Early Childhood

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing 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 and content I will be teaching during my learning segment is phonics,
specifically the concept of homophones. I was able to incorporate homophones in all three of
my learning segments. My central focus of homophones for my lessons includes being able to
identify a homophone, recognize the difference between homophones, and being able to utilize
homophones in the correct context. The purpose of this central focus is for students to gain
knowledge of homophones and to make it relevant to students learning. In order to accomplish
this, I created three learning experiences using a focus on homophones to incorporate
vocabulary and introduce new words to my students.]
b. Describe how the standards and learning objectives for your learning segment support
childrens

active and multimodal learning

language and literacy development in an interdisciplinary context
[The standards and objectives within my learning segment positively promote childrens active
and multimodal nature of learning by integrating homophones, vocabulary, and writing into all
three of my learning experiences through engaging, creative, and educational methods of
instruction. In my first learning segment, the children will begin their learning experience by
learning the definition of homophones. The definition that I introduce will be the same definition
of a homophone that we will review and discuss everyday during my learning segment. I will
also have my students keep a list of different homophones in their work folders that we will
begin each lesson with. Every lesson that we complete in my learning segment, we will begin by
reviewing the definition of a homophone, look at examples of homophones, and students will
come up with their own homophones. I will keep track of the students ideas by writing them on
the white board until we have finished my learning segment. In learning experience 1, the
students will be able to practice homophone recognition through a matching activity using both
words and pictures. The students are responsible for cutting out pictures and matching them to
the correct words on their papers. Although this assignment is a literacy assignment, the
students are being exposed to an activity that challenges their fine motor skill development. In
learning experience 2, the students will be partnering up with another student. In this lesson, the
students will be paired up with another student based off of the homophone card that they
receive. The students will also be partnered based off of their specific reading levels. Partnering
students this way will not cause any problems in the classroom because they did not pick their
own partners. Once they are with their partner and have found a spot in the classroom, they will
talk about the homophone cards that they have. The students will need to share sentences
about the vocabulary with their partner, talk about the differences of each word with their
partner, and talk about anything else that they think is important to know about their pair of
homophones. When the students are done sharing with their partner, the class will come back
together. When we are back together, the students will have the opportunity to share in front of
the entire classroom. This learning experience helps to promote positive social skills by allowing
students to share with their partners and present in front of the class. In this learning
experience, students are learning through interacting with their peers. They are building social
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Early Childhood
Task 1: Planning Commentary

awareness in the classroom, as well as learning how to give positive feedback and being a good
listener. In my last learning experience, the students will be interacting in a whole group lesson
as well as participating in an activity that will allow me to assess their learning and
comprehension of my homophone lessons. In this lesson, I will review the definition of a
homophone, as well as introduce additional examples of homophones. I will prompt this
discussion but it will also be extremely student led. This lesson is how I plan to assess majority
of the students learning. This lesson will have the students up on their feet and engaging in their
learning. I will have sentences up on the Smart Board with two choices of homophones for the
students to complete the sentences with. Students will write their answers on their desk with
their expo markers. After each sentence, I will walk around while taking notes on the students
who have the correct answers and students who do not. All three of my lessons within my
learning experience are required to have participation from the students. There is a lot of
student teacher interaction as well as interaction with their peers. This allows students to build
their language and literacy skills as well as their social skills with one another. Students are
learning a variety of vocabulary with being able to differentiate between different homophones
and their various meanings. Students are learning these skills throughout all 3 of my lessons.
They will be actively communicating and engaging in their own learning to acquire phonological
concepts.]
c. Explain how your plans build on each other to support childrens language and literacy
development through active and multimodal learning.
[My instructional plans build on each other by allowing students to interact with me and share
their knowledge on the different vocabulary words that they know are homophones. The first
learning experience introduces the definition of a homophone as well as a list of many different
homophones. Some words are homophones that students are familiar with, and others words
are new homophones that the students are just being introduced to. While introducing this
vocabulary, the students are hearing a sentence that can help them to better understand the
context of those words. In my second learning experience, the students are the ones coming up
with the definition of a homophone. We additionally review the homophones from the previous
lesson, and go over another list of homophones while comparing the spelling and meanings of
the different words. In the third learning experience, we touch on the definition of a homophone
again for review. This time, students are introducing the examples and reading off the different
homophones from the homophone list. All three lessons build off of each other because they
become more student led. They also all become more extensive with examples of homophones.
Students are able to make the connections that although the words can sound the same, they
can also look and mean something different. The students have a list of homophones that we
begin to review and continue to build our knowledge on homophones within every lesson of my
learning segment. All three learning experiences build on each other to make connections
between the active and multimodal nature of learning, as well as language and literacy
development by incorporating technology, fine motor skills, literacy activities, matching, the use
of spelling, and partner work.]
d. Describe how the physical environment in which you are teaching supports the active
and multimodal nature of childrens learning. (If, in your view, the physical environment in
which you are teaching does not adequately support the active and multimodal nature of
childrens learning, please describe the changes you would make.)
[The physical environment where I am teaching supports the active and multimodal nature of
the childrens learning because students are familiar with different phonological concepts and
have gained a variety of skills in phonics. For all three of my learning experiences, I will be
incorporating the Smart Board to engage my students and introduce more information on
homophones. In my learning experiences, I will also introduce songs to the students about
homophones to get them excited about what they are learning. This will allow the students to
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Early Childhood
Task 1: Planning Commentary

