Task 3 Assessment Commentary a2g3r
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Early Childhood Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY Respond to the prompts below (no more than 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 as a video or audio clip and your comments to focus students cannot be clearly heard, attach transcriptions of your 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. [ For the common assessment, I chose the paragraphs from the day 1 lesson. This was chosen because the students used this paragraph to assist them in creating their media presentations for the day 2 lesson and their diagrams in day 3. Thus, the presentations from day 2 and Venn diagrams from day 3 are all dependent on their paragraphs from day 1.
Students will use a variety of sources to gather facts about their president. Students will be able to compile their research into a logical paragraph about their president. Students will write a paragraph that has a topic sentence ed by factual information. Students will revise their paragraph with direction from the teacher. Students will write a grammatically correct paragraph with proper conventions. ]
b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning for the common assessment. [ The students’ paragraphs from the day 1 lesson were chosen for the common assessment. After the students completed their drawings, I collected them and looked over them, correcting any spelling or grammatical errors. I called up the students one by one to go over their paragraphs with them before returning them. There are 20 students in the class, and out of these 20, 15 of them (75%) were able to follow directions and write a paragraph with a topic sentence and one that had strong sentence variation. The 5 students who did not wrote a paragraph that was missing a topic sentence and started almost every sentence with “He.” This shows that not every student was able to follow the given directions. However, this could be due to students either simply not paying attention, or they didn’t understand the directions, which is something to keep in mind when analyzing the common assessment. For the 15 students who did write an appropriate paragraph, this shows that they were able to understand and follow directions accurately and had a grasp on the concept of not only the activity, but what goes into writing a proper, grade-level paragraph. ] c. Use the class/group summary you provided in prompt 1b to analyze the patterns of language and literacy learning for the class/group. [ Although not all students followed directions, their paragraphs did provide evidence of their language and literacy learning. Based on their paragraphs, it was apparent that the students were able to take their research and compile it into an informative paragraph. The students have not worked on this skill so far during the year, and they were all able to do so. One pattern that I did notice is that not all students recognized the need for sentence variation. I briefly went over it during the day 1 lesson before they wrote their paragraphs, but some students still started every sentence with “He.” This could mean that they did not understand what I was describing Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
when I went over it and that I should have taken more time to explain the concept, or that they were not paying attention. Either of these could be a possibility and are important to keep in mind.] 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). [ My two focus children showed many strengths throughout the learning segment. Both children were highly engaged in the activities and show interest. They were both able to write appropriate paragraphs with a topic sentence, as seen in their work samples. While writing her paragraph, Focus Child 1 would frequently come up to me and ask me how to spell words and to look over her work to make sure it was correct. Focus Child 2’s paragraph was strong overall, but had a decent amount of spelling and grammatical mistakes. Also, almost all of his sentences begin with the word “He” except for his topic sentence. This is something we had discussed in class not to do, but he still wrote his paragraph this way. Along with this, both children were immersed in creating their media presentations and eager to share what they had learned with their peers. In order to Focus Child 2 with his sentence variation skills, I could have him orally reword his sentences in a way that were more varied, instead of beginning every sentence with “he.” This way, doing so orally would provide him with a different means of learning how to reword and revise sentences, as doing it orally as opposed to writing it down works on different skills.] 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 children can be identified in the videos from task 2, day 2. Focus Child 1 is a girl, and is the only girl in the video clip at the table. Focus Child 2 is the boy with short brown hair, wearing a dark blue sweatshirt, and is sitting on the left side in the video. ] 2. to Guide Further Learning Refer to specific evidence of submitted to your explanations. a. Identify the format in which you submitted your evidence of 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 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 . [ The was given to the focus children in a separate video clips. However, as the was being discussed with the children, I was writing down the and corrections directly on their work samples (the paragraphs). ] b. Explain how the provided to the 2 focus children addresses their individual and developmental strengths and needs relative to language and literacy development.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
