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.
CCSSI.ELA.R.K.1. With prompting and support, ask and answer questions about key details in a
text.
CCSSI.ELA.R.K.2. With prompting and support, retell familiar stories, including key details.
CCSSI.ELA.R.K.3. With prompting and support, identify characters, settings, and major events in a
story.
[The objectives that the students must carry out throughout the three learning experience
require the students to pay attention to key details of a familiar text and use these key
details to retell the story. The students will use the vocabulary words first, then, next, and
last are used throughout the learning experiences to place the story’s sequence of events in
a correct format. The students will do this in a variety of ways.
During the first learning experience, the students are to place the sequence vocabulary
words in a proper agreed upon order. Once the vocabulary words are in order, the students
will break the story of The Rainbow Fish into four parts and match the events to a sequence
vocabulary word.
During the second learning experience, the students will first review the sequence
vocabulary words and place them in the correct order. Then, the students will act the story
out using the vocabulary cards and popsicle stick characters.
On the day of the third learning experience, the students will put the vocabulary words in
order and act out the story with the popsicle stick characters to begin. Then, the students
will collaborate with the teacher to come up with actions to act out the story. Once the
teacher has deemed the actions appropriate, the students will listen for their cues in the
story and carry out the agreed upon actions.
The common assessment used focuses on the proper use of the sequence vocabulary and
the retelling of the story correctly. The common assessment also focuses on identifying
important characters, the setting, and major events from the story. These major events are
then placed into four categories based on the sequence vocabulary cards.]
b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning
for the common assessment.
[Throughout the learning experiences, the students learned to implement the sequence
vocabulary into many different aspects of their life. The students used their skills to retell the
story of The Rainbow Fish and identify the important characters and events of the story. The
common assessment used promotes vocabulary use and completion of the learning objectives.
The common assessment was given to the students to provide them with knowledge of retelling

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 Early Childhood
Task 3: Assessment Commentary

and acting out different events from a familiar story. The students acting was assessed and a
rubric was referred to. ]
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 students have been exposed to sequencing throughout the year. The students have
learned that certain events, whether in a story or in life, go in a specific order. For example, the
students know that dogs start as puppies and grow up to become a dog. Although the students
have previously learned about sequencing, they have not been exposed to the word sequencing
itself. During the first learning experience, I used the word sequencing a lot to describe the
events of the story. The students also used specific vocabulary words to describe the sequence
of the story, The Rainbow Fish. Throughout the three learning experiences, I stressed the
importance of the four sequence vocabulary words.

In addition to the sequence, during the first learning experience, the students are first exposed
to the vocabulary words. Although they have seen the words before, they haven’t been exposed
to them in this format. The students worked together to sound out the vocabulary words and
spell them correctly. Once the students established how to correctly say the sequence
vocabulary words, the students worked together to put them into an order they all agreed upon.
The students then summarized the story of The Rainbow Fish into four categories. These
categories were determined by the order of the sequence vocabulary words.

During the second learning experience, the students reviewed the sequence vocabulary words
and placed them in order. Then, the students worked together to break the story down into four
categories, like they did the day before. After that was established, students were chosen to act
out the story using popsicle stick characters. The students who were not chosen as actors were
to tell the story and prompt the actors when it was their turn to perform.

During the third learning experience, the students placed the sequence vocabulary words into
order. The students then retold the story and used the vocabulary words as prompts. After the
students retold the story, the students were prompted to come up with actions to act out the
story of The Rainbow Fish. Using the sequence vocabulary words as prompts, the students
acted out the four main parts of the story using their whole body. Once the actions were
deemed appropriate by the teacher, the teacher re-read The Rainbow Fish and prompted the
students to act out the story.

The learning experiences required the students to rely on the knowledge they gained from the
pervious days. The learning experiences also required the students to collaborate effectively
with one another and communicate feelings and actions they wished to discuss. All three
learning experiences promoted retelling the story, identifying important characters, and correct
use of the sequence vocabulary.]
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).
[There are multiple evidences of learning throughout the three video clips. In Video Clip 3, the
students are using the sequence vocabulary words in the correct context. The teacher is
prompting the use of the vocabulary words by pointing to them throughout the video. Student 10

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 Early Childhood
Task 3: Assessment Commentary

could have been prompted with harder questions to answer. She also could have been
encouraged to give more indepth answers. Both students work together to correctly place the
vocabulary words and events of the story into the correct order. Student 16 has difficulties
answering a question towards the end of the video clip, but Student 10 helps him by providing
him with the correct answer. Once he realizes the answer to the question, he answers it and
adds more details he remembered. The students both understand how to correctly retell a story
and act the events out using popsicle stick characters. The video clips provided show many
examples of the students learning. In Video Clip 2, the two focus students help the other
students in the classroom act out the story. Both of the students eagerly provide answers to the
teachers questions and even ask questions of their own.]
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.
[The two focus students were pulled aside separately form the group for their video. In Video
Clip 3, student 10 is a girl and student 17 is a boy. The two students are at different levels of
learning. This can be seen throughout the video clip. Student 10 is at a higher level of learning
than student 17 and often helped him answer questions and also elaborated on his answers.]
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.)
¡ 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.