get up and stay active during the learning. The environment supports the learning of all of my
students because the students know how to utilize the Smart Board. I will have activities and
games available to the students for extra work outside of my learning segment. In my
classroom, my students sit in pods, which is a good way to incorporate partner and group work.
We also have additional tables where the students can break off with their partners to work
together during my second lesson. Having this additional space in my classroom is extremely
beneficial to the students. They love to take advantage of this space specifically when they feel
like they cannot focus. In my classroom, students all have expo markers that they keep in their
desks. They are allowed to write on their desks with their expo markers for various activities.
During my third lesson, I will incorporate this material in order to play a homophone recognition
game with my students. This is beneficial because it is hands on and the students are actively
engaged in their learning.]
2. Knowledge of Children to Inform Teaching
For each of the prompts below (2ac), 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. Childrens developmentWhat do you know about their

social and emotional development

cognitive and physical development
language development for communication
[The students social emotional development in my classroom is a lot different from anything I
have ever seen before. The students are extremely respectful and cooperative. I have noticed
this not only through their interactions with me as a teacher, but with their peers as well. For
example, I have one struggling student who has difficulty transitioning from subject to subject,
as well as packing up her belongings to go home. I have one boy who sits at the same table as
this student who will go out of his way to help her get out her materials, and assist her in staying
organized throughout the day. Sometimes he will help her without a teacher even asking him to
do so. It is refreshing to see students who are always willing to help their classmates. Another
example of where I have seen the students socialize and be respectful to their peers is when
students are given a work period. If the students do not know what to do next, I have heard
them ask their peers instead of getting up to ask a teacher. I have also seen a student get upset
if they did not understand what we were learning. I have seen one of their classmates go out of
their way to explain it to them, and to calm their classmate down from crying. The students work
hard to keep each other on task and to complete all of their work they are given during the day.
My students cognitive development overall is on the same level. I have learned this from
reviewing their standardized math scores as well as their standardized reading scores. We have
students who get pulled out for math RTI as well as reading RTI. These students get pulled out
twice a day during times when we are doing our own RTI in the classroom with our higher tier
students. This is important to do so that the students who need extra help do not fall behind on
anything that we are doing in the classroom. During our RTI time in the classroom, our higher
tiered students do the program PALS to work on their fluency, and three of our lower readers
who do not get pulled out work on the program Read Naturally. In PALS, our proficient readers
practice their fluency while working with a partner, reading sounds, and passages. In Read
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Early Childhood
Task 1: Planning Commentary

