Planning Commentary

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 of this learning segment is for students to gain understanding of sequencing
events. Sequencing is important to teach young children, as we sequence all day long. We
divide our time into what we need to do first, second, and last. In addition, we understand
events in our lives by understanding the order in which they occur. The students will have the
opportunity to demonstrate their understanding of sequencing by using a storyboard and props
to sequence the events from The Very Hungry Caterpillar. In addition, the students will
sequence the caterpillar life cycle after listening to the story, Im a Caterpillar and watching a
video of the caterpillar life cycle.]
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 learning objectives within this learning segment positively promoted
childrens active and multimodal learning by integrating language arts, science, mathematics,
and visual arts into all three of the learning experiences in creative, exciting, educational ways.
The children will be able to practice writing skills, artistic ability, sequencing, and collaboration
through a variety of activities. After listening to The Very Hungry Caterpillar, students will
sequence what the caterpillar ate on each day during whole class instruction. This will serve as
an introduction for students in understanding how to put things in order. Students will also
experience this during the third learning experience through a chart where they will sequence
the steps of the caterpillar life cycle. The childrens language and literacy development will be
promoted a variety of times through each learning experience. During the first learning
experience, the teacher will introduce the vocabulary words that will be used throughout the
entire learning segment. When the words are presented, the teacher will ask the students to
repeat these words to further understanding of the pronunciation. When students later sequence
the events from The Very Hungry Caterpillar, the teacher will encourage the children to use the
vocabulary words to explain what they are doing. In the second learning experience, students
active and multimodal learning will be promoted through a picture prompt. They will be
instructed to draw a story related picture and then copy write a word that describes their picture.
They will be practicing fine motor skills through drawing and writing, as well as higher order
thinking skills when retelling the story and describing their picture. This learning experience also
promotes language and literacy development by encouraging the students to describe their
story-related picture using vocabulary words from the learning segment. Students will be
assessed based on their use of these vocabulary words at the end of the learning experience.
The third learning experience in this learning segment promotes active and multimodal learning
by providing children with a chart where they will sequence the caterpillar life cycle using picture
cards. The teacher will show the picture cards and ask students what step in the life cycle that
is. They will then match that picture to the corresponding number on the chart and glue it in
place. This learning experience will promote fine motor skills, science, and social emotional, as
the children demonstrate engagement and focus. Language and literacy development will be
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Early Childhood
promoted by encouraging the students to use the vocabulary words while reciting the steps of
the caterpillar lifecycle. The teacher will model the words as the students are sequencing the
picture cards and then they will have to recite them to the teacher when they finish their chart. ]
c. Explain how your plans build on each other to support childrens language and literacy
development through active and multimodal learning.
[The plans in the learning segment build on each other by revisiting concepts from the previous
lesson. Students will use vocabulary words while they are working on activities and these same
vocabulary words are modeled and used throughout the learning segment by the teacher. Each
plan in the learning segment contains tiered activities to promote child centered learning and
contains opportunities for students to move around and complete hands on activities. Literacy is
incorporated into each lesson through literature, discussions, and dictation from the students.
The learning segment begins with the students sequencing the events in The Very Hungry
Caterpillar and ordering what the caterpillar ate with the days of the week. The next day
students will listen to Im a Caterpillar and then draw a story-related picture about what they
learned. On the last day, students will review the story Im a Caterpillar, watch a video of the
caterpillar lifecycle, and then sequence the stages of the caterpillar life cycle. Each day
throughout the learning experience gradually becomes more in depth with information about
caterpillars and their lifecycle. This could easily allow for more learning experiences about the
different life cycles of living things, in addition to exploring more with caterpillars and butterflies.]
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.)
[Throughout the learning segment, I will be using various materials and resources from the
physical environment to support the active and multimodal nature of the childrens learning. All
three of the learning experiences utilize the rug to gather students for part of the time, then they
move to small groups at the table for hands-on experiences. In the first learning experience, the
teacher will use a storyboard and props to allow students to create a visual representation of the
sequencing of events. The third learning experience will feature the SMARTboard to display a
video of the caterpillar life cycle.]
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 childrens social and emotional development varies among each individual in my
classroom. Some students have high, positive self-esteem and confidently complete their work,
while others are very dependent on the teacher and do not feel comfortable with their own skills.
