Part D Assessment Commentary

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.
[ Learning Experience 2: Small Group Concept Web Creation is the lesson I chose for analysis.
The objectives for this lesson are as follows:
- Students will be able to retell two or more facts about Abraham Lincoln.
- With adult assistance, students will be able to record two or more facts about Abraham
Lincoln in a pre-made concept web. ]
b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning
for the common assessment.
[ Assessment from Learning Experience 2: Small Group Concept Web Creation
The original assessment that this was derived from also includes a section for
comments/observations, but that section has been omitted as this is for the entire class.
Meets (M) Developing (D) Needs Improvement

(N)
Main Idea Student is able to Student is able to Student is unable to
identify the main idea identify the main idea identify the main idea
without assistance with minor assistance without considerable
from an adult. from an adult. assistance from an
L, R, C, M, B, D, Li, E adult.
Cl, Ry, H, G, N, Ch,
Lu, Z, J, K, A, Em
Details Student is able to Student is able to Student is unable to
verbally provide 2+ verbally provide 1 verbally provide one
details about detail about Abraham or more details about
Abraham Lincoln Lincoln without Abraham Lincoln
without assistance assistance from an without considerable
from an adult. adult. assistance from an
L, R, C, M, B, Li, Ry, D, Cl, E, G, J, Em adult.
H, N, Ch, Lu, Z, K, A
Comprehension Student is able to Student is able to Student is unable to
answer questions answer questions answer questions
about a text about a text with about a text without
independently. minor assistance considerable
L, R, C, M, D, Li, Cl, from an adult. assistance from an
Ry, H, N, Ch, Lu, Z, B, E, G, Em adult.
J, K, A
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Early Childhood
Concept Web Student is able to Student is able to Student is unable to

