Edtpa Early Childhood Planningcommentary PDF

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.
[During my learning segment, I will have a central focus on the mathematic standards from
the Illinois Early Learning Standards. The three main standards I will be focusing on are as
follows: 6.A.ECa Count with understanding and recognize how many in small sets up to
5.21, 6.A.ECe Differentiate numerals from letters and recognize some single-digit written
numerals.25, and 6.D.ECb Describe comparisons with appropriate vocabulary, such as
more, less, greater than, fewer, equal to, or same as. Additionally, I will be
reinforcing literacy concepts based off of the author study of Laura Numeroff. The Language
Arts standard I will be reinforcing throughout all learning segments will be as follows:
1.B.ECb With teacher assistance, participate in collaborative conversations with diverse
partners (e.g., peers and adults in both small and large groups) about age-appropriate
topics and texts. For my lessons, I have narrowed my focus to her book If You Give a Cat a
Cupcake. The purpose of this lesson is to engage children in mathematical concepts such
as counting, exploring written numerals, as well as becoming familiar with and
demonstrating understanding of mathematical vocabulary. The purpose to develop learning
segments around the theme of If You Give a Cat a Cupcake is to promote literacy skills as
well as connect their learning. Students will be given opportunities during the math activities
to demonstrate their knowledge from the story, recall events, as well as participate in
conversation to support language use and literacy connections. Furthermore, each of my
learning segments are designed using a multimodal approach. The students in my class are
very diverse in their learning approaches, and using a multimodal frame will allow the
mathematical and literacy concepts I am focusing on to best reach each student. ]
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
[I chose those three specific math standards to help children show their mathematical
knowledge in a variety of ways. For example, they could count to express number value, write
and/or identify a numeral to show knowledge of numbers, as well as use language and
vocabulary to describe amount. In each lesson, I incorporated an opportunity to express
quantity using at least one of those three methods. The standards and learning objectives help
support an active and multimodal learning experience in a variety of ways. Although I am
targeting math and language arts standards, I have also added movement, both fine and gross,
as well as art to the learning experiences. The learning experiences I have planned are very
activity based. All three of my learning experiences involve movement. For part of my first
learning experience, students will engage in rolling a large dice and coloring a corresponding
amount of cupcakes. For my second learning experience, students will be able to write large
numbers in sand and then smaller on paper providing fine motor practice. My third learning
experience will allow students to stand up and physically search for numbers in a real I Spy
game. In all of these lessons, all students will consistently have a role in the lesson. Whether it
is waiting for a turn, completing a paper activity in-between turns, or engaging in conversation,
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Early Childhood
students will be engaged the whole time. Two of my lessons will be performed in a large group,
and the third learning experience will be in a small group. Incorporating the literacy theme of If
You Give a Cat a Cupcake, I open up dialogue to discuss the story in a conversational based
setting. In a large group setting, children have to take turns and listen to ideas about the story or
activity. In small group settings, children will converse with both peers and the teacher.
Choosing math standards to accompany a literacy unit really formed an interdisciplinary context.
One of the standards aims at using mathematical vocabulary, which highly promotes language,
not only in a literacy manner, but integrated into math. Throughout every learning experience, I
included an objective to discuss elements in the targeted story. My math-focused lessons are
themed to accompany our literacy experiences. For example, in the story, there is an event
where Cat went to the beach. One of my lessons involves writing numbers in the sand. During
this lesson, I will prompt students to recall events about Cat and the beach. Another example is
my I Spy lesson. Although my main objectives are math related, the whole game involves
Laura Numeroff books, pictures, and concepts. Children will actively participate in searching for
numbers, but will also have the resources and environment to comment about the story. The
nature of these activities allow for various communication moments using intended vocabulary.
c. Explain how your plans build on each other to support childrens language and literacy
development through active and multimodal learning.
[Each of my plans focus on the theme of If You Give a Cat a Cupcake as well as have the
same target standards to keep my central focus consistent. However, each learning plan
contains different additions that provide for multimodal learning and opportunity to extend
growth from the first learning experience to the third. For example, my first lesson involves a
