Task 3 Assessment Commentary a2g3r
This document was ed by and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this report form. Report 2z6p3t
Overview 5o1f4z
& View Task 3 Assessment Commentary as PDF for free.
More details 6z3438
- Words: 4,571
- Pages: 8
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 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. [I chose the assessment from learning experience two. One of the learning objectives for the assessment is that students will be able to collaborate with each other through conversation about cause and effect. The second objective is for students to demonstrate appropriate social and classroom behavior. With these two learning objectives, students will be able to collaborate, follow directions and learn about cause and effect through conversation. Student will be collaborating to find the correct cause and effect statements that go together. The children will have to be reading, listening and speaking during this activity. Using all three of these skills during the activity, the children will be engaged in language and literacy. The children will be assessed on how they use their reading, listening and speaking skills to collaborate during the activity. This is a group activity, however they will be assessed individually.] b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning for the common assessment. [For the most part, all the children did well with this activity and were able to work together to correctly put the cause and effect statements together. There were a couple students who still got cause and effect statements switched but we went over the wrong answers as a class. I would read the incorrect sentence and the class would answer if it made sense or not and if it did not make sense, we would fix it together. As I observed the different students working together, I was able to see appropriate classroom behavior and social skills. Children liked putting the different statements together to answer what and why questions. They were engaged and collaborated well together to problem solve. I overheard many conversations where children were trying to figure out which statements worked best with each other. Sometimes the children would put a statement together and then changed it after seeing another statement that was more fitting. Being able to collaborate with other peers helped children understand the concept of cause and effect. Also going over the definitions before the activity helped recall information about cause and effect to help them understand how to put the statements together.] c. Use the class/group summary you provided in prompt 1b to analyze the patterns of language and literacy learning for the class/group. [Through conversation, children were able to build their language by discussing and working together to put together a correct sentence. Students would put sentences together and put the word because in the middle. Then they would re-read it and realize that it did not make sense. With little help from the teacher, the children were able to self-correct their sentences by reading out loud and knowing that the sentence did not make sense the way they had it. Self-correcting is an important strategy that children need to learn. Some children were self-correcting and might have not even notice that they were doing it and that it is an important part of learning. Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 8 | 10 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
Being about to hear and listen to each other, the children had to think and use processing skills to see if they had any statements that would work with the one that was read. Collaborating together helped children learn how to discuss and talk to each other by taking turns, asking questions and responding to each other. In the small group video from task 2, one of the boys was able to self-correct himself when he said the wrong definition for effect. I helped him realize that the student before had just given that same definition for cause so his answer could not be correct. Then he realized the right definition without any more help from me. The cause and effect statements were situations that were realistic. This helped children make text to selfconnections because some of these situations could have happened to the children at home or in school. For example, there was one statement that said Martha was cleaning the floor because the baby spilled juice. This was one that children could relate to because more than likely something at home was spilled and cleaned up. By reading the sentences out loud, children were able to recognize cause and effect statements in front of them and connect the statements together to form a sentence.] 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). [The two focus children were in the small group video from task two. Focus child one is wearing a bright green sweatshirt with glasses and focus child two is wearing a navy blue and grey shirt. Both of the children did well with the common assessment. Focus child two is a struggling reader, but he was able to read the statements fine. Focus child one is more advanced on is placed in the highest leveled group for math and reading. During the small group video, focus child two put the effect in the wrong spot, but then he self-corrected when he saw that there was a period at the end of the sentence so they he knew it had to be an effect. Knowing that effect comes at the end and cause comes before helped him fix his mistake. It took focus child two a while to read his sentences and figure out if his went with the one that was read. He seemed shy and was not positive if he had the right answers so he would wait a little until no one said anything and then would say his statement. He seemed unconfident in his answers when he was usually