs to demonstrate their learning.
(e.g., all children along the continuum of development, including children with IEPs or 504 plans,
English language learners, struggling readers, and/or gifted children).
[The assessments that I have created will help support each learner in their own way. However,
in some of the informal assessments during the discussions and/or activities, some students
may just look at the rest of the class, observe what their response is and copy. I have created
other assessments however that I will also use that will show only me, rather than the whole
class, who is truly learning and understanding the material that we are covering. By completing
checklists, I can see clearly which points each student understands, which ones students are
struggling with and may need to be reintroduced, which students may need additional support
and which students may need to be challenged. The formal assessment I have planned will also
show which students truly understood the material. This will be an opportunity for the students
to use everything they have learned and put it all together. By using my informal assessments, I
can provide more support to my students during the final assessment so that they are able to
really show what they learned. ]
[1] For example, common beginning or transitional language errors or other attempts to use skills or processes just beyond a child’s
current level/capability.
evelopmentally appropriate sounds, words, phrases, sentences, and paragraphs that you want children to use or create to
[2] D
engage in the learning experience.

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In Order

FC 1 Student didn’t Student could Student was able

FC 2 Student eagerly Student could Student could

DB Student was not Student did not

EL Student could not

JJ Student was able

KC Student could not

DL Student did not

BM Student did not Could not identify

MS Students was able

MW Was able to talk Student was not

1 Participates in Participates in Does not

3 Can identify how Can identify how Cannot identify

4 All pictures are in Only two pictures Pictures are not in

TASK 3: ASSESSMENT COMMENTARY

FC 1 Student didn’t want to Student Student was able to give

FC 2 Student eagerly shared Student Student could recognize

DB Student was not able to Student did

BM Student did not talk Could not identify how he

MS Students was able to

SO Student cold recognize and

MW Was able to talk about Student was

1 Participates in Participates in one-on-one Does not

2 Successfully adds a Identifies and adds a detail Cannot

2. Feedback to Guide Further Learning

3. Evidence of Vocabulary Understanding and Use

4. Using Assessment to Inform Instruction

About the School Where You Are Teaching

About the Class Featured in this Learning Segment

About the Children in the Class Featured in this Learning

IEPs/504 Plans: Number of Supports, Accommodations,

Example: Visual 2 Close monitoring, large print text,

Students with an IEP or 0

Children with Specific Language Needs

Language Needs Number of Supports, Accommodations,

Example: English 2 Pre-teach key words and phrases

Have children use pre-taught key

Children who are English 0

Children with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,

Example: Struggling 5 Provide oral explanations for

Student identified with 2 Allow extra time for answering

Students with a Reading 13 Title 1 teachers and/or reading

Observational Notes: Focus Child 1 – AJ

·​ ​Talks about her pictures but ends the conversation there

Focus Child 1 Work Sample

Focus Child Two Observational Notes – SM

Focus Child 2 Work Sample

1. List the learning experience(s) you have selected for

2. Promoting a Positive Learning Environment

3. Engaging Children in Learning

4. Deepening Children’s Learning during Instruction

Your name Autumn Wentzel

Objectives ● Students will be able to describe key details within a story

Materials ● Fundations writing paper 20) [Fundations, Wilson Language

Academic ● Event​ ​- something that happened, is happening or is going to

Assessment ● Can students verbally identify an event that happened in the

the middle? At the end?

like? Why? Did i happen at the beginning, middle or end?

put your thumbs down)

IEP/504 Plans: Number Supports, Accommodations,

Other Learning Needs Number Supports, Accommodations,

Reading Improvement Plan (RIMP) 13 ● Allow students extra time to

· Talks about her pictures but ends the conversation there

Academic ● Event - something that happened, is happening or is going to

b. Recent picture

Academic 1. Past - where events have already happened (first day of

a. Do you remember what was going on in this picture?

b. Who is with you in the picture?

Academic ● Past - where events have already happened (first day of

a. Will your eyes be a different color?

b. Will you be shorter? Taller? The same height?

Objectives/Outcomes ● Students will be able to create and describe their timeline in

Chronological - in order of time

c. The picture we drew of our future self