A majority of the students are still emotionally developing and learning how to control their
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Early Childhood
emotions in the classroom. The statements, no thank you and please stop are highly
emphasized in the classroom for students to use with their classmates when they are upset or
frustrated. The childrens cognitive and physical development also varies among each student in
the class. Some of the students may have difficulty with some of the learning experiences such
as staying focused and sitting on the rug with his/her classmates. However, this is why Ive
incorporated accommodations into each learning experience to promote success for each and
every student. The language development for communication in relation to the central focus
should not provide any difficulties for the students during the learning segment. The vocabulary
words will be continuously reviewed and modeled throughout the learning experiences to
ensure understanding and success for all students.]
b. Personal, cultural, and community assetsWhat do you know about your childrens
everyday experiences, cultural and language backgrounds and practices, and
interests?
[The children in my classroom have some exposure to sequencing, as they understand the
order events occur in the classroom and at home. However, they do not have any other
experience with sequencing such as what will occur in the learning segment. All of the students
in my classroom speak English in the classroom and at home; therefore, I do not see any
concerns with vocabulary use and understanding related to the central focus. In addition, the
children enjoy using their imagination through drawing and art activities, as play based learning
is their main focus in the classroom.]
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 have a basic understanding of writing. They are able to copy
write if they are provided with a word card or a post-it note with the word they would like to write.
A majority of the students can write their name independently and from memory. For example,
everyday students have to sign in after rest time. During this time students are provided with a
sheet where they write their first or last name. A few of the students have mastered this task so
they have a journal where they can draw a picture and write a word to describe it. Students also
have the ability to engage in language and literacy development during learning centers. There
is a reading and writing center where students are provided with developmentally appropriate
books and a variety of writing materials. Although the children to do not know how to read
proficiently, they are able to use the pictures and their imagination to create words that they
share to their classmates. I am able to see students grow every day during these learning
centers.]
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 choice for each learning experience was made after careful consideration of all the children
in my class. I was able to reflect back on other experiences that either my cooperating teacher
or I have conducted in the classroom. I created experiences that would promote learning and
development for all children in the classroom. I have also observed that the children seem to
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learn best when their needs are met and they feel comfortable in the classroom. This is proven
by Maslows theory of self-actualization. Each learning experience is designed to make students
feel comfortable and encouraged to learn in the classroom. In addition, each learning
experience is something similar to what the children have already completed and mastered in
the classroom, which will strengthen their self-esteem and encourage them to participate.
Lastly, a positive environment is always encouraged in the classroom for students to feel like
they belong and are loved by their teacher and classmates. I have also noticed that the children
learn best and are more engaged when they are provided with hands on experiences. Lev
Vygotsky, who believed in the sociocultural theory, proves this. His theory states that children
learn actively and through hands-on experiences. Therefore, each learning experience allows
for children to use their fine motor skills and various other domains to complete hands on
activities such as sequencing The Very Hungry Caterpillar using story props, drawing a story
related picture, and sequencing the steps of a caterpillar life cycle using picture cards.]
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).
[The instructional strategies that are used for the whole class as well as for students with
specific learning needs are: incorporating small group and individual group activities, balancing
child-initiated and teacher initiated activities, and providing explicit, systematic instruction in
vocabulary. Students with developmental delays and Autism will receive extra time and
repeated verbal directions when completing their work. In addition, visual cues will be used such
as pointing and body language to convey directions that will promote success for all students in
the classroom. For students with speech/language impairments, the teacher will speak slowly
and deliberately and model correct speech patterns during whole group instruction and small
group activities. The students with sensory processing needs will receive modifications with
seating arrangement and will be provided with a chair to sit in during instruction on the rug. This
decreases the amount of redirection, as they are able to stay more focused while sitting in the
chair rather than on their carpet square. In addition, these students will receive more one on one
interaction during small group activities to enhance learning and success for the tasks at hand.]
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 my first and third learning
experience is that the children will not be able to sequence the events or picture cards.
However, I plan to address this by modeling and demonstrating how to sequence for the
students. In addition, I will use visual cues during instruction to guide the students by pointing to
the general area of where they need to place their story prop or picture card. Another common
developmental approximation that may arise is that the students will not be able to write their
own words in the second learning experience. I plan to address this by modeling the words for
the students and giving them the opportunity to copy write onto their own paper. By taking the
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
time to model and provide assistance, I believe the children will feel confident to succeed during
this learning experience.]
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.
