Early Childhood

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

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

1. Analyzing Childrens Learning

a. Identify the specific language and literacy learning objectives for the common
assessment you chose for analysis.
[In the common assessment I chose for analysis, I established objectives that pertained to the
childrens language and literacy development. The first objective was for the students to be able
to use increasingly complex phrases and vocabulary when describing their story related
pictures. This was also one of the categories I focused on in the anecdotal notes. Recognizing
key details from the story when drawing his/her picture was an additional objective I used when
writing anecdotal notes. Students were asked to describe their story related picture to further
demonstrate their understanding of the story. Another objective pertaining to language and
literacy was for the students to be able to use writing to represent his/her story related picture.
After providing a description of their picture, the teacher wrote one word on a post-it note
relating to the students description. The student was then asked to copy write that word onto
their paper to caption their picture.]
b. Provide a graphic (table or chart) or narrative that summarizes the class/groups learning
for the common assessment.
[For the common assessment, there was a wide range of performance in the childrens pictures
and description. However, a majority of the students displayed knowledge of the story, Im a
Caterpillar through their picture and description. For example, 11 out of the 18 students
described their picture as something directly related to the story such as a caterpillar on a leaf,
or a butterfly drinking nectar, or a cocoon. The students initially learned about the caterpillar
lifecycle in learning experience one and then more in depth in learning experience two and
three. Many of the children also used a variety of vocabulary words relating to sequencing and
the caterpillar life cycle. This also reassured me of the classs learning for learning experience
two and the entire learning segment, as the vocabulary words pertained to the central focus.
Some of these students even used these words without assistance or prompting from the
teacher. Based on the objectives discussed in the anecdotal notes for the common assessment,
all of the students were ranked as proficient or in process for their life cycle chart and
participation.]
c. Use the class/group summary you provided in prompt 1b to analyze the patterns of
language and literacy learning for the class/group.
[During learning experience two, I observed and analyzed patterns of language and literacy
learning for the whole class. I noticed that the children learn best when they are able to interact
and share their ideas with not only the teacher, but their classmates as well. Instead of having
them all work independently, I allowed the children to work at the table. By doing this, they were
able to share ideas and ask each other for help when it came to drawing their picture and
looking back at the book. I also noticed that the students who participated throughout the
learning segment used more vocabulary words than the students who did not participate as
much. The vocabulary words were a major focus throughout the learning segment and by
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Early Childhood
Task 3: Assessment Commentary

having this as an objective in the common assessment I was able to assess the students
learning of language and literacy pertaining to the central focus.]
d. Analyze the patterns of learning for the 2 focus children. Reference the 3 sources of
evidence you collected for each of the 2 focus children.
Consider childrens strengths (what children understand and do well), and areas of
learning that need attention (e.g., common errors, confusions, need for greater
challenge).
[Through three sources of evidence, I also observed and analyzed the patterns of learning for
my two focus children. In a separate video clip titled, Evidence of Learning, the two focus
children reviewed and recited the steps of the caterpillar life cycle using their life cycle chart
from learning experience three. They both used this chart to assist them in the steps of the life
cycle as well as movements that we did during learning experience two. In addition, both focus
children used all of the vocabulary words from the learning segment when reciting the steps of
the caterpillar life cycle. This benefited focus child 2 the most as he struggled with the
vocabulary words at the beginning of the learning segment. I noted this growth for both focus
children in the observation notes I provided from learning experience three. I used a rubric to
assess the students life cycle charts; however, I additionally recorded observation notes to
track the students progress and to provide more details for reflection of the learning segment.
The two focus children demonstrated their language and literacy development in the work
samples provided. Focus child 1 copy wrote caterpillar after describing his picture, but did not
want to write butterfly. However, he did proficiently describe his pictures using the vocabulary
words butterfly, caterpillar, and cocoon. In comparison, focus child 2 wrote caterpillar to
describe his picture, which is shown in the work sample provided.]
e. If video or audio evidence of learning or a video or audio work sample occurs in a group
context (e.g., discussion), provide the name of the clip and clearly describe how the
scorer can identify the focus children (e.g., position, physical description) whose work is
portrayed.
[The video evidence of learning is a separate video clip titled, Evidence of Learning and shown
throughout the entire clip. The focus children are the only two students in the video clip. Focus
child 1 is sitting directly across from me and focus child 2 is sitting at the end of the table.]
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.)

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.
[The video clips of feedback show each focus child by themselves.]
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.
[I verbally provided feedback to both focus children for the common assessment. I presented
the feedback in this manner, as they are not able to proficiently read yet. This is shown in video
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Early Childhood
Task 3: Assessment Commentary