provide 2+ details provide 1 detail about provide details about
about Abraham Abraham Abraham
independently. independently. independently.
L, R, C, M, B, D, Li, Cl, E, G, J, Em
Ry, H, N, Ch, Lu, Z,
K, A
Each letter (or combination of letters) in the boxes indicates one student, so each student is
shown as evaluated in each of the categories.]
c. Use the class/group summary you provided in prompt 1b to analyze the patterns of
language and literacy learning for the class/group.
[ It can be seen that the vast majority of students are reaching the Meets level in these
categories, especially in the Main Idea category. The children did a good job of identifying the
main idea of the books we had been reading as well as the additional texts presented to them in
the small groups. This means that the majority of the students reached both of my learning
objectives I had for them for this lesson. The students who did really well in this lesson were
able to search through resources and recall details they had read prior to filling out the concept
web.
The highest number of students in the Developing category was for Details, which is one of the
more challenging aspects of this lesson segment. Sometimes it was difficult for the children ot
come up with more than one because they were fixated on the one they had already thought of.
The definition of Developing in this area, however, involves needed adult assistance, but they
are able to name a detail. I still count this as good because at least they are not completely in
the dark as to what I want them to be doing.
All of the students who received D’s in the categories are students who are easily distractible
and are in the lower-ability groups, groups in which I had specifically prepared to move a little
slower and provide more assistance. Even if students received a D, I think it is still OK because
they learned something and were able to demonstrate that given a little extra help.
In general, these results tell me that the students did learn at least one thing about Abraham
Lincoln and were able to use their vocabulary to demonstrate their learning. ]
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).
[ Focus Child 1
Strengths: Focus Child 1 is a strong writer and did not have difficulty coming up with ideas for
the concept web nor for his sentences. He worked quickly and efficiently through the
assignments and was pretty accurate, in general. His ability to recall information as well as
comprehend something he read is one of his best strengths. He is eager to please and enjoys
participating in group discussions and group readings. All of these observations can be seen in
his Observation Notes from Learning Segment 2.
Early Childhood
Areas for Improvement: He could improve on slowing down a little bit and remembering his
grammar rules. None of the edits we made on his paper were drastically wrong or concerning, it
was just clear that he worked right through the assignment and did not check it before turning it
in. Just by looking at his Work Sample 3, it was easy to see that he had flown through the
assignment. He could improve on his capitalization skills, but it is not an extreme issue as he
does do it sometimes. It is the inconsistency that he needs to remember the rules for
capitalization. He could definitely use a greater challenge with lessons like these in which
perhaps he could read a text all by himself and fill out the concept web independently. It would
better suit his ability level. I say this because in the Audio File I have for his feedback, the entire
process took less than 2 minutes of actual discussion of how he could fix his sentences.
Focus Child 2
Strengths: Focus Child 2 is a hard worker and has a lot of tools, strategies, and resources that
she utilizes often while she is reading or writing. Even if her academics are not completely up to
grade level, it is encouraging that she works hard to learn concepts that present a greater
challenge for her. She is usually able to provide answers for an assignment verbally to show
that she knows what it is going on, which is the best way for her to show her knowledge. These
observations have been noted in her Observation Notes.
Areas for Improvement: Focus Child 2 could use more practice with multitasking and her
handwriting. I say this because she had to have an adult help her with the Read the Room
activity because it was challenging for her to walk around the room with her paper, find the
words, and write them down. The action of looking up at the words to spell then down at the
paper seemed to be the action that was tripping her up. This would just require more practice, I
believe, and perhaps a tiered system that helps her practice those skills. I would suggest maybe
activities in which she has to do multiple things while sitting at her desk and speaking orally,
then gradually moving up to walking and writing. Since she is stronger verbally, as can be seen
in her Video File of the feedback I provided to her, this would be an immense help to her so she
can continue to learn. The handwriting issue can be clearly seen in Work Samples 1 and 3. ]
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.
[ N/A. Both video clips are with just the children and are provided in Part A of Task 3. ]
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.)
¡ Written directly on work samples or in separate documents that were provided to the
focus children
¡ In audio files
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.
Early Childhood
[ There are two different clips, one dedicated to each focus child. It is recording of only me and
that one focus child, so the child is easily identifiable. The file for Focus Child 1 is an audio file
while the one for Focus Child 2 is a video file. ]
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 feedback provided in the video/audio files is the best way for both of these students to
learn from their mistakes because I was sitting right there with them editing the sentences. In
both cases, we walked through every sentence together and tried to identify where the mistakes
may be. I had the children read the sentences out loud themselves so they could hear how their
phrasing sounded.
Focus Child 1 did do well with the direct feedback, but he also benefitted from the written
feedback, as he is a student that would review the corrections I make on any given written
assignment. He will often speed through any writing process, so having me there to slow him
down and deliberately read through every sentence was very helpful to him. I know this because
he required a small amount of prompting to correct minor errors in his writing, but the prompting
is what caused him to see what he needed to rewrite.
This is a very direct way of providing feedback and it proved to be the most helpful for Focus
Child 2. Focus Child 2 is a struggling reader, so deliberately going through her sentences and
pointing out the various edits was very helpful for her. The one-on-one attention is beneficial for
her learning and is much more effective than providing feedback in a group. She is strongly
verbally, so speaking the words out loud was a tremendous help for her to understand what she
wrote. ]
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.
[ Focus Child 1 – I will use the feedback I provided to Focus Child 1 as mostly a baseline for
what I know he is capable of producing. To challenge him more, I can have him use the
transition words in his writing more often. Using these activities as reminders of what the words
were and examples of how to use them would be helpful for him.
Focus Child 2 – I will use the feedback I provided to Focus Child 2 as a form of background
knowledge for her. It will be something that I can bring up to her whenever she is experiencing
difficulty with a task similar to what we did during this lesson segment. Having that prior
experience will be greatly beneficial to her learning and help her succeed in the future. I do not
think I will necessarily pull the paper back out to show her, but I could if she required a visual
reminder of the work we did on Abraham Lincoln. ]
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
[ It is difficult to define exact vocabulary for this learning segment as I like to consider that any
new words associated with Abraham Lincoln can be considered vocabulary, and each child is
bound to come across their own words. That being said, when it came to writing the sentences,
I wrote a few key vocabulary words that I wanted all the children to be spelling and using
correctly. These words were: Abraham, Lincoln, Abe, Civil War, great, lawyer, president, and
country. Some other words they used were the transition words introduced in Learning
Experience 3: to start, initially, first of all, to begin, first, at first, next, in fact, then, also, another,
after that, in conclusion, all in all, in the end, lastly, and finally.
Examples of the usage is found in every single child’s sentences that they produced. To be
specific, Focus Child 1’s Work Sample 3 has the following words: to start, Abraham, Lincoln,
great, president, in fact, Abe, lawyer, also, and all in all. These words were spread all
throughout his sentences as well as can be found in his Work Sample 1.
Focus Child 2 also used similar vocabulary words in her Work Sample 3: to begin, Abe, great,
next, president, then, and in the end. The usage of the vocabulary tells me that she was
understanding key details about Abraham Lincoln, and could probably recite these details if
asked to do so.
For both focus children, their vocabulary word usage in Work Sample 3 can be heard audibly as
the children were reading their sentences out loud. ]
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
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
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).
[ Based off of the results from the assessment analysis in Part 1, I think iti s safe to say that I
would not need to continue to practice these skills with my students. I can move on to
something more difficult and build upon the knowledge base they have developed during this
learning segment. That being said, I would like to work in small groups with the students who
are still developing their skills in these areas as a way to provide more direct and individualized
instruction to help them master the concepts. Since whole group learning is not necessarily
required anymore, having the small group is the best way to continue to refine these skills.
Additionally, I know that I can depend on the students to already know what the main idea of a
text is about since they all did so well with that identification. I can include questions regarding
these concepts when learning about other subjects.
As for the focus children, Focus Child 1 will be requiring a greater challenge when it comes to
practicing these particular skills. He could likely move on to more challenging texts/texts that
have a more complex main idea to practice that comprehension. I do not want to focus too
much on having students this young be writing too many sentences, but he can definitely move
on to writing more complex paragraphs that involve more than just two details and general
statements. He could also start to work more with technology to conduct research.
Focus Child 1 will be one of the students that will participate in small group interventions/support
on these concepts that I mentioned above when discussing whole group learning. She will
benefit greatly from the small group instruction and it will make her a stronger reader as well as
stronger writer going into second grade. ]
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.
[ Providing small group interventions for students is a way to scaffold the information and
concepts that the children need to be successful writers. Providing a gradual release of
responsibility is a Best Practice in teaching (Zemelman, Daniels, and Hyde, 2012), and that is
mainly how I view small group work. It is a time for the teacher to be incredibly assistive in
general classwork so the children are better understanding it. As time goes on, the teacher
slowly begins to let the student do the work by themselves. If this is done correctly, the student
will not need as much intervention for particular skills and concepts. This is also a form of using
Vygotsky’s Zone of Proximal Development theory, in which the teacher should challenge
students a little bit above their ability level in order to help them continue to grow (Vygotsky,
1978).
In this day and age, 21st century skills are becoming more and more important. In first grade, it
is a little difficult to use technology (such as computers) for research purposes as the children
are usually just starting to learn how to operate a computer on a basic level. That being said,
children who require a greater challenge can begin to move forward with using technology as
another resource for research. The use of technology contributes to the idea that learning
should be multimodal (Yelland, Lee, O’Rourke, and Harrison, 2008), and this will better serve
the children as they grow older and begin to use technology more and more for their school
work. ]
Early Childhood
References
Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes.
Cambridge, MA: Harvard University Press.
Yelland, N.; Lee, L.; O’Rourke, M.; and Harrison, C. (2008). Rethinking learning in early
childhood education. New York, NY: McGraw Hill Open University Press. Retrieved
from: https://books.google.com/books?hl=en&lr=&id=qXc4NF16NiYC&oi=fnd&pg=
PP1&dq=early+childhood+multimodal+learning&ots=EZ8Fs2mQsv&sig=cwTO09UAryEL
RGesB-3lo_M6M2M#v=onepage&q=early%20childhood%20multimodal%20learning
&f=false
Zemelman, S., Daniels, H., and Hyde, a. (2012). Best practice: Bringing standards to life in
America’s classrooms (4th ed.). Portsmouth, NH: Heinemann.
Early Childhood
This is the common assessment used for every child in the class to evaluate several key ideas
for the learning experience. The school I am student at uses Meets, Developing, and Needs
Improvement for the lower primary grades, so that is what you will see below. I also included a
comments section because I the context in which a child is completing an assessment is very
important and can have an effect on how they perform academically. Ideally, there would be one
rubric per child.
Learning Experience 2 – Small Group Concept Web Creation
Student name: _____________________. Title of book: ____________________________
Meets Developing Needs

