Early Childhood

Task 2: Instruction Commentary

TASK 2: INSTRUCTION COMMENTARY

Respond to the prompts below (no more than 6 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. 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 video clips I selected is from the guided reading section. This is a tool to assist readers
develop their readers skills.
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?
[ ] This first video clip target below level readers. Demonstrating their pointer finger will teach
them how to read from left to right. Modifying this section with a short story. Assisting the needs
of each child when they interrupts the reading, U
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
[ ] Asking them open-ended questions helps them to engage in the reading lesson. Modifying
this section with a short story. Relating the story to their experiences. Asking them about
painting. Asking them about their background and relating it to the story.

b. Describe how your instruction linked children’s development, prior learning, and
personal, cultural, and community assets with new learning.
[ ] Reading with this below level reading group, we discuss what is real and not real. I explained
fiction and non-fiction, how the author creates story with the imagination. I set up a scene so
they can use their imagination to relate to the story. Their faces and some comments showed
that they connected to the story. With this group, their attention span is about 10 minutes, so I
allowed everyone to share a minimal of two things they imagined from the story.
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.

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 2 | 6 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
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 Early Childhood
Task 2: Instruction Commentary

[ ] In the small group section, the students are learning phonics, blends, things that will help
their reading skills. Reminding them of the word wall, how to sound out each letter that will help
them pronounce the words. Saying the word to them so they can hear each letter sound.
b. Explain how you made interdisciplinary connections in ways that deepen children’s
development of language and literacy.
[ ] The story we read is Puppy painting. This book is a very short story, it is easy for the
students to relate and demonstrate their learning. Explaining what is going on in the story.
Recognizing the beginning, middle, and ending of the story. This method helps the student
relate to story with familiar scenes from their experiences. Comparing type of painter is puppy.
Explaining to them that there are professional painters who paint buildings and other objects
and there are Artist who paints pictures for books (illustrator) or on a canvas like Puppy is a
Painter. Piaget theory speaks about assimilations, information stored to interpret new
information.
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).
[ ] The changes I will make in the instruction are, before I begin reading the story I will do a
picture walk. Using more time to use the tools to help them with developing their skills. There
are different levels of learners. This group of learners are visuals, hands own participation. I
would have a model or material for them to demonstrate their response from the text.
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.
[ ] There is an old cliché’ “seeing is believing”. Allowing students to use hands on sensorimotor
skills is part of learning development. I believe using hands on participation allow students to
feel confidence within themselves. I believe it becomes personal to them, and it helps them to
focus. It helps them to engage, want to learn, and may increase their vocabulary. (Piaget
theory).

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 6 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.