clips titled, Focus Child 1 Feedback and Focus Child 2 Feedback. For focus child 1, the
feedback addressed his strengths and writing ability. He proficiently copy wrote the word
caterpillar and used the book to draw his picture. Focus child 1 was also able to describe his
picture proficiently without prompting or modeling. In comparison, the feedback provided for
focus child 2 emphasized his strengths and writing ability. However, the feedback provided also
addressed his needs in terms of literacy. Focus child two did not remember what he drew for his
story related picture, and therefore needed prompting when providing feedback. I addressed his
strengths such as using the book to draw his picture and drawing the two caterpillars, as well as
proficiently copy writing the word caterpillar. I did address an area of need when providing
feedback to focus child 2. He drew a picture that he described as ants, which was not
something from the story. I encouraged him by saying, Ants werent in the story, but thats
okay. Maybe next time youll think of something else from the story. ]
c. Describe how you will support each focus child to understand and use this feedback to
further their learning related to learning objectives, either within the learning segment or
at a later time.
[I will support children to use this feedback to further their learning related to the learning
objectives by continuing to encourage them and emphasize their strengths. I will continue to
provide encouragement and praise that will motivate each and every student to continue
working to their highest potential and creating their best work. I also plan to allow the students to
ask any questions in order to understand the topics related to the central focus and further their
learning. I can also support the children to apply the feedback at a later time by reminding them
of their strengths and their areas of need. Additionally, I will provide one on one interaction for
focus child 2 to address his area of need and practice drawing pictures that are related to a
story. Lastly, I will create goals with each focus child that will help them further their learning
related to the learning objectives. These goals will be based off the feedback I provided for their
life cycle chart and throughout the learning segment. Not only will this benefit the children as
they continue to learn about sequencing and caterpillars, but also with other topics at a later
time. The two focus children and the rest of the class are all at different developmental stages,
and it is crucial to be positive and encouraging so the children can learn and continue to grow in
their education.]
3. Evidence of Vocabulary Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
childrens work samples as evidence. Evidence from the video clips may focus on one or
more children.
a. Explain how children were able to use the key vocabulary1 to support their learning of the
content.

For prompt 3a, refer to the evidence of childrens vocabulary use from ONE,
TWO, OR ALL THREE of the following sources:
1. Video clips from Instruction Task 2 and time-stamp references for evidence of
vocabulary use

This vocabulary was identified in Planning Task 1 and refers to developmentally appropriate sounds, words, phrases,

sentences, and paragraphs that children use or create to engage in the learning experience.

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Early Childhood
Task 3: Assessment Commentary

2. Additional video file named Vocabulary Use of no more than 5 minutes in

length and cited vocabulary use (this can be footage of one or more children).
See Assessment Task 3 specifications in the Early Childhood Evidence Chart
for acceptable file types. Submit the video clip in Assessment Task 3, Part C.
3. Childrens work samples analyzed in Assessment Task 3 and cited
vocabulary use
[The children were able to use vocabulary to develop content understanding through a variety of
learning experiences. In the video clip from Learning Experience 2 at the time stamp [1:20],
focus child 1 uses the vocabulary words to describe his story related picture. Similarly, focus
child 2 describes his drawing beginning at the time stamp [2:40]. At first he doesnt remember
what it is called; however, after looking at the picture and taking a minute to think about it, he
remember its a caterpillar. He also was able to recognize and say the word butterfly. Both
focused children and the rest of the students described what they learned about caterpillars
and/or butterflies and then used the vocabulary words to copy write. This is also shown in the
work samples analyzed in Assessment Task 3. The students wrote their word and then I
provided additional dictation if they elaborated on their response. Focus child 1 said, The
caterpillar on a leaf to describe his work sample. Focus child 2 did not elaborate on his work
sample.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of childrens learning presented in prompts 1bc, describe next
steps for instruction:

For the class/group

For the 2 focus children and other individuals/groups with specific needs
Consider the active and multimodal nature of childrens learning and the variety of
learners in your class/group who may require different strategies/supports (e.g., children
with IEPs or 504 plans, English language learners, children at different points in the
developmental continuum, struggling readers, and/or gifted children needing greater
support or challenge).
[The next steps for instruction for the whole class and the two focus children would be to
continue learning about sequencing, the caterpillar life cycle, and the vocabulary that relates to
those topics. When continuing the topic of sequencing, I would like to incorporate more handson and real life experiences for the children as they often learn better through these kinds of
experiences. After hearing some of the students talking during small groups, I had the idea of
getting real life caterpillars that the students could watch. Children would be able to observe the
caterpillar as it moves through its life cycle and discuss what is happening. Each child could
have a journal where they draw a picture of what the caterpillar looks like each day. In addition, I
would allow the children to work in small groups more often so they could interact and
collaborate with their peers. For individuals with special needs, I would continue to modify the
instruction to meet their needs and allow for success. Considering the variety of learners in the
class, I would also like to incorporate technology such as an interactive SMART board lesson or
a song/video that would help the students learn important facts related to the central focus.]
b. Explain how these next steps follow from your analysis of childrens learning. Support
your explanation with principles from research and/or developmental theory.

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Early Childhood
Task 3: Assessment Commentary

[These next steps would improve the childrens learning by relating the topics learned in the
learning segment to a real life experience of observing a caterpillar and sequencing the steps in
his life cycle. This would allow the children to use their knowledge from the learning segment
and work with others to create pictures as observations when they watch the caterpillar change.
This would also improve the childrens learning by promoting social interaction. Lev Vygotskys
theories state the importance of social interaction in the development of cognition, as he
believed strongly that community plays a central role in the process of making meaning. Albert
Bandura also supports how children learn in social environments through observation and
imitation. Essentially, the children learned about sequencing the caterpillar life cycle through the
reading of various books and then would record observations in the form of pictures to further
understand the process. In addition, Jerome Bruners theory of scaffolding supports my next
step of allowing children to work in small groups. He believed that when children start to learn
new concepts, they need guidance from teachers in the form of active support. However, they
become more independent in their thinking as they learn new knowledge, resulting in the
support being gradually faded. I provided guidance and support for the students throughout the
three learning experiences; however, now that I know they understand the material, I am
confident in fading the support and allowing them to work in small groups. Eventually, I would
encourage students to work on their own and become completely independent in their thinking.]

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Early Childhood
Task 3: Assessment Commentary

Common Assessment

Directions and prompts provided to the students

o Teacher says, We just finished reading Im a Caterpillar, now we are going to
draw a picture of something we learned from the story.
o You can use the book if you would like to look at the pictures to help you
remember.
o What happened first in the story? What happened next? Would you like to draw
one of those events?

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