Naturally, our lower tier students read passages one at a time while being timed for sixty
seconds. After the students read the passage for the first time, we set a goal that they need to
reach for the day. After each student sets a goal, they practice reading their passages, then
read again to the teacher, and I calculate if the student has reached their fluency goal for the
day. Our RTI time allows us as teachers to realize if the students are reaching their specific
benchmarks that they should be at in 1st grade. I am able to recognize students physical
development when they participate in active Smart Board lessons, or fine motor activities.
During interactive Smart Board lessons, I have seen students dance, jump, balance on one foot,
switch, etc. While watching students during fine motor activities, I have noticed that they have
no trouble gluing, cutting, etc. However, some students have difficulty holding pencils. In order
to help students with this, they have pencil grips on their pencils to assist them in holding a
pencil correctly. The language and literacy development of my students is also around the same
academic level. However, we do have two students with speech IEPs. To get these students
talking, we do a lot of interaction with the students to promote their language and literacy skills.
For example, when we do our reading stories, I ask students a variety of comprehension
questions. I encourage them to talk to their tables, and I also encourage them to share their
answers with the class. I always like to point out to the students that different answers give us
more to talk about. With all of these developmental domains in mind, I planned my lessons
accordingly to make sure that my students could academically succeed. I incorporated lesson
accommodations to my students who need it, as well as providing my more advanced students
with opportunities to challenge them. I did this by creating a pacing pattern to meet the needs of
all my students, especially my students who need more direction. I incorporated homophones
that students may be familiar with in each of my lessons, as well as new vocabulary words that I
would have to define and give background to my students by using sentences, and relating
these words to my students lives.]
b. Personal, cultural, and community assetsWhat do you know about your childrens
everyday experiences, cultural and language backgrounds and practices, and
interests?
[Everyday in my classroom, my students go home with three different homework assignments.
One of their assignments is a fluency assignment, another is a reading comprehension
assignment, and the last homework assignment is a math worksheet. Everything they do at
home for homework reflects what we did in class each day. Students participate daily in Smart
Board activities, Expo marker activities on their desks, classwork for math, practice book pages
for reading, and phonics book pages. I constantly see students making connections to things
that they are learning by connecting concepts to what they see inside the classroom and outside
of the classroom. For example, to practice their writing skills outside of school, my students love
to write books. They will come to school with books that they have made at home, and they will
share them with their class. This helps me to know that the students understand the concept of
writing complete sentences. They also are capable of drawing pictures with their books that
directly correlate to what they are writing about. This shows that my students are developing
concepts about print like setting, characters, etc. This is a skill that we incorporate within our
reading book Storytown specifically when they complete a graphic organizer every week. I know
that my students like to be actively engaged and interested in what they are learning. When
planning my lessons, I developed plans to make them as interactive as possible and relevant to
my students lives to keep them interested and on task.]
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.

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Early Childhood
Task 1: Planning Commentary

[Everyday in my classroom, students are engaged in reading, phonics, and writing activities. In
my school, we implement curriculum from the program Storytown. In this program, students
have a practice book, as well as a phonics book and reading book. We complete one unit every
week. The units start with a model story, and then go into a main story. In each unit, students
are exposed to new spelling words as well as high frequency words. The number one goal in my
classroom for my students is to read with fluency. We spend about 1 hour to an hour an a half a
day on reading, phonics, and spelling. We also implement a program called PALS where
students work with a partner or a coach. In this program, students work with each other to
practice different sound recognition skills and to improve their fluency skills. The students in my
classroom have practiced every sound that each consonant makes, they have focused on
blends, short vowels, and we are currently working on long vowel sounds. Their phonological
awareness is quite strong for being in first grade. My students have been practicing their
language and literacy skills in order to acquire fluency while reading. My students also practice
their writing skills everyday. Their second goal this year is to write a complete sentence. My
students understand the basics of a complete sentence and are trying very hard to reach this
goal. They understand that each sentence must start with a capital letter and that every
sentence must end with a punctuation mark. Throughout out every lesson included in my
learning experience, I will be challenging my students language and literacy skills. I have
chosen to incorporate fluency activities as well as sentence writing activities. I strongly believe
that my students have strong literacy skills, which will allow them to actively participate in my
lessons. By including these skills, I am promoting literacy growth, as well as encouraging
students to work on their fluency skills. I have seen my students work on these skills first hand.
They enjoy the reading program that we complete weekly. They also enjoy completing PALS
because they like being able to practice their fluency skills while collaborating with another
classmate. When it comes to writing their own sentences, students tend to get frustrated or lazy
because it is not something that they are interested in doing. While all of my students are fully
capable of writing a complete sentence, it is important to keep them interested in what they are
writing. For example, we prompted the students with an activity about a week ago where they
had to talk about where they would like to live if they could live anywhere in the world. An
activity like this kept the students actively engaged and motivated to write about their interests.
They were more willing to write about something they were interested in than just writing their
spelling words in a sentence.]
3. Supporting Childrens Development and Learning
Respond to prompts 3ac 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 childrens development, prior learning, and personal, cultural, and
community assets (from prompts 2ac above). Be explicit about these connections and
support your justification with research/developmental theory.
[My learning experiences align with my understanding of the childrens development because I
have designed my lessons with needs of each of my students in mind. I understand what my
students are capable of physically, socially, emotionally, and cognitively. I know that my
students love using the Smart Board as well as listening to songs about what they are learning
to keep them engaged. This is why I chose to incorporate these aspects into my three lessons. I
have practiced writing with my students before as well as working on their phonological skills. I
have noticed that my students learn best, and stay motivated to learn when we are talking as a
whole group or when they are working one on one with another classmate. While planning my
lessons, I chose to focus on the theories of Lev Vygotsky. Vygotsky is a Russian teacher and
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Early Childhood
Task 1: Planning Commentary