[ In order to provide to the focus children, I took them aside before they began working on their media presentations. Together, we went over their paragraphs. I had each child read the paragraph aloud to me first, as this is a good way for them to catch any mistakes on their own. We then corrected any mistakes they found as they read together, and I pointed out any that I found that they had missed afterwards. Focus Child 1 did not find any upon reading it the first time, so I went back over it with her (00:40) and said how I saw something wrong in the first sentence. She quickly found the mistake and we corrected it together. She didn’t have that many mistakes, however, because while she was writing it in class she would frequently ask me for help on how to spell words and to check it over for her as she progressed. Focus child 2 I believe that allowing the students to find their own mistakes and try to figure it out for themselves is much more beneficial to their language and literacy development than if I had simply corrected it and given them directly on their paper without discussing it with them. ] c. Describe how you will each focus child to understand and use this to further their learning related to learning objectives, either within the learning segment or at a later time. [ As mentioned in 2b, I discussed the students’ mistakes with them as we read it aloud and went over their paragraph together. I made the corrections directly on their work samples. However, I think it would also be beneficial for them to rewrite their paragraph into a final copy. I simply only had the children write out one copy for their paragraph. It’s important in of language and literacy development to have rough drafts and final drafts and learn the process of writing and revision. This is something that can be done at a later time in order to further their learning.] 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 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 [ All the children used the term “president” throughout the learning segment, as they all had a president assigned to them. This can be seen in both children’s work samples. “Lincoln” also was one of the key vocabulary words and was used frequently by my Focus Child 1, as her 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.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
president happened to be Abraham Lincoln. Also as can be seen in their work samples, Focus Child 1 used “February” to talk about when Lincoln was born. Focus Child 2 used the plural form of the vocabulary word “country” to talk about how Ronald Reagan wanted peace between countries while he was president.] 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:
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/s (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 or challenge). [ Various steps could be taken for instruction in of both the whole class, the focus children, and those with specific learning needs. As mentioned in 2c, one way to further their learning could be to work on the revision process for writing. Instead of simply having one copy, the students could make a rough draft, revise it, and then make a final draft, which would be beneficial to their learning. For more varied writing practice, I could have the children write persuasive essays, either one on why they believed their president was or was not a good leader, or one on why they believe they would be a good president and what they would do as president if they ran one day. I could also have the students do another form of oral presentation. They could take the knowledge they have learned from the learning segment and write “I am” statements, pretending to be their chosen president. They would state who they were and give a few details about what they did while they were that president. I could even record their short oral presentations and watch them together with the class. This class enjoys sharing their writing, projects, art, and anything they made with the class. Any chance for them to work on their oral presentation skills is always beneficial for them, as this is a necessary skill for them to have throughout their lives. For Focus Child 1, her main need came from test anxiety. She doesn’t need any outside aside from this. If I did want to For Focus Child 2, I previously discussed doing a rewrite for a final draft of his paragraph. It also would be useful for him to review some of the words he spelled wrong, and I could do an activity or game with him to review how to spell these such words. He also has high interest levels when it comes to reading more complicated books and can read at a higher level than most of his peers. I could provide him with an age appropriate but more complicated book for him to read on Ronald Reagan, his assigned president. We could have a discussion afterwards about what he read. ] b. Explain how these next steps follow from your analysis of children’s learning. your explanation with principles from research and/or developmental theory. [ Vygotsky’s theory and idea of the zone of proximal development ties in with my analysis. This zone of proximal has to do with a range of skill that children can do independently and what they can do with adult guidance and help (Vygotsky, 1978). This is important to keep in mind in of informing instruction. Scaffolding is one way that can be effective in of further instruction. Using modeling and keeping the activities interesting yet simple enough is an important part of scaffolding. The needs to be matched to the needs of each child. Thus, differentiated instruction is crucial here, as I discussed earlier in of those children with those who are performing at a higher academic level and those who need extra . Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 4 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
Without differentiated instruction, children will not receive the proper instruction that they need in order to succeed, as instruction and assessment should not be a “one-size fits all” approach. ] References Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 5 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
TASK 3: ASSESSMENT COMMENTARY Respond to the prompts below (no more than 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 as a video or audio clip and your comments to focus students cannot be clearly heard, attach transcriptions of your 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. [ For the common assessment, I chose the paragraphs from the day 1 lesson. This was chosen because the students used this paragraph to assist them in creating their media presentations for the day 2 lesson and their diagrams in day 3. Thus, the presentations from day 2 and Venn diagrams from day 3 are all dependent on their paragraphs from day 1.