right. Focus child one did very well with the common assessment but he was confused when trying to recall the definition of effect. With re-direction he was able to the correct definition. One time focus child one had both the cause and effect statements and looked at them and chose the wrong statements to go together. I guided him, in saying that there was a better answer in front of him and then realized it and changed his original answer. Focus child one made another error when he tried pairing a cause and effect that did not make sense. Quickly after he said the statement, focus child two said the correct statement and focus child one was able to see that his answer did not make sense. Focus child one did fine with the rest of the assessment and was able to know which statement was the cause and which was the effect. Overall, both children did well, but focus child 1 seemed more confident in knowing his answers than focus child two. Focus child 2 seemed unsure at times when focus child one was confident in his answers. Focus child one was still engaged in the activity but after a couple of sentences were made, he needed a greater challenge, where the other children were still struggling a bit with the cause and effect. Through this assessment, I was able to take observational notes. Focus child one had a clearer understanding of the concept. You were able to see this by him placing the statements under the correct column each time. Focus child two seemed a little unfocused in the beginning of the activity but as the activity went on he was more engaged. Focus child two also was able to change is original answer to the correct on during the assessment. For the notes that were taken, both focus children were able to Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 8 | 10 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
collaborate well with each other and follow directions. Focus child one showed a little inappropriate behavior when saying the wrong answer on purpose to be funny but that was addressed when giving .] 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. [When looking at the video, focus child 1 is on the right side of the girl. Focus child 1 is the boy wearing the bright green sweatshirt and glasses. When looking at the camera, focus child 2 is the left of the girl. Focus child 2 has bright blonde hair and is wearing a grey and navy blue shirt.] 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.)
¡ Written directly on work samples or in separate documents that were provided to the focus children
¡ 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 . [In the small group video from task two, the two focus children are the boys. Focus child 2 is on the left side of the girl wearing a grey long sleeve and focus child 1 is on the right side of the girl wearing a bright green sweatshirt and glasses. In the video I am constantly asking for their understanding and agreement. After each statement is made, I ask for thumbs up or down if the children agreed or not. Then after each time, I would say if I would agree or not. Toward the end, I ask focus child 2 to recall what effect meant. He said the wrong answer so I had a peer help him out and then he was able to correctly say the answer. During this video, I always gave positive and acknowledged their efforts and encourage them. When they would say the wrong answer or put the statement in the wrong column, I would let them self-correct and then say I agreed with their change. Simply saying I agreed with their work, was giving them by letting them know I their decision and that their answers were correct. Since I gave verbal that they had all the right answers I did not return the assessment back to them. Instead, I gave them the rubric that I graded them on. Before I gave the rubric back to the children, I asked them to reflect on how they think they did. Then I read the to each child and asked and answered any questions that they had. I checked for understanding of cause and effect by having them give me an example before they were dismissed.] b. Explain how the provided to the 2 focus children addresses their individual and developmental strengths and needs relative to language and literacy development. [By providing both written and verbal , the children were able to see what they were able to do and what they struggled with. When I gave the written , I read it to both children instead of just handing the paper back. I did this because when students get written Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 8 | 10 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
they might not always read it. This way I was able to pull aside the children separately and explain what they were and were not able to do in the activity. Before I gave them mine , I asked the children how they think they did with the activity and asked them if they truly understood cause and effect. After discussing with them, I then read them my and asked if they had any questions. Even though I did this with both focus children, I mainly did it because focus child 2 who is a struggling reader. Focus child 2 might have had trouble reading the and comments on the paper I handed back. This way I was able to tell him directly and ask him questions to check for further understanding. When talking to focus child 1 who is a more advanced student, I was able to discuss more in-depth and ask him harder questions to check for further comprehension. I asked both children to reflect on their performance on the activity in the beginning, which was used to challenge focus child 1 to use refection as a tool. I used reflection as a tool for both focus children even though it was to advance focus child 1’s learning. Reflection is a great tool to involve children in their own work. With both focus children, I made sure to mainly have positive