psychologist who first stated that we learn best through our interactions and communications
with others. He also argues that language is the main tool that promotes thinking, develops
reasoning, and supports cultural activities like reading and writing. I chose to follow his
philosophy while planning my lessons because it is something that I as an educator strongly
agree with. I also based this decision off of the central focus that I established for my learning
experience. Since phonics is a skill that is crucial to both writing and fluency, I knew that
incorporating interaction with students in a whole group and small group setting would benefit
their learning and the development of these skills. I also want to provide opportunities for the
students to collaborate and work with their peers. I want all three of my lessons to reflect the
concepts of Vygotsky in order to promote social interaction and language skills.]
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.
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, and/or
gifted children).
[My plan to support the varied learning needs of all students in my classroom is to take
advantage of the facts that I know about how each of my students abilities to learn, and to build
off of this. After observing my students, reading through their standardized testing scores, and
reviewing their work, I have learned my students strengths and weaknesses. I am confident I
can adjust my lessons to meet the needs of these specific students. For example, I have two
students who need more direction than the other students to stay on task. In order to help these
students on stay on task, I will walk over to them, keep them seated together, and I will re
explain directions every so often to keep them focused within the lessons. I will also use various
methods that will tell me if the students are in the right place. I will have students point to things
on their papers as we are working on them so I can monitor who is on track. This will also tell
me if I need to slow down the pace of the lesson. It is important for me to keep all of my
students on track in order to successfully complete my lesson. In my second lesson, I will need
to make sure that I group my students accordingly with students near the same reading level as
them. In order to accommodate my struggling readers, I will be reading everything aloud while
having the students track, repeat, and follow along.]
c. Describe common developmental approximations1 or misunderstandings that pertain to
the learning experiences you are planning for the children and how you plan to address
them.
[One common developmental approximation that pertains to one of my learning experiences is
that the students will have difficulty gluing the correct pictures to the correct homophone on the
worksheet. With this being the first lesson, I am trying to see if my students will be able to grasp
the concept of a homophone. Another developmental approximation that pertains to another
learning experience is that my students may have difficulty writing a complete sentence.
Although my students understand the different parts of a sentence, I am nervous to see if they
will be able to successfully collaborate with a partner to form two sentences correctly.]
4. Supporting Childrens Vocabulary Development

For example, common beginning or transitional language errors or other attempts to use skills or processes just beyond a

childs current level/capability.

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Early Childhood
Task 1: Planning Commentary

Respond to prompts 4ac below by referring to childrens range of vocabulary development