Improvement
Main Idea Student is able to Student is able to Student is unable

identify the main identify the main to identify the
idea without idea with minor main idea without
assistance from assistance from considerable
an adult. an adult. assistance from
an adult.
Details Student is able to Student is able to Student is unable

verbally provide verbally provide 1 to verbally provide
2+ details about detail about one or more
Abraham Lincoln Abraham Lincoln details about
without without Abraham Lincoln
assistance from assistance from without
an adult. an adult. considerable
assistance from
an adult.
Comprehension Student is able to Student is able to Student is unable

answer questions answer questions to answer
about a text about a text with questions about a
independently. minor assistance text without
from an adult. considerable
assistance from
an adult.
Concept Web Student is able to Student is able to Student is unable

provide 2+ details provide 1 detail to provide details
about Abraham about Abraham about Abraham
independently. independently. independently.
Comments
Early Childhood
Transcription of Focus Child 2 Work Sample 1

The bubbles are numbered starting at the bubble all the way to the left labelled as Bubble 1.
The rest are numbered moving clockwise.
Bubble 1
“He hid papers in his hat.”
Bubble 2
“He did not go to school.”
Bubble 3
“He was the 16th president”
Bubble 4
“His birthday on February 12, 1809”
Bubble 5
“He was a tall president.”
Bubble 6
“He cared about his animals.”

Part D Assessment Commentary

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Early Childhood

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Children’s Learning

Meets (M) Developing (D) Needs Improvement

Concept Web Student is able to Student is able to Student is unable to

3. Evidence of Vocabulary Understanding and Use

Meets Developing Needs

Main Idea Student is able to Student is able to Student is unable

Details Student is able to Student is able to Student is unable

Comprehension Student is able to Student is able to Student is unable

Concept Web Student is able to Student is able to Student is unable

Transcription of Focus Child 2 Work Sample 1

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