besides mentioning what they did wrong or needed to work on. When giving the verbal from the video, I helped both children understand that they were making right decisions by saying I agreed with them by giving me thumbs up or down. When they would put the statements in the wrong column I would wait for them to realize that it was incorrect and then they would fix it on their own. There was never a situation where the children did not fix their own mistakes. When giving to focus child 2, I did mention that in the video he had put the statement in the wrong column and then fixed it, which was great. I gave him positive on why fixing his mistake was OK. Providing verbal and written helped address both of the focus children’s needs. By going deeper into why and how questions with focus child 1 helped strengthen his learning. Reading and pointing at specific comments on the paper to focus child 2, helped him comprehend the I was giving to him.] 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. [To further both children’s learning, I asked them to reflect on their performance when I provided . Doing this first before given them the written and then reading it to them lets them have time to reflect. This is a great tool for students to be able to analyze their own work. It involves them in the process of and then lets them really think about their performance. Being able to share their strengths and weaknesses shows me that they understand what they did wrong and what they were able to accomplish. Sharing the written that they did well working with others and showed appropriate behavior will let them know that they should act the in the same way in the future when collaborating with peers. Also when ever a cause and effect is mentioned they should be able to the given and what they reflected on to help them recall the information needed. When teaching about cause and effect again, I will ask each focus child specific questions that related to their to check for understanding. Hopefully, both children will be able to learn from their mistakes and gain from their accomplishments and use the information in the learning segment to connect to experiences or other learning topics in class.] 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.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 4 of 8 | 10 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
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 [In the small group video from task two and learning experience two, the children are asked to recall the definitions of cause and effect in the beginning of the video (00:11 - 00:24) and the end of the video (05:45 – 6:14). They are also asked to do the sign language that goes along with the words what and why related to cause and effect. Throughout the small group video, children are asked to recognize if the statement they read is a cause or effect. They have to use the vocabulary words to answer the question. They also have to think before they answer and try to the definitions to see what column to put the statement under. In the entire video children are asked to use the vocabulary to clearly identify which statement is the cause and which is the effect to create an appropriate sentence that makes sense. In the whole-class video from task two and learning experience three, children are asked recall the vocabulary definitions and sign language. As a whole-class we say the definitions out loud and do the sign language along with it (01:27 – 01:36). As the experiment is introduced to the children, they are asked to identify what the cause and effect was of putting the egg in vinegar for twenty-four hours. The children have to use the vocabulary to identify what the cause and effect was of the experiment (03:10-05:08). Then, when I popped the egg, they had to identify what the cause and effect was again. Again, children had to think what the vocabulary words meant and then apply it to a situation (05:31-06:21).] 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
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. 5 of 8 | 10 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
developmental continuum, struggling readers, and/or gifted children needing greater or challenge). [The next step for the class would be to enhance this learning of cause and effect through another activity that would engage them. Since, they have a clear understanding of cause and effect and know how to identify which one is the cause and which is the effect, they would be able to relate it to reading and writing. I would have student’s read a book of their choice so that they can pick of something that interests them. Children are more likely to do well on their work if they are interested in the topic. After the children pick their book, I would ask them to read for a little until they found a cause and effect that happened in the book. Most books will have cause and effects but incase students cannot find one; I would have a couple of books on hand that I know had a cause and effect. After the student found the cause and effect I would ask them to write it down and explain why and what happened. I would ask if the effect was a good or bad thing and tell the students to write down why. This way, students are extending their knowledge on cause and effect to comprehend if the cause and effect was a positive thing that happened or a negative. Maybe it was neither positive nor negative to the specific situation, so then the student would have to explain why they thought that. This would involve reading and writing and would help children explain their thoughts. Explaining why is sometimes a harder concept for children to understand. Children need to learn that they have to have evidence to their writing when they are giving their opinion. As a teacher when reading I could learn more about the