Students will use a variety of sources to gather facts about their president. Students will be able to compile their research into a logical paragraph about their president. Students will write a paragraph that has a topic sentence ed by factual information. Students will revise their paragraph with direction from the teacher. Students will write a grammatically correct paragraph with proper conventions. ]
b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning for the common assessment. [ The students’ paragraphs from the day 1 lesson were chosen for the common assessment. After the students completed their drawings, I collected them and looked over them, correcting any spelling or grammatical errors. I called up the students one by one to go over their paragraphs with them before returning them. There are 20 students in the class, and out of these 20, 15 of them (75%) were able to follow directions and write a paragraph with a topic sentence and one that had strong sentence variation. The 5 students who did not wrote a paragraph that was missing a topic sentence and started almost every sentence with “He.” This shows that not every student was able to follow the given directions. However, this could be due to students either simply not paying attention, or they didn’t understand the directions, which is something to keep in mind when analyzing the common assessment. For the 15 students who did write an appropriate paragraph, this shows that they were able to understand and follow directions accurately and had a grasp on the concept of not only the activity, but what goes into writing a proper, grade-level paragraph. ] c. Use the class/group summary you provided in prompt 1b to analyze the patterns of language and literacy learning for the class/group. [ Although not all students followed directions, their paragraphs did provide evidence of their language and literacy learning. Based on their paragraphs, it was apparent that the students were able to take their research and compile it into an informative paragraph. The students have not worked on this skill so far during the year, and they were all able to do so. One pattern that I did notice is that not all students recognized the need for sentence variation. I briefly went over it during the day 1 lesson before they wrote their paragraphs, but some students still started every sentence with “He.” This could mean that they did not understand what I was describing Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
when I went over it and that I should have taken more time to explain the concept, or that they were not paying attention. Either of these could be a possibility and are important to keep in mind.] 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). [ My two focus children showed many strengths throughout the learning segment. Both children were highly engaged in the activities and show interest. They were both able to write appropriate paragraphs with a topic sentence, as seen in their work samples. While writing her paragraph, Focus Child 1 would frequently come up to me and ask me how to spell words and to look over her work to make sure it was correct. Focus Child 2’s paragraph was strong overall, but had a decent amount of spelling and grammatical mistakes. Also, almost all of his sentences begin with the word “He” except for his topic sentence. This is something we had discussed in class not to do, but he still wrote his paragraph this way. Along with this, both children were immersed in creating their media presentations and eager to share what they had learned with their peers. In order to Focus Child 2 with his sentence variation skills, I could have him orally reword his sentences in a way that were more varied, instead of beginning every sentence with “he.” This way, doing so orally would provide him with a different means of learning how to reword and revise sentences, as doing it orally as opposed to writing it down works on different skills.] 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 children can be identified in the videos from task 2, day 2. Focus Child 1 is a girl, and is the only girl in the video clip at the table. Focus Child 2 is the boy with short brown hair, wearing a dark blue sweatshirt, and is sitting on the left side in the video. ] 2. to Guide Further Learning Refer to specific evidence of submitted to your explanations. a. Identify the format in which you submitted your evidence of 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 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 . [ The was given to the focus children in a separate video clips. However, as the was being discussed with the children, I was writing down the and corrections directly on their work samples (the paragraphs). ] b. Explain how the provided to the 2 focus children addresses their individual and developmental strengths and needs relative to language and literacy development.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
