Edtpa-Ech-Assessment-Commentary 1

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 evidence of learning, a student work sample, or feedback as a video or audio clip and you or your focus
students cannot be clearly heard, attach a transcription of the inaudible comments (no more than 2 additional pages) to the
end of this file. These pages do not count toward your page total.
1. Analyzing Children’s Learning

a. Identify the specific language and literacy learning objectives for the common
assessment you chose for analysis.
[ ] The Objective and Standard
 Specific learning target(s) / objectives:
 These may be written in student friendly, “I can” statements.
 I can have a conversation while explain what I drew in my journal
 I can develop new conversation by retelling a story
 I can rhyme words while learning new vocabulary and playing hot potato
 Standard: CLL2 –
 The child will acquire vocabulary introduced in conversations, activities, stories, and/or
books
 Central Content Focus:
 Review new vocabulary when singing Rhyming Song “Down by the jungle” “Down by
the Desert”
 Reviewing vocabulary when playing hot potato
b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning
for the common assessment.
[ ] Small group section
Students Students who Develop Learn new Mastered /

can retell the conversation vocabulary Not
story by retelling words Mastered
the story
1. N N N NM
2. Y Y Y M
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Early Childhood
3. Y Y Y M
4. N N N NM
5. Y Y Y M
6. Y Y Y M
7. Y Y Y M
*1-7 Student *N No *Y Yes *NM Not Mastered *M Mastered
c. Use the class/group summary you provided in prompt 1b to analyze the patterns of
language and literacy learning for the class/group.
[ ] The assessment requires the teacher will introduce the visual cards of the new vocabulary
The students will listen to the story Students will write and draw in their journal. They will
orally communicate new words, how to retell the story. The teacher will ask questions about
the topic to stimulate prior knowledge before reading the story. Students will play hot potato
with vocabulary prompts
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 children’s strengths (what children understand and do well), and areas of
learning that need attention (e.g., common errors, confusions, need for greater
challenge).
[ ] Two of the students could not retell the story; they were able to describe the characters in
the story. They were familiar with the sitting, (jungle). One of the students named farm
animals with jungle animals. Teacher showed pictures of animals in the desert and animals in
the jungle to stimulate their knowledge of the differences. The bulk of the students were able
to master the four-answered section about the story. Students who had difficulties identifying
the topic, was given extra time to answer questions, they were seated closer to the teacher for
the extra assistance.
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.
[ ] There was no video for this lesson. There was a video clip for a previous lesson.
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
Early Childhood
a. Identify the format in which you submitted your evidence of feedback for the 2 focus
children. (Delete choices that do not apply.)
 Written directly on work samples or in separate documents that were provided to the
focus children
 In audio files
 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 teacher will give students the opportunity to work collaboratively to provide feedback
they will learn new vocabulary. The teacher assess the student for feedback. According to data
collected from assessments, the teacher can tailor students’ needs. Ask what they know about the
jungle and desert before the teacher reads the story. Have children orally talk about their
experiences. Using colorful visuals to stimulate prior-knowledge. The teacher will incorporate
differentiation supports according to the needs of the students motivationally challenged
students.
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.
[ ] The students were able to circle all the jungle animals on the worksheet. The desert animals
and the jungle animal’s difference were displayed on colorful flash cards. The students were
given extra time to complete worksheet. I worked one on one with the two students who was
having difficult challenges. Using a model help the two students use hands on. They were able
to play, touch and use their imagination with the models.
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.
[ ] Children learn better, when they work together. Asking open-ended questions to help them
engage more and be more specific with their answers. The students that mastered the objective
dominated in communicating. I observed the two challenging students were silent. It gave me
the opportunity to help encourage their thinking. Talked about things they could relate to from
the jungle and the desert. Had them to identify the different sounds of animals from the jungle
and the desert. Helping the students to relax by allowing them to express what their knowledge
of the story. Explaining it in a different way so they can understand the objective of the lesson.
3. Evidence of Vocabulary Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
children’s work samples as evidence. Evidence from the video clips may focus on one or
more children.
Early Childhood
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 children’s 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
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. Children’s work samples analyzed in Assessment Task 3 and cited vocabulary
use
[ ] Key vocabulary: Hawks Roaring Snake Jungle Desert Quails Jungle Trail. Allowing the
students to discuss these words with each other. The more words students know the better to
communicate with their peers. Learning the key words provide students with the opportunity
to engage in collaborative conversation. They are able to talk about what is going on in the
story. They understand the objective and the content of the story. Key vocabulary is what it
says it is the Key to reading. The objective is to help build student reading level.
4. Using Assessment to Inform Instruction
a. Based on your analysis of children’s learning presented in prompts 1b–c, describe next
steps for instruction to impact children’s learning:
 For the class/group
 For the 2 focus children and other individuals/groups with specific needs
Consider the active and multimodal nature of children’s 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).
[ ] Following instructions, this impacts on their ability to reach the desired ‘purpose’ or
‘outcome’ and thus complete tasks effectively. The class requires listening skills, focus, and
order to begin to comprehend what is going on. Simon says is an exercise game to help
students who are having problems focusing. Introducing interesting new words for children
to learn into each classroom activity. Read-alouds that include explanations of targeted
vocabulary can support word learning. Using many sources of evidence helps teachers
accurately interpret what each student really knows and can do. • Informal, day-to-day
measures of student progress include:
1
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.
Early Childhood
- Observation and questioning strategies - traditional paper-and-pencil tests (e.g., multiple-

choice and short-answer) these are major strategies that are necessary to build students
vocabulary.
b. Explain how these next steps follow from your analysis of children’s learning. Support
your explanation with principles from research and/or developmental theory.
[ ] Each type of assessment has its own strengths and weaknesses. Each form of assessment
provides a different type of evidence about what students know and can do. Taking advantage
of more than one or two assessment methods increases your ability to fully understand the
range of student knowledge and skills. Knowing which assessment to use can save lots of
time. • Informal, day-to-day measures of student progress. Including the assessment in the
curriculum will save time. Allocating time to build, Instructional strategies, Specification of
Objectives and Specification of Content. These are steps to help in analysis of children’s
learning.
Early Childhood
References
Presenting vocabulary thematically helps children make associations between words

and scaffolds students' learning (McGee & Richgels, 2003).
Read-alouds that include explanations of targeted vocabulary can support word learning
(Brabham & Lynch-Brown, 2002; Coyne, Simmons, Kame'enui, & Stoolmiller, 2004), as
can dramatic play organized around a carefully chosen theme (Barone & Xu, 2008;
Tabors, 2008).
Teaching Method: (Cruikshank, Bainer & Metcalf, 1999)

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Early Childhood

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Children’s Learning

Students Students who Develop Learn new Mastered /

1-7 Student N No Y Yes NM Not Mastered *M Mastered

- Observation and questioning strategies - traditional paper-and-pencil tests (e.g., multiple-

Presenting vocabulary thematically helps children make associations between words

Teaching Method: (Cruikshank, Bainer & Metcalf, 1999)

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