large group setting, rolling a large dice, and coloring. This lesson primarily targets the objectives
involving counting and recognizing amount. During this lesson I will introduce vocabulary words
such as equal, more, less, etc. This will also be their first time hearing the story. Students
will have a large group setting to converse with all peers and learn from each others dialogue.
Children will be given dots to represent quantity on the dice to help them understand numbers,
without relying on just knowledge of written numbers. For my second lesson, students will be in
a small group setting (2-3 students), using primarily fine motor skills. The student will choose a
number card out of a bag, with a corresponding amount of dots on the back. To extend upon
this concept in the first lesson, students will then write that numeral using their finger in the
sand, as well as on a piece of paper themed to the story. One bag with numeral cards will
contain numbers 1-10 and the other will contain numbers 0-15. After completing the first
learning experience, the teacher can challenge students who seemed to have a firm grasp on
numbers with numbers 0-15. Students who need reinforcement with numbers can continue to
explore numbers 1-10. The sand and beach theme of this lesson builds upon the initial story by
analyzing and recalling events from a familiar story, specifically the beach scene. Children will
also be given opportunities prompted by the teacher and peers to compare the numbers they
will write in the sand using the appropriate vocabulary. Conversation in a small group setting
can help connect to each child and figure out their strengths and challenges in regards to the
chosen standards. This lesson primarily stresses the vocabulary objective of using words such
as equal, more, less, etc., as well as numeral knowledge. The third learning experience
involves recognizing numerals, and previous Laura Numeroff books in an interactive I Spy
game. This builds on the previous experience because children need to recognize numerals and
discuss their value without the dots as a resource. This learning experience starts with children
circling numbers on a page that also contains images and letters, completed independently or
with peer help. Next, I created an actual I Spy game on the carpet that will contain Laura
Numeroff materials, number cards (1-10), and letters (A-E). After the students circle letters on
their sheet, we will play I Spy as a large group where the objective is for students to find the
numbers. This learning activity accumulates all of the concepts enforced in the previous learning
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experiences. Students will not only compare numbers using the targeted vocabulary, but will
also be able to compare the story If You Give a Cat a Cupcake to the whole Laura Numeroff
unit. This allows students to demonstrate their knowledge through identifying numbers on their
sheet, orally discussing their knowledge using appropriate vocabulary, as well as identifying a
written numeral. Furthermore, after this large group activity I will conduct small group
assessments. Students will be asked about numbers using all of the accumulated vocabulary
and I will document their answers. Next, they will write numbers to help see what they learned in
creating and identifying numerals. Lastly, I will instruct them to draw a picture of their favorite
scene of the book, and write what they have to say about it. This activity will involve all of the
standards we have been working on for the teacher to see the growth of each child.]
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 of my classroom highly supports an active and multimodal learning
environment. The areas of the room provide adequate space for both large movement and
areas to be seated. This helps support my plans to teach students in both large and small
groups in a focused environment. All materials are accessible to children and are
developmentally appropriate. There is an effective use of color, pictures, and displays. This will
help keep children motivated through my lesson as well as stimulate their brain. The displays
help promote learning and growth. For example number walls, letters, bulletin boards with
student work, etc. Furthermore, to help children stay connected to my central focus of math and
Laura Numeroff books, I have created an environment rich with images from the story as well as
displays with numbers on them for students to use a resource. For example, I took pictures of
students independently reading her books and have them displayed on a wall to encourage her
literature. I also created a large image of a cupcake, and will add sprinkles to it everyday that
the children and I will count together. This connected both the story as well as math. While it is
something small, it will be a good visual to be in their physical environment everyday.]
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
[Social and emotional development in my classroom is incorporated in everyday experiences.
Many children have complicated family lives, living situations, and events that take place in their
young lives. Many of the children in my class have been in the same classroom for two years
now, and have a firm bond with fellow peers and also act as leaders in problem solving with the