[ In order to provide to the focus children, I took them aside before they began working on their media presentations. Together, we went over their paragraphs. I had each child read the paragraph aloud to me first, as this is a good way for them to catch any mistakes on their own. We then corrected any mistakes they found as they read together, and I pointed out any that I found that they had missed afterwards. Focus Child 1 did not find any upon reading it the first time, so I went back over it with her (00:40) and said how I saw something wrong in the first sentence. She quickly found the mistake and we corrected it together. She didn’t have that many mistakes, however, because while she was writing it in class she would frequently ask me for help on how to spell words and to check it over for her as she progressed. Focus child 2 I believe that allowing the students to find their own mistakes and try to figure it out for themselves is much more beneficial to their language and literacy development than if I had simply corrected it and given them directly on their paper without discussing it with them. ] c. Describe how you will each focus child to understand and use this to further their learning related to learning objectives, either within the learning segment or at a later time. [ As mentioned in 2b, I discussed the students’ mistakes with them as we read it aloud and went over their paragraph together. I made the corrections directly on their work samples. However, I think it would also be beneficial for them to rewrite their paragraph into a final copy. I simply only had the children write out one copy for their paragraph. It’s important in of language and literacy development to have rough drafts and final drafts and learn the process of writing and revision. This is something that can be done at a later time in order to further their learning.] 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 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 [ All the children used the term “president” throughout the learning segment, as they all had a president assigned to them. This can be seen in both children’s work samples. “Lincoln” also was one of the key vocabulary words and was used frequently by my Focus Child 1, as her 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.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
president happened to be Abraham Lincoln. Also as can be seen in their work samples, Focus Child 1 used “February” to talk about when Lincoln was born. Focus Child 2 used the plural form of the vocabulary word “country” to talk about how Ronald Reagan wanted peace between countries while he was president.] 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:
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/s (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 or challenge). [ Various steps could be taken for instruction in of both the whole class, the focus children, and those with specific learning needs. As mentioned in 2c, one way to further their learning could be to work on the revision process for writing. Instead of simply having one copy, the students could make a rough draft, revise it, and then make a final draft, which would be beneficial to their learning. For more varied writing practice, I could have the children write persuasive essays, either one on why they believed their president was or was not a good leader, or one on why they believe they would be a good president and what they would do as president if they ran one day. I could also have the students do another form of oral presentation. They could take the knowledge they have learned from the learning segment and write “I am” statements, pretending to be their chosen president. They would state who they were and give a few details about what they did while they were that president. I could even record their short oral presentations and watch them together with the class. This class enjoys sharing their writing, projects, art, and anything they made with the class. Any chance for them to work on their oral presentation skills is always beneficial for them, as this is a necessary skill for them to have throughout their lives. For Focus Child 1, her main need came from test anxiety. She doesn’t need any outside aside from this. If I did want to For Focus Child 2, I previously discussed doing a rewrite for a final draft of his paragraph. It also would be useful for him to review some of the words he spelled wrong, and I could do an activity or game with him to review how to spell these such words. He also has high interest levels when it comes to reading more complicated books and can read at a higher level than most of his peers. I could provide him with an age appropriate but more complicated book for him to read on Ronald Reagan, his assigned president. We could have a discussion afterwards about what he read. ] b. Explain how these next steps follow from your analysis of children’s learning. your explanation with principles from research and/or developmental theory. [ Vygotsky’s theory and idea of the zone of proximal development ties in with my analysis. This zone of proximal has to do with a range of skill that children can do independently and what they can do with adult guidance and help (Vygotsky, 1978). This is important to keep in mind in of informing instruction. Scaffolding is one way that can be effective in of further instruction. Using modeling and keeping the activities interesting yet simple enough is an important part of scaffolding. The needs to be matched to the needs of each child. Thus, differentiated instruction is crucial here, as I discussed earlier in of those children with those who are performing at a higher academic level and those who need extra . Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 4 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
Early Childhood Task 3: Assessment Commentary
Without differentiated instruction, children will not receive the proper instruction that they need in order to succeed, as instruction and assessment should not be a “one-size fits all” approach. ] References Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 5 of 5 | pages maximum All rights reserved. V4_0915 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 of a written license agreement.
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