Edtpa Early Childhood Assessmentcommentary PDF

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 feedback 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 Childrens Learning

a. Identify the specific language and literacy learning objectives for the common
assessment you chose for analysis.
[The objectives for my common assessment encompassed all of the learning standards and
objectives I have been focusing on in all my learning experiences. The first is to be able to use
vocabulary related to math such as higher, lower, and equal when describing/comparing
numbers and amounts. The second is being able to identify numbers and amount. The third is
ability to write numbers with understanding and purpose. Lastly, student ability to discuss
comprehension of the story If You Give a Cat a Cupcake by Laura Numeroff by drawing their
favorite scene, as well as demonstrating knowledge of chosen vocabulary words such as
author, fiction, and character. ]
b. Provide a graphic (table or chart) or narrative that summarizes the class/groups learning
for the common assessment.
[The class as a whole was able to complete the assessment and demonstrate knowledge in all
areas. For the first part of the assessment, I had drawn two amounts using dots, and verbally
asked students which group had more. All 18 of my students correctly identified the pile with five
dots having more. However, 8 students still needed to count the dots and were not able to
subitize the image. I then asked students why five was more. The responses varied, but more
advanced children used full statements such as Because five is higher three while children still
developing these skills stated phrases like because it is more than that. All children were able
to use vocabulary I was targeting such as higher and more, and not all students were
producing that vocabulary at the start of my learning segment. The next portion I listed two
numbers, a 2 and a 4. I then asked students to circle which number was higher. 16 out of 18
children correctly circled the right number, 4. I then asked why they circled the number they
chose. Some students compared it to the number two, and stated that two is a lower number.
Other students just stated because four is higher. However, students were all able to use
correct vocabulary when comparing the numbers. I then had students write the numeral below
the number I wrote. The students with occupational therapy struggled to create the numbers,
however demonstrated understanding and were able to write a semi-accurate number. Eight of
the students produced nearly perfect numbers, and the rest created numbers that were legible
but not 100% accurate. However, This showed that many of them are still developing these
skills, but also showed improvement in number recognition. In the third portion I wrote down the
number five and the number three, and asked which number is lower. I had very similar results
to the previous question. One difference was a lot of the younger children responded that the
three was smaller, and did not use the word lower. However, they still understood the meaning
of the word lower, they just did not produce it back. The last question I asked students if a group
of four dots was equal to a group of another four dots. However, I phrased the question as Tell
me about these two amounts. 12 out of the 18 children were able to produce the vocabulary
word equal while the others stated they are the same. This suggests that the majority of the
students learned the word equal over the course of my learning experiences. The final portion of
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the common assessment involved children drawing a picture from their favorite scene of the
book, If You Give a Cat a Cupcake. I then wrote a comment about what they said about their
picture to identify comprehension. All students were able to draw a scene as well as describe an
event from the book, demonstrating their literacy knowledge. I then asked students Who is
Laura Numeroff Fifteen out of the eighteen students were able to respond using the target word
of author while the other children responded by saying she wrote the book or she wrote the
words. This demonstrates to me that children were able to learn the role of an author. Lastly, I
asked if the book was fiction or non-fiction. Fourteen out of eighteen were able to correctly
identify it as fiction. Of the fourteen, all were able to give an example of why it was fiction or
describe it as being not true. The others could either not produce the word fiction, but could
say it wasnt true. The results of the common assessment showed that children did learn over
the course of the learning segment, especially excelling in vocabulary use. ]
c. Use the class/group summary you provided in prompt 1b to analyze the patterns of
language and literacy learning for the class/group.
[One of the major patterns I noticed was that all of the older children who will be attending
Kindergarten next year were able to produce the targeted vocabulary words such as higher,
lower, equal, fiction, and author independently and have a firm grasp on their meaning.
However the younger children struggled with producing and implementing the words, but could
demonstrate understanding of their meaning. Another trend I noticed was the younger children
often copied responses from the older children, same as the relationship between struggling
learners and peers with higher skills. I think this is partly due to the large group setting. During
the small group settings, each student had to produce their own answers, which helped identify
their individual achievement level. All children really enjoyed the book If you Give a Cat a
Cupcake, and because everyone was able to comprehend and recall a scene from the book
showed that literature is an effective tool to help my children learn. All children could use extra
attention in recognizing numerals as well as writing the numbers (for children who need greater
challenge). One of the strengths of the whole group was the ability to apply meaning to the
targeted vocabulary. Students displayed the most amount of confusion when identifying letters
from numerals. Although I did not directly include that in my common assessment, it was
assessed through the activity that accompanied the common assessment, and was a common
trend seen in all my students. ]
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. Video (task 2),
Observation/notes, work samples from coomon
Consider childrens strengths (what children understand and do well), and areas of
learning that need attention (e.g., common errors, confusions, need for greater
challenge).