younger children. This social relationship is very beneficial in regards to the math central focus
because many of them have already worked on the concepts such as counting and numbers
together, and can use the knowledge of their peers to expand it. On a cognitive level, my
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classroom ranges in ability. Most of the students are developmentally on target for their age.
Students going to Kindergarten next year are at a higher cognitive level and have mastered
some concepts that the younger children are still developing. The children on IEPs are all on
track on a cognitive level as well. The four children who can benefit from a greater challenge
display a cognitive level capable of reaching Kindergarten standards. In regards to my
mathematical central focus, most of the younger students are still working on counting and
number recognition while my older children are able to compare and count numbers at least to
20 or above. Physical development is where some of my children need extra support. Children
are given opportunities throughout the day for movement in the classroom, outside, and at
Gross Motor. Two children receive occupational therapy for both gross and fine motor
movement. The majority of the class is on target in regards to physical development. The
children who struggle with fine motor often have difficulty making finger patterns and writing.
Language development for communication is an area my classroom is constantly developing.
Five of the children in the class have speech therapy. It is often difficult to understand them, and
many of the students struggle to understand their wants and needs. However, they do use
communication and will repeat themselves when asked and can give verbal cues or gestures to
aid them. Part of my central focus involves conversation about a book as well as using targeted
mathematical vocabulary words such as more, less, and equal to. The children who have
speech challenges may be hesitant to express verbally these concepts, but have the cognitive
ability to grasp them. The children in my classroom understand many modes for communication
and will be responsive during large and small group lessons as well expressing their questions
and thoughts. ]
b. Personal, cultural, and community assetsWhat do you know about your childrens
everyday experiences, cultural and language backgrounds and practices, and
interests?
[The children who attend my school are all 100% at risk students. They are primarily African
American and come from low-income homes. All of my students speak English. Some of these
students come from one-parent homes or have separated parents. However, many of the
parents try to stay involved the best they can, and often ask for resources to help assist with
their childs learning. From what I have witnesses through conversation and interactions with
guardians, these children have experiences that not many young children typically experience
due to their low economic status. This group of students is very eager to learn and love activities
that consist of movement and seem more play-like in nature. They respond well to activities that
require high interaction with teachers and peers. In regards to mathematics and literacy, I think
the children have been exposed to it, but mainly through school. Many of the children struggle
with mathematical concepts, and it is evident which children are receiving reinforcement at
home. The children with IEPs or the younger children who are three compared to the five year
olds, are given extra math practice throughout the school day. This is done by doing small group
finger patterns, counting, or math activities. The children really like materials that they can bring
home to practice. To help increase their interest in numbers, we send home many number cards
with children to practice. ]
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.
[The children in my classroom participate in a program called Language for Learning. In this
program children need to follow directions, learn new vocabulary words, and repeat complete
sentences. The children in my classroom do very well with this program and their listening and
language skills are at a developmentally appropriate level. The older children need to orally
complete longer responses and follow oral directions to complete a workbook page. The
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younger children do the same, just on a simpler level. Children can use language for a variety of
modes, but are working on saying complete, more descriptive sentences. Everyday, children are
exposed to books to help promote literacy. They have time everyday to independently read, and
the majority of them display knowledge in concepts about books through correct page turning,
pointing to words, and reciting titles and authors. In the morning, students sign in by writing their
name and older children are challenged to also write numbers 1-10. Some children have
mastered their names while others are still developing the fine motor and letter recognition to
make appropriate letters. Children in speech therapy struggle to produce correct sounds,
however still verbally participate in all language activities. The class as a whole is very vocal
and does very well in this area.]
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.