children’s understanding and could provide more doing this activity. I think this activity would help children start recognizing cause and effect all over, in their reading, writing, in school and at home. Discussing the cause and effect in situations throughout the year anytime it comes up in reading or writing, I would ask the students to recall what cause and effect means and see if they are able to identify both.] b. Explain how these next steps follow from your analysis of children’s learning. your explanation with principles from research and/or developmental theory. [Connecting and explain different cause and effect situations throughout the year, even when it is not the main focus will help children build their learning. As children continue to develop, so will their skills and knowledge from prior and current learning. According to the Cognitivedevelopmental theory, children’s thinking and reason change over time. That is why bringing up cause and effect even when the children have already learned is a positive experience. Even a couple weeks after learning about a concept, children can grow and develop in different areas that help them with a certain concept. Being aware of all situations and constantly engaging children in prior knowledge with their learning. Also having students use hands-on materials through experiences or activities will help the child’s development. Lev Vygotsky s this. Children can collaborate with each other using hands-on materials to build their knowledge and understanding of a concept. Learning from peers, parents, and caregivers outside of the classroom also promotes children’s learning and helps them make connections.] Common Assessment: For the common assessment, children will be working in groups to accomplish the task. Children will be in pairs and one group will be pulled to work with the teacher. Children will be given a big piece of construction paper. They will be instructed to write cause at the top of one side and effect on the top of the other side, leaving room in the middle to put the word because. Then the students will split up the already cutout statements between the group. They will take turns reading a statement and then trying to identify if it is a cause or effect. Then the other children, including the one that just read the statement out loud will have to look at their statement in from of them to see if they have one that goes with it. The children will keep taking Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 6 of 8 | 10 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
turns building sentences from the statement until they are done. Once they are finished, they can re-check their statements and glue them on the construction paper. After all of these steps, the children may turn it in. Students will be assessed using the rubric below.
Collaboration
Students demonstrate appropriate behavior when working together.
Students are struggling working together and cannot agree.
Students do not demonstrate appropriate behavior when working together.
Possible Points
/2 Directions
Students follow all directions.
Students follow some directions but leave out steps.
Students do not follow directions.
/2
Correct Cause and Effect Statements
Students have all correct cause and effect statements.
Students have half of the cause and effect statements correct.
Students have no correct cause and effect statements. /2
Comments
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 7 of 8 | 10 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
/6
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 8 of 8 | 10 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 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 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. [I chose the assessment from learning experience two. One of the learning objectives for the assessment is that students will be able to collaborate with each other through conversation about cause and effect. The second objective is for students to demonstrate appropriate social and classroom behavior. With these two learning objectives, students will be able to collaborate, follow directions and learn about cause and effect through conversation. Student will be collaborating to find the correct cause and effect statements that go together. The children will have to be reading, listening and speaking during this activity. Using all three of these skills during the activity, the children will be engaged in language and literacy. The children will be assessed on how they use their reading, listening and speaking skills to collaborate during the activity. This is a group activity, however they will be assessed individually.] b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning for the common assessment. [For the most part, all the children did well with this activity and were able to work together to correctly put the cause and effect statements together. There were a couple students who still got cause and effect statements switched but we went over the wrong answers as a class. I would read the incorrect sentence and the class would answer if it made sense or not and if it did not make sense, we would fix it together. As I observed the different students working together, I was able to see appropriate classroom behavior and social skills. Children liked putting the different statements together to answer what and why questions. They were engaged and collaborated well together to problem solve. I overheard many conversations where children were trying to figure out which statements worked best with each other. Sometimes the children would put a statement together and then changed it after seeing another statement that was more fitting. Being able to collaborate with other peers helped children understand the concept of cause and effect. Also going over the