[The vocabulary words that will support the childrens learning in these learning experiences are
words such as: sequence, first, next, and last. I predict sequence will be a new vocabulary
word for the students. However, through practice and modeling, I believe every child will be able
to succeed in learning the meaning of this word. In addition, vocabulary words related to the
caterpillar life cycle will be used throughout the learning segment. These vocabulary words will
be used in the books read in learning experiences one and three, as well as small group
activities where students are sequencing and describing the life cycle. The children have prior
knowledge of the words butterfly, caterpillar, and eggs. However, they are not familiar with
the words cocoon or chrysalis. After listening to the stories and participating in small group
activities, I believe every student will have the potential to understand every vocabulary word
that is essential during the learning segment.]
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.)
[Children will be provided with the opportunity to develop, practice, and use the key vocabulary
in learning experiences two and three. In learning experience two, the children will be drawing a
story related picture after listening to Im a Caterpillar. After drawing their picture, the student will
be asked to describe their picture using key vocabulary and then encouraged to copy write one
of those words. In the third learning experience, the children will be sequencing the steps of the
caterpillar life cycle. During this learning experience, children will have the opportunity to
practice and use all of the key vocabulary as they sequence the life cycle picture cards with the
corresponding number on the chart. For example, children will be encourage to go through the
steps of the life cycle and reciting, First eggs, second caterpillar, third cocoon, and last
butterfly. ]
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.
[A majority of the students will have prior knowledge of the words first, next, last, eggs,
butterfly, and caterpillar. However, I will model and use this vocabulary throughout the entire
learning segment to familiarize students with these words and make them more comfortable
with using them. In addition, the children will have support from the books read during learning
experience one and three that emphasize the vocabulary words related to the caterpillar life
cycle. Sequence will be a new vocabulary word for the students; therefore, modeling and
repetition will be crucial for the success of all students during the learning segment. ]
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
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
Describe how your planned formal and informal assessments provide direct evidence to
monitor childrens multimodal learning throughout the learning segment.
[My planned informal assessment for learning experience one will assess the childrens learning
in the form of a checklist. Students will be evaluated in three different areas aligned with the
standards and objectives for the lesson. These include: the use of age-appropriate responses
related to the story to demonstrate understanding of The Very Hungry Caterpillar, recognize
details from the story when sequencing main events using story-related props, and demonstrate
an understanding of ordinal position when sequencing main events of the story and using
vocabulary words such as first, next, and last. Each student has the potential to receive three
scores using the following rating scale: P (proficient), IP (in process), and NY (not yet). Using
this scale allows the teacher to see those who need improvement and those who are on track.
For the second learning experience, students will be assessed in the form of anecdotal records,
where the teacher will record the students performance focusing on if the student was able to
recognize key details form the story when drawing his/her picture, use complex vocabulary
words when copy writing to describe his/her picture, use writing to represent his/her story
related picture, and demonstrate engagement and sustained attention during small group. This
will provide direct evidence that monitors the childrens multimodal learning that will continue to
build throughout the learning segment. In the last learning experience, a rubric will be used to
assess the students life cycle charts and their participation during the small group activity. The
rubric focuses on the students understanding of ordinal position, use of vocabulary words, and
understanding that living things grow and change. Not only will it assess the childrens work for
that learning experience, but also throughout the entire learning segment. The life cycle chart
requires children to use everything they have learned throughout the learning experiences,
proving that they met the objectives and mastered the material. ]
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).
[For learning experience one, children are asked to participate in sequencing the events from
The Very Hungry Caterpillar. Some children may struggle with placing the props in the correct
place on the storyboard; therefore, I plan to provide direction and assistance to any student that
may need help during this activity. I will also encourage a positive and welcoming environment
to make all of the students feel confident and successful. The design of my activity for learning
experience two allows children with specific needs to demonstrate their learning by using their
creativity when creating a story related picture and orally describing what they drew. This allows
the children to visually and verbally communicate what they learned from the story. Some
students may struggle with drawing a picture; therefore, they are able to justify themselves with
their verbal description. In learning experience three, children will be assessed with a rubric for
their life cycle charts. I designed the rubric to where every student will receive points unless
there is absolutely no work completed or no participation during the activity. Modeling and one
on one interaction will be provided to students who need extra assistance such as those with a
developmental delay, Autism, or sensory processing needs.]

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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.

engage in the learning experience.

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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