[First of all, I created two large group lessons. This set up is supported by the Social Cognitive
Theory by Albert Bandura. The Social Cognitive Theory suggests that children can learn from
each other through having the support of their classmates during a lesson. Two of my three
learning experiences involve large group instruction on the rug, which helps promote the social
aspect while also thinking about the objectives of the lesson. In an early childhood setting,
Maslows Hierarchy of Needs plays a major role. Given the reality of their challenging home life,
I made sure to create a welcoming, safe environment for students to learn. Creating lessons
that encompass play will help children feel motivated and needed in a group setting.
Furthermore, self-esteem is a part of Maslows Hierarchy of Needs, which also correlates to the
Zone of Proximal Development by Lev Vygotsky. My lessons included materials such as varied
dice, one-to-one teacher interaction, and accommodated worksheets to help children reach their
potential. My lessons involve a lot of feedback, including positive reinforcement, to help children
feel confident with their learning. Students have shown a high interest level in the Laura
Numeroff books, and by expanding upon their knowledge of her books and integrating
mathematical concepts help incorporate their personal interests. Another theory I took into
consideration was the Emergent Literacy theory. I created lots of opportunity for children to use
language and literacy skills they achieved prior to the lesson, as well as stressed the targeted
vocabulary. Since the theory suggests that young children start acquiring literacy skills from
infancy, not all students have the same amount of prior knowledge and exposure, so my
lessons include a lot of applying meaning to words and support for children. ]
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.
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).
[I have planned lessons that accommodate the varied learning needs of the students in my
class. I thought a lot about the theory of the Zone of Proximal Development. All of the students
have the potential to show their learning, and with the right accommodations and teacher
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supports, the students will be able to. The first set of considerations is for the students in my
class that receive occupational therapy. For the dice lesson, I created large dice so children will
have an easier time rolling them. I also created larger cupcakes for them to color in on their
assessment sheet so they can use larger strokes. For the sand lesson, I will prompt them to use
the sand to create their letters a couple times before writing it on the paper. The sand allowed
them to work on their fine motor skills, while also having a wider range of motion. In my third
learning experience, I will create the large I Spy game in the carpet. This is partly to engage
students, but also allow the students to identify numbers without having to simply circle them on
the paper. Including gross motor for these children will help them display their knowledge
without being confined to writing. Here, I included the idea of the whole child and Multiple
Intelligences theory. My lessons involve, movement, art, visual, and audio learning. The
students in my class who are receiving speech therapy also need slight accommodations to the
lesson because of the conversational aspect. I made sure to give clear directions and
annunciate target vocabulary words. This will help them hear the sounds and reinforce the
appropriate words. For the child in my class who is receiving resource minutes, I will provide
peer support or one-to-one attention. During the large group lessons, I will ask yes or no
questions about the story or count with them to evaluate their knowledge of a topic while
adjusting to their learning needs.]
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.
[Within my lessons, I have integrated writing numbers. This is just above the capability of some
of my students who struggle with fine motor. For younger students who can write the numbers,
may have trouble understanding the value of a written numeral. Again, I will use the Zone of
Proximal Development theory and help assist these children by guiding them orally or choosing
materials that will be the best choice for them. For example, using pencils with grips or markers
instead of crayons. Other children may struggle using oral vocabulary to show their learning. I
have used the Multiple Intelligences Theory by incorporating work-sampling assessment to help
them show their understanding of concepts using art and movement without only having to only
verbally state it. ]
4. Supporting Childrens Vocabulary Development
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.
[I have chosen key vocabulary words that relate to my central focus both in math and language
arts that are in congruence with the Illinois Early Learning Standards to provide developmentally
appropriate target words. In mathematics I chose more, less, higher, lower, equal, and
same. These words will help extend their mathematical knowledge as well as expand upon
their previous knowledge. For example, a lot of my students can already use the word same,
For example, common beginning or transitional language errors or other attempts to use skills or processes just beyond a
childs current level/capability.