definitions before the activity helped recall information about cause and effect to help them understand how to put the statements together.] c. Use the class/group summary you provided in prompt 1b to analyze the patterns of language and literacy learning for the class/group. [Through conversation, children were able to build their language by discussing and working together to put together a correct sentence. Students would put sentences together and put the word because in the middle. Then they would re-read it and realize that it did not make sense. With little help from the teacher, the children were able to self-correct their sentences by reading out loud and knowing that the sentence did not make sense the way they had it. Self-correcting is an important strategy that children need to learn. Some children were self-correcting and might have not even notice that they were doing it and that it is an important part of learning. Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 8 | 10 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
Being about to hear and listen to each other, the children had to think and use processing skills to see if they had any statements that would work with the one that was read. Collaborating together helped children learn how to discuss and talk to each other by taking turns, asking questions and responding to each other. In the small group video from task 2, one of the boys was able to self-correct himself when he said the wrong definition for effect. I helped him realize that the student before had just given that same definition for cause so his answer could not be correct. Then he realized the right definition without any more help from me. The cause and effect statements were situations that were realistic. This helped children make text to selfconnections because some of these situations could have happened to the children at home or in school. For example, there was one statement that said Martha was cleaning the floor because the baby spilled juice. This was one that children could relate to because more than likely something at home was spilled and cleaned up. By reading the sentences out loud, children were able to recognize cause and effect statements in front of them and connect the statements together to form a sentence.] 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). [The two focus children were in the small group video from task two. Focus child one is wearing a bright green sweatshirt with glasses and focus child two is wearing a navy blue and grey shirt. Both of the children did well with the common assessment. Focus child two is a struggling reader, but he was able to read the statements fine. Focus child one is more advanced on is placed in the highest leveled group for math and reading. During the small group video, focus child two put the effect in the wrong spot, but then he self-corrected when he saw that there was a period at the end of the sentence so they he knew it had to be an effect. Knowing that effect comes at the end and cause comes before helped him fix his mistake. It took focus child two a while to read his sentences and figure out if his went with the one that was read. He seemed shy and was not positive if he had the right answers so he would wait a little until no one said anything and then would say his statement. He seemed unconfident in his answers when he was usually right. Focus child one did very well with the common assessment but he was confused when trying to recall the definition of effect. With re-direction he was able to the correct definition. One time focus child one had both the cause and effect statements and looked at them and chose the wrong statements to go together. I guided him, in saying that there was a better answer in front of him and then realized it and changed his original answer. Focus child one made another error when he tried pairing a cause and effect that did not make sense. Quickly after he said the statement, focus child two said the correct statement and focus child one was able to see that his answer did not make sense. Focus child one did fine with the rest of the assessment and was able to know which statement was the cause and which was the effect. Overall, both children did well, but focus child 1 seemed more confident in knowing his answers than focus child two. Focus child 2 seemed unsure at times when focus child one was confident in his answers. Focus child one was still engaged in the activity but after a couple of sentences were made, he needed a greater challenge, where the other children were still struggling a bit with the cause and effect. Through this assessment, I was able to take observational notes. Focus child one had a clearer understanding of the concept. You were able to see this by him placing the statements under the correct column each time. Focus child two seemed a little unfocused in the beginning of the activity but as the activity went on he was more engaged. Focus child two also was able to change is original answer to the correct on during the assessment. For the notes that were taken, both focus children were able to Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 8 | 10 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
collaborate well with each other and follow directions. Focus child one showed a little inappropriate behavior when saying the wrong answer on purpose to be funny but that was addressed when giving .] 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. [When looking at the video, focus child 1 is on the right side of the girl. Focus child 1 is the boy wearing the bright green sweatshirt and glasses. When looking at the camera, focus child 2 is the left of the girl. Focus child 2 has bright blonde hair and is wearing a grey and navy blue shirt.] 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.)