related to the learning segmentWhat do they know, what are they struggling with,
and/or what is new to them?
a. Identify the key vocabulary2 (i.e., developmentally appropriate sounds, words,
phrases, sentences, and paragraphs) essential for children to use during the learning
segment.
[The key vocabulary I will be using in my learning segment will be the definition of a
homophone, as well as a list of various homophones I will be teaching and discussing with my
students. The definition of a homophone I have decided to focus on with my students is that a
homophone is a word that sounds the same but looks and means something different. I will
introduce this to my students with an anchor chart at the beginning of the school day during the
morning routine. I will also introduce this at the beginning of each lesson by reviewing this
poster and anchor chart. In my last two learning experiences, I will have the students repeat the
definition with me. The homophones I will introduce in my first learning experience are the same
on both activity sheets that the students have to complete. These words are see/sea,
meet/meat, night/knight, toe/tow, pear/pair, and eight/ate. I will also introduce the homophone
sheet and the first fifteen words on it. In my second learning experience, we will review the
definition of a homophone, as well as learning seventeen new homophones. In my last learning
experience, I will review the definition of a homophone and introduce twenty-one new
homophones. The students will not be required to memorize any of these homophones; I am
trying to expose them to new words, and to improve their word recognition skills, as well as
helping them relate these words to their 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.)
[All three learning experiences provide children with the opportunities to practice and or use the
key vocabulary. In the beginning of each learning segment, we will review, discuss, share, and
compare words that are homophones. This will encourage students to think outside of the box,
think about homophones that they use in their own lives, and collaborate with other students to t
compare the differences between pairs of vocabulary words. My three lessons will require
students to use the vocabulary quite often because they are consistently being introduced to
new words, and being prompted to think critically about the differences between the pairs of
homophones that are being introduced to them. In my third lesson, I assess the students
learning as a whole. In this lesson, I am assessing if the students can determine the differences
between the words that I have introduced to them throughout my entire learning segment.]
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.
[I plan to support the children as they use the key vocabulary by asking open-ended questions
that allow students to participate. I also plan to have the students collaborate with each other to
compare and contrast the differences between homophones. I will also show multiple videos on
the Smart Board that can expose the students to creative, interactive, and humorous videos that
make homophones entertaining and an appealing concept to the students. I will have students
provide specific examples of how they know a word is a homophone and why they know that a
word is a homophone.]
5. Monitoring Childrens Learning
2

Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that you want children to use or create to

engage in the learning experience.

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Early Childhood
Task 1: Planning Commentary

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 childrens multimodal learning throughout the learning segment.
[My planned formal and informal assessments provide direct evidence to monitor childrens
multimodal learning throughout the learning segment because each assessment gets more
progressive and extensive. In the first learning experience, the students complete an activity
where they have to match words with a picture clue, as well as write a sentence for one of the
words that they matched. The students must write a complete sentence with a capital letter and
punctuation mark. The picture clue helps the students with this activity because it can give
them a hint as to which direction to go in choosing their word for their sentence. There are 18
possible points that students can receive in this lesson. My assessment for my second lesson is
a bit more difficult. Students are given a pair of homophones with a partner. Together, the
students must work to come up with the meanings for their pair of homophones. Then the
students must write two sentences for their pair of homophones that they were given. This time,
the students do not have a visual clue to help them. They only have the help of their partner. In
this lesson, the students need to determine the differences in each homophone pair only with
the help of their partner. The students are assessed on capitalization, punctuation, and using
the homophones in the correct context. In my third lesson, the students are assessed on being
able to fill in the correct answer using the sentences I have put on the Smart Board. This is an
informal quiz where I will be tallying the number of answers each student has correct in order to
determine how each student has progressed and grown throughout my learning segment. My
assessments provide direct evidence to my students multimodal learning because each lesson
will be introduced to students differently, as well as each assessment will be. I will be able to
understand if my students awareness of homophones has increased from lesson one to lesson
three. I will be able to recognize if my students are proficient in recognizing homophones, and
identifying the differences.]
b. Explain how your design or adaptation of planned assessments allows children with
specific needs to demonstrate their learning.
Consider the variety of learners in your class/group who may require different
strategies/support (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).
[My design and adaptation of planned assessments allows children with specific needs to
demonstrate their learning because my lessons are still developmentally appropriate for the
students with learning needs. When reviewing the various assessments, I will talk to my
struggling students directly. I will give them feedback on the positive things that they did, and the
things that they would need to do to correct their mistakes if they had any. In my first lesson, I
will work with my struggling students by providing more one step directions to these students.
The skills that I am measuring in all three assessments are all skills that every one of my
students is capable of reaching. I think that my struggling students will succeed as equally as
my other students because I will give multi step directions, I will repeat directions, as well as
answer any questions that students may have. In each lesson, I will do the reading and have my
students repeat after me. This will benefit my struggling readers. The adaptations I will make to
accommodate the needs of all of my students will make each assessment developmentally
appropriate for the learning of all students.]

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