2
2 Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that you want children to use or create to
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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but have not applied the word equal. The target words I chose should be fairly familiar to all of
my students, however they do not use them frequently. Consistently using these target words
will help them apply meaning to the words to allow them to start accurately using them on their
own, not prompted by a teacher. The younger children in my classroom are still struggling with
producing a word to describe amount, so this will help give them the vocabulary they need to
express number value such as more or less. For example, many any times, if I ask to
compare numbers such as three and four, they will state something like 3 is before 4. I would
like them to start having the vocabulary knowledge to say something like 3 is lower than four.
The students in my classroom that will be attending Kindergarten next year are able to produce
those words when prompted. My goal for them is to produce it themselves as well as grasp the
term equal because this will be a newly introduced word. A few supporting vocabulary I will be
incorporating are words such as counting, amount, and number. These words are not as
strongly targeted as the first set of vocabulary, but words that need to be used throughout my
lesson that children display understanding of. Most students understand what to do when I
prompt them to count, however some of my struggling students need a running start. Students
that are in need of greater challenge, I will be prompting them to use larger phrases with the
vocabulary, such as 5 is higher than 4. Target vocabulary words I will be using within language
arts are author, character, and fiction. Children have previously been introduced to all of these
words, and many of them should be able to use them appropriately. Children struggle the most
with correctly identifying a book as fiction or non-fiction. However, they can discuss elements
that are true and not true and know books are classified as fiction and non-fiction. ]
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.)
[My plan one, day one lesson was the activity where children will roll the dice, identify and
number, place that amount of cupcake on a poster board, and then color in the correct amount
of cupcakes. This lesson is in a large group setting and will provide lots of opportunity for
vocabulary use. For this lesson, I will introduce the vocabulary words mentioned above or
remind children of the words. For math vocabulary, I will prompt children to compare numbers
that others had rolled with using words such as more, less, higher, or lower. We will
participate in large group counting and discuss number value. To introduce the word equal, I
will explain it multiple times using examples with the dice and numbers children rolled. While
this lesson requires a lot of teacher questions and prompts to have children say the word, it also
allows them opportunities to engage in conversation and independently use the words. This is
also the first day I am reading the book If You Give a Cat a Cupcake. After the story, we will
discuss events and characters in the story, state if we think it is fiction or non-fiction, and
discuss the author. My plan two, day two involves children identifying written numerals (with
corresponding amount of dots on the back for support), and writing large numbers in sand and
on paper. This lesson will be done in a small group (2-3 children), providing opportunity for
discussion both teacher to student and student to student. I will help guide the vocabulary use
by prompting open-ended questions about numbers one student draws in comparison to the
other students number. In the beginning, we will discuss the scene in the book where Cat goes
to the beach as well as fiction events in the story. This promotes vocabulary such as author,
character, and fiction. Since children will be introduced to this vocabulary the previous day in
lesson one, this will help them practice it in a small group setting and experiment with their
understanding and accuracy of the number. Since the teacher will be able to provide individual
assistance, students will begin to firmly develop their use of these vocabulary words. Plan three,
day three will be instructed in a large group setting where children will have to identify numbers
amongst letters and Laura Numeroff stories through an I Spy game, individual I Spy sheet,
as well as demonstrate knowledge of the story and the mathematical standards I have focused
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on through a small group assessment activity. During the large group activity, students will be
asked questions about the numbers they have found and will need to respond using the
vocabulary. During the small group assessment, children will need to compare numbers or
amount and the teacher will document their responses that should include the targeted
vocabulary. Students will also have to look at written numbers, identify them, and answer a
comparison question chosen by the teacher. Lastly, students will draw a favorite scene from the
book and tell the teacher what is happening in their picture. This encompasses all of the
learning standards that children have been developing throughout all three lessons, as well as
requires the chosen vocabulary in a response. ]
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.
[For the younger children in my classroom who are still developing a lot of the mathematical and
literacy understanding that the older children have begun to master, I will prompt them more
frequently as well as give them less of the open ended questions and more guided questions.
For example, instead of asking Compare the number 2 and 5, I will ask questions like Is two
higher or lower than five. This is allowing them to become comfortable with the vocabulary and
eventually guide them to produce the answers and make observations using less teacher
guidance. When identifying numbers, previous to the lesson as well as during the lesson I will
help teach them how to use the number wall displayed in the room as a strategy of self-help. As
I explain this, I will demonstrate to them how the numbers start at one and go from lowest to
highest. The children who need greater challenge, I will create opportunities to demonstrate
what equal means. This can be done through giving an oral explanation, using manipulatives,