¡ Written directly on work samples or in separate documents that were provided to the focus children
¡ 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 . [In the small group video from task two, the two focus children are the boys. Focus child 2 is on the left side of the girl wearing a grey long sleeve and focus child 1 is on the right side of the girl wearing a bright green sweatshirt and glasses. In the video I am constantly asking for their understanding and agreement. After each statement is made, I ask for thumbs up or down if the children agreed or not. Then after each time, I would say if I would agree or not. Toward the end, I ask focus child 2 to recall what effect meant. He said the wrong answer so I had a peer help him out and then he was able to correctly say the answer. During this video, I always gave positive and acknowledged their efforts and encourage them. When they would say the wrong answer or put the statement in the wrong column, I would let them self-correct and then say I agreed with their change. Simply saying I agreed with their work, was giving them by letting them know I their decision and that their answers were correct. Since I gave verbal that they had all the right answers I did not return the assessment back to them. Instead, I gave them the rubric that I graded them on. Before I gave the rubric back to the children, I asked them to reflect on how they think they did. Then I read the to each child and asked and answered any questions that they had. I checked for understanding of cause and effect by having them give me an example before they were dismissed.] b. Explain how the provided to the 2 focus children addresses their individual and developmental strengths and needs relative to language and literacy development. [By providing both written and verbal , the children were able to see what they were able to do and what they struggled with. When I gave the written , I read it to both children instead of just handing the paper back. I did this because when students get written Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 8 | 10 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
they might not always read it. This way I was able to pull aside the children separately and explain what they were and were not able to do in the activity. Before I gave them mine , I asked the children how they think they did with the activity and asked them if they truly understood cause and effect. After discussing with them, I then read them my and asked if they had any questions. Even though I did this with both focus children, I mainly did it because focus child 2 who is a struggling reader. Focus child 2 might have had trouble reading the and comments on the paper I handed back. This way I was able to tell him directly and ask him questions to check for further understanding. When talking to focus child 1 who is a more advanced student, I was able to discuss more in-depth and ask him harder questions to check for further comprehension. I asked both children to reflect on their performance on the activity in the beginning, which was used to challenge focus child 1 to use refection as a tool. I used reflection as a tool for both focus children even though it was to advance focus child 1’s learning. Reflection is a great tool to involve children in their own work. With both focus children, I made sure to mainly have positive besides mentioning what they did wrong or needed to work on. When giving the verbal from the video, I helped both children understand that they were making right decisions by saying I agreed with them by giving me thumbs up or down. When they would put the statements in the wrong column I would wait for them to realize that it was incorrect and then they would fix it on their own. There was never a situation where the children did not fix their own mistakes. When giving to focus child 2, I did mention that in the video he had put the statement in the wrong column and then fixed it, which was great. I gave him positive on why fixing his mistake was OK. Providing verbal and written helped address both of the focus children’s needs. By going deeper into why and how questions with focus child 1 helped strengthen his learning. Reading and pointing at specific comments on the paper to focus child 2, helped him comprehend the I was giving to him.] 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. [To further both children’s learning, I asked them to reflect on their performance when I provided . Doing this first before given them the written and then reading it to them lets them have time to reflect. This is a great tool for students to be able to analyze their own work. It involves them in the process of and then lets them really think about their performance. Being able to share their strengths and weaknesses shows me that they understand what they did wrong and what they were able to accomplish. Sharing the written that they did well working with others and showed appropriate behavior will let them know that they should act the in the same way in the future when collaborating with peers. Also when ever a cause and effect is mentioned they should be able to the given and what they reflected on to help them recall the information needed. When teaching about cause and effect again, I will ask each focus child specific questions that related to their to check for understanding. Hopefully, both children will be able to learn from their mistakes and gain from their accomplishments and use the information in the learning segment to connect to experiences or other learning topics in class.] 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.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 4 of 8 | 10 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
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 [In the small group video from task two and learning experience two, the children are asked to recall the definitions of cause and effect in the beginning of the video (00:11 - 00:24) and the end of the video (05:45 – 6:14). They are also asked to do the sign language that goes along with the words what and why related to cause and effect. Throughout the small group video, children are asked to recognize if the statement they read is a cause or effect. They have to use the vocabulary words to answer the question. They also have to think before they answer and try to the definitions to see what column to put the statement under. In the entire video children are asked to use the vocabulary to clearly identify which statement is the cause and which is the effect to create an appropriate sentence that makes sense. In the whole-class video from task two and learning experience three, children are asked recall the vocabulary definitions and sign language. As a whole-class we say the definitions out loud and do the sign language along with it (01:27 – 01:36). As the experiment is introduced to the children, they are asked to identify what the cause and effect was of putting the egg in vinegar for twenty-four hours. The children have to use the vocabulary to identify what the cause and effect was of the experiment (03:10-05:08). Then, when I popped the egg, they had to identify what the cause and effect was again. Again, children had to think what the vocabulary words meant and then apply it to a situation (05:31-06:21).] 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