[In Video Clip 3, I gave the students continual feed back throughout the learning experience.
During the video, the two focus children can be identified easily. The two focus children, Student
10 and 16, are sitting directly across from me at the desk. Student 10 is a girl and Student 16 is
a boy. Student 10 is at a higher learning level than Student 16 and often helps him when
answering questions.]
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.
[Throughout Video Clip 3 (), Student 10 helps Student 16 answer questions often. She prompts
him with answers and collaborates with him while they are acting out the story. This is a great
example of collaboration between the two students. Collaboration among the students promotes
language development between the two. The feedback given t the two focus children focused
on their language and literacy development. When discussing the sequence of events with the
students, their language development was continually supported with the questions I provided.
The language the students used was from the book itself and the list of vocabulary words the
students were encouraged to use. Although the students did not do any writing in these lessons,
there are themes of literacy sprinkled throughout. The students read the sequence vocabulary
words off of the key cards. Once the students can read the words, the students move onto
acting out the story using popsicle sticks. The two focus students help each other act out the
story. The two focus students go on to help the whole class answer questions and retell the

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 Early Childhood
Task 3: Assessment Commentary

story correctly later in the video clip. The feedback I gave the two students as they worked
together seemed to benefit them and help them feel more confident in their abilities to retell
familiar stories. Overall, the feedback provided the two focus students with the confidence to
lead their classmates later in the day.]
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.
[The feedback given to the two focus children will provide them with ways they can implement
the sequence vocabulary words in the future to describe a sequence of events. By encouraging
the students to retell the information from the book, the students are correctly utilizing the
sequence vocabulary words. The students then act out the story using the popsicle stick
characters. The students first identify the characters and determine their place in the story. This
is related to the learning objectives used throughout the learning experiences.

Student 16 needs more practice when retelling the events of stories correctly. One way to
enhance this skill would be to practice telling the events of stories daily. This constant exposure
would help the student hone in on this important skill. During Video Clip 3 (), Student 10 often
scaffolds the student when he needs help.

Student 10 could be challenged more throughout the learning experiences. In Video Clip 3 () the
student looks bored and unchallenged. By providing the students with more thought provoking
questions and encouraging her to continue the story after it is completed, she may feel more
challenged and eager to participate.]
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.
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

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.

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 Early Childhood
Task 3: Assessment Commentary

[Throughout Video Clip 1, 2, and 3, vocabulary use can be easily identified. In Video Clip 1 (),
the students are first introduced to the sequence vocabulary words. They began by sounding
out the words and then spelling them. I asked the students for brief definitions of the words to
make sure the students understand the way they will use them.

During the second learning experience, the students began by reviewing the sequence
vocabulary words and put them into an order the whole class agreed upon. In video Clip 2 (),
while the students were performing the story with the popsicle stick characters, I prompted the
students use of the vocabulary words by holding up the sequence vocabulary cards whenever
the students changed scenes. The students who provided the events of the story to the actors
would call out the vocabulary words as I held the cards up. I

n the beginning of the third learning experience, the students reviewed the story and the
vocabulary words before they began acting out the story. Once the students have shown a
mastery of the vocabulary words, the students will create actions that portray the events of the
story. While the teacher read the story of the Rainbow Fish, the teacher prompted the students
to act out the events by using the sequence vocabulary words. Every part of the learning
experiences showed included vocabulary use and the retelling of the story.

The work sample that was analyzed for this section isn’t on paper, it is verbal. The target
students are taken aside and asked to act out the story while using the sequence vocabulary
words to prompt their story telling. I began by having the students review the vocabulary words
and had them place them into an order the two agreed upon. Then the students acted out the
story using the vocabulary words. The two target students used the vocabulary words
appropriately and correctly retold the story.]
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).
[The next steps I would implement to further the students use of the sequence vocabulary would
include drawing as apart of retelling. The students would receive a blank booklet with the
vocabulary words written at the top of the page. The students would be instructed to draw the
events of the story we had focused on previously in the week. The students would also create a
cover. Since the students still have trouble writing in complete sentences, the teacher would ask
the student about their drawing and write a sentence below explaining what is happening in the
story. Once all the students have completed their booklet, the students will be encouraged to
share their booklet with the class and explain why they chose the four events they chose. This
activity would not only promote the students to retell a story but also would encourage the
sequence vocabulary use. This booklet idea can later be used with other stories the teacher
reads throughout the year or the teacher can encourage the students to write their own stories
using this technique.

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 Early Childhood
Task 3: Assessment Commentary

Another continuation of the lesson could be to use the vocabulary words in everyday situations.
The sequence vocabulary words can be used in basically any subject. The teacher can
implement the sequence vocabulary words to have the students explain how they carry out
science experiments and even the steps they took to solve a math problem. The teacher can
also use the sequence vocabulary words to describe the daily schedule to the students. The
teacher can use the words to explain the various subjects they will be learning throughout the
day. The students can also be encouraged to recognize the words throughout the day tell the
teacher when they hear the words. Recognizing the words being used can help the students
become better acquainted with them. Practicing and modeling the correct ways to use the
sequence vocabulary words can help support the students language development.]
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.
[Drawing on a students’ prior knowledge is a good way to make students feel more comfortable
when participating in a lesson. If a student already has background knowledge of a subject, they
may feel more inclined to answer questions and participate in the lesson activities. The changes
made for future lessons would ensure a physical exit ticket for each student. These lessons
would also include more repetition and reinforcement of the topic. The students would be given
more opportunities to retell the story in their own words and utilize the sequence vocabulary
words. Repetition is derived from a cognitive theory. According to a theorist, Bruner, students
benefit from ideas and or concepts that they have been exposed to previously. This goes hand
in hand with the theory of constructivism. This theory involves constructivism and helps students
receive, store, and retrieve information.]

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