and will be incorporated into all of my lessons.]
5. Monitoring Childrens 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 childrens multimodal learning throughout the learning segment.
[Through my learning experiences, I have offered children many ways to show their learning. In
the first learning segment, I have three assessments, two informal and one formal. The first is a
checklist. On this checklist I mark if the child can identify the number on the dice and if they
placed the right amount of stickers on the poster board. The second is observational notes that
they are able to participate in discussions related to the book as well as use the targeted
vocabulary. The formal assessment is the work sample of the six cupcakes and students will be
assessed on if they correctly colored in the right amount of cupcakes. Each of these
assessments relate directly to the standards I am trying to develop growth in. They correlate
with multimodal growth because they involve oral evidence as well as physical. Children who do
better with physical representation will have the cupcakes to color in to display their knowledge,
while other children would prefer the movement of rolling the dice and identifying the number.
The second learning segment is the lesson where children will write in the sand. This involves
one formal assessment and two informal assessments. The formal assessment is a work
sample where students need to write a numeral on a sheet of paper. The first informal
assessment is observation notes that document the childs ability to identify a number on the
card and use targeted vocabulary when comparing their numbers. The second informal
evaluation is also observation notes regarding the childs ability to recall scenes, characters, or
other book related concepts. The openness of the informal evaluations allow lots of
opportunities and various modes to communicate understanding in congruence with the childs
ability. Writing the number in the sand is a great way to assess childrens ability to form a letter
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while writing it smaller on the formal assessment helps measure their accuracy and fine motor
ability. The third learning experience has a large focus on assessment. It consists of three
formal assessments and one informal assessment through observational notes. The first formal
assessment is the individual I Spy sheet where children need to circle numbers amongst
pictures and letters. This helps appeal to visual learners. The second and third formal
assessments are completed in a small group. The teacher verbally asks students questions
targeting knowledge with vocabulary, and records their responses on their work sample. This
aims to target the audio learners. The third formal assessment children are required to draw a
picture from their favorite scene, and the teacher records a statement about what they drew.
This assessment appeals to the artistic learners, while also incorporating language and
evidence of story comprehension. During the large group lesson, the teacher will take an
informal assessment through observation notes. Again, observation notes help children share
ideas or actions that demonstrate their individual learning in dynamic ways. The assessments
also range from individual settings, small group settings, and large group settings, which target
multiple environments for learners.
]
b. Explain how your design or adaptation of planned assessments allows children with
specific needs to demonstrate their learning.
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).
[In my first learning experience, I designed the activity to be appropriate for all leaners. I had two
dice, one with numbers and one with dots that represented quantity. This is so that the
struggling learners could count the dots instead of just expecting them to recognize a numeral. I
also included both verbal and written assessments to allow struggling learners and children with
speech therapy to explain their knowledge orally or through physical representation to
accommodate for their understanding of vocabulary. For the students who struggle with fine
motor, I created sheets with larger cupcakes on it to ease their ability of coloring. On the other
hand, children needing greater will be asked to roll the dice with the written numeral and then
answer questions about that number without needing to count. I also will make sure to prompt
them with questions about the concept of equal. The large group accommodates for struggling
learners because they will be able to use their peers responses as a way to initially begin to
achieve understanding of number value and vocabulary being addressed. My second lesson is
conducted in a small group to help provide individual attention to each learner to gain an
accurate representation of their knowledge and adjustment to the learning experiences. The
number cards have both written numerals and dots to count on the back to allow struggling
learners the chance to count, but also connect the visual representation of a number to an
amount. Writing the number in the sand allows for children who struggle with fine motor a larger
method to show their ability to write numbers. The small group also allowed students to
verbalize with their peers and teachers to use vocabulary in a relaxed setting. Children who
need greater challenge, can show the extent of their knowledge by including number cards
beyond ten and number zero. My third large group lesson, children will use an individual
assessment to visually show their learning by circling numbers. Using an interactive I Spy
game will appeal to struggling learners to discover numbers. Lastly, the individual assessment
at the end involves the teacher writing student responses. This open-ended question tactic
allows students to show their knowledge and understanding through verbal responses.
However, it also used art and physical representations that allow opportunity for children with
lower linguistic skills to demonstrate understanding. ]

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Edtpa Early Childhood Planningcommentary PDF

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Early Childhood

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

active and multimodal learning

social and emotional development

childs current level/capability.

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

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

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