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. 5 of 8 | 10 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
developmental continuum, struggling readers, and/or gifted children needing greater or challenge). [The next step for the class would be to enhance this learning of cause and effect through another activity that would engage them. Since, they have a clear understanding of cause and effect and know how to identify which one is the cause and which is the effect, they would be able to relate it to reading and writing. I would have student’s read a book of their choice so that they can pick of something that interests them. Children are more likely to do well on their work if they are interested in the topic. After the children pick their book, I would ask them to read for a little until they found a cause and effect that happened in the book. Most books will have cause and effects but incase students cannot find one; I would have a couple of books on hand that I know had a cause and effect. After the student found the cause and effect I would ask them to write it down and explain why and what happened. I would ask if the effect was a good or bad thing and tell the students to write down why. This way, students are extending their knowledge on cause and effect to comprehend if the cause and effect was a positive thing that happened or a negative. Maybe it was neither positive nor negative to the specific situation, so then the student would have to explain why they thought that. This would involve reading and writing and would help children explain their thoughts. Explaining why is sometimes a harder concept for children to understand. Children need to learn that they have to have evidence to their writing when they are giving their opinion. As a teacher when reading I could learn more about the children’s understanding and could provide more doing this activity. I think this activity would help children start recognizing cause and effect all over, in their reading, writing, in school and at home. Discussing the cause and effect in situations throughout the year anytime it comes up in reading or writing, I would ask the students to recall what cause and effect means and see if they are able to identify both.] b. Explain how these next steps follow from your analysis of children’s learning. your explanation with principles from research and/or developmental theory. [Connecting and explain different cause and effect situations throughout the year, even when it is not the main focus will help children build their learning. As children continue to develop, so will their skills and knowledge from prior and current learning. According to the Cognitivedevelopmental theory, children’s thinking and reason change over time. That is why bringing up cause and effect even when the children have already learned is a positive experience. Even a couple weeks after learning about a concept, children can grow and develop in different areas that help them with a certain concept. Being aware of all situations and constantly engaging children in prior knowledge with their learning. Also having students use hands-on materials through experiences or activities will help the child’s development. Lev Vygotsky s this. Children can collaborate with each other using hands-on materials to build their knowledge and understanding of a concept. Learning from peers, parents, and caregivers outside of the classroom also promotes children’s learning and helps them make connections.] Common Assessment: For the common assessment, children will be working in groups to accomplish the task. Children will be in pairs and one group will be pulled to work with the teacher. Children will be given a big piece of construction paper. They will be instructed to write cause at the top of one side and effect on the top of the other side, leaving room in the middle to put the word because. Then the students will split up the already cutout statements between the group. They will take turns reading a statement and then trying to identify if it is a cause or effect. Then the other children, including the one that just read the statement out loud will have to look at their statement in from of them to see if they have one that goes with it. The children will keep taking Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 6 of 8 | 10 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
turns building sentences from the statement until they are done. Once they are finished, they can re-check their statements and glue them on the construction paper. After all of these steps, the children may turn it in. Students will be assessed using the rubric below.
Collaboration
Students demonstrate appropriate behavior when working together.
Students are struggling working together and cannot agree.
Students do not demonstrate appropriate behavior when working together.
Possible Points
/2 Directions
Students follow all directions.
Students follow some directions but leave out steps.
Students do not follow directions.
/2
Correct Cause and Effect Statements
Students have all correct cause and effect statements.
Students have half of the cause and effect statements correct.
Students have no correct cause and effect statements. /2
Comments
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 7 of 8 | 10 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
/6
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 8 of 8 | 10 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.
Related Documents c2h70
Task 3 Assessment Commentary a2g3r
October 2019 118
Task 3 Assessment Commentary a2g3r
December 2019 55
Edtpa Lit Task 3 Assessment Commentary 2y65m
October 2019 57
Bsbsus501 Assessment Task 3 6r6m1y
December 2021 0
Bsbmkg603b - Assessment Task 3 5g2u
November 2019 48