[The first focus child I am going to analyze is the child needing greater challenge. The first
source of evidence for this student is observation notes from my learning experience two, day
two. The notes show that the child has achieved a strong knowledge in number recognition, and
could benefit from learning to recognize numerals beyond ten. He also was able to frequently
use the targeted vocabulary and shows deep understanding of meaning. His comprehension of
the book proved that he can recall events from a story well. Writing the numerals was an activity
I added to help children recognize numerals by reinforcing it through writing. When writing the
number 10, he forgot the space and wrote it as 01 multiple times. His need for greater
challenge in this area would be in reading and writing numbers that are past the number 10. The
second source of evidence is referenced from my video clip of learning experience three, day
three. Here, the child can be seen verbally stating a lot of the targeted vocabulary. This
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particular child became very excited to learn the word equal, and throughout all of my learning
experiences was very eager to express it An example of this is at 8:38-8:41, the student is first
to describe the groups of reading buddies as equal. At 7:13-7:30, the child easily identifies the
number 10. This was the highest number I used for this activity, which again shows that he
could start exploring higher numbers in a more in-depth manner. At the beginning of the video,
the child is able to quickly circle all of his numerals, and made no errors. He had numbers 1-10
listed on his paper as well as letters A-E. This shows he is very strong in number recognition
and is on target in literacy development. The third source of evidence is work sample one from
the common assessment. The child was able to compare all of the numbers producing the
vocabulary on his own. When I asked the why questions, (for example, Why is four higher than
two?) He was able to provide rationale. When writing the numbers, he accurately displayed
them as well as demonstrated adequate fine motor skills. While writing numbers is added to the
lesson as a challenge, he does present some errors in the written numbers, mainly numbers
using curved lines such as a 3 or 6. The picture he drew from the story portrayed understanding
and comprehension skills. He described his picture using very detailed words, as well as drew
main characters. When I asked who Laura Numeroff is, he is able to say she is an author as
well as describe what that means. However, he did say that and illustrator writes the pictures.
Here he displays a little bit of confusion, and can work on knowing the difference between
writing and drawing. However, it displayed deep knowledge that he connected an author and an
illustrator. Lastly, when he described the book as fiction, he gave rationale as to why by stating
an event that happened in the book. Overall this focus student displayed high levels of strength
in congruence with the standards aimed. He is able to identify numbers, comprehend stories, as
well as effectively use vocabulary both new and words that were more of a review for his
cognitive level. Focus child 2 is a struggling learner. He has an IEP for both speech and
occupational therapy. Cognitively, he is on target, but consistently needs extra support and
guidance. In the clip from learning experience three day three, he is the child in the blue and
black long-sleeve shirt on the left hand side. The first piece of evidence I will analyze for him is
the observation notes from learning experience two, day two. At the beginning of the lesson he
immediately displayed signs of lack of focus, partly due to the anxiety he has. However, I was
able to sit next to him to help provide support. He then dumped the number cards out of the
bag, this was because he has a shake to his hands that make it difficult for fine motor
movements such as pulling small cards out of a bag. The first number he got was a number 8,
which he was not able to identify but was able to accurately count with assistance. Here we can
see that counting is something he can do well when focused, but number identification past 5 is
an area he can work on. He was able to identify numbers between 1 and 5, and after displayed
some inconsistency. Another observation was that he often paused when asked questions and
waited until he could match the answer of his peer. Although his language use was correct, I
think he would benefit from questions targeted specifically to him where he has time to think and
give a response. During the lesson, he was able to use some of the target vocabulary words
such as higher and lower but also still used less strong vocabulary words such as longer
and bigger to describe numbers. He was able to apply meaning and understanding to number
value consistently, however still displayed confusion on how to use language to describe a
number. He was also able to give examples of numbers that were higher or lower than a
number given to him. This shows that one of his strengths is number order and value, however
he does struggle with the higher thinking vocabulary words. He used the word equal once, but
only to say he wanted to find an equal one but then did not represent it. The next piece of
evidence I analyzed was the video clip from my learning experience three day three. The child
displayed knowledge of number recognition, but lacked consistency. For example at 2:00-2:12,
the student was beginning to circle letters on his sheet in addition to numbers. However, when I
prompted him with questions he was able to tell me which ones were numbers and which were
letters, I think he was just having trouble focusing. At 6:32-7:00, he was able to correctly identify
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the written numeral four as well as find it in our game. He has a strong background in numeral
recognition 1-5, but makes a few errors in recognizing numbers beyond. From 7:11-7:13,
instead of verbally stating the word higher back to me, he raises his arms to represent higher
but did not state the word. I believe he is strong in his understand of number recognition and
value, but could work on using verbal language more frequently. The next form of evidence is
work sample 2 from the common assessment. The child was able to show a lot of growth in this
assessment from the beginning of my learning experiences. When choosing which group of dots
had more, the child needed to count the group of five dots and the group of three dots. While he
can count well, he needs to work on subitizing numbers up to 6. When I asked why five is more,
he said, Because its more than one and two and three. While this shows understanding, he
did not use higher level thinking words such higher, but still used developmentally
appropriately language to compare numbers with significant understanding. Using the correct
language during the higher and lower questions was also something he was able to use, but
I often had to ask the question use the language for him to respond with it. For example, I would
say Which number is higher? and he would respond by saying Four is higher. This shows his
understanding of the use of language in math. He also showed understanding in equality, by
being able to describe an equal set as the same. This was not a word he knew at the first
learning experience, which shows his developing strength is in this area. Lastly I analyzed his
drawing of his scene as part of the common assessment. He did very well at drawing a scene
from the story. He also accurately described what happened using a compound sentence. He
also knew the word author and could describe the book as fiction. One of his greatest
strengths is his comprehension of literature. He was able to discuss many events in the book,
however he cold use greater challenge in fiction and non-fiction concepts. When I asked him to
give me an example of why its fiction, he stated Because it not really happened. That is
correct, but I would like to expand upon this knowledge and encourage him to describe specific
events that make it fiction.]
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 name of the clip is lesson two day two clip. Focus child one is the child in the black shirt
and khaki pants sitting close to the teachers chair on the left hand side. He can be seen at the
very beginning of the clip, and easily at 0:23. The second focus child is also in the lesson two
day two clip and can be easily seen at 0:23 as well. He is wearing a blue and black long sleeve
shirt and has glasses. Both children are sitting next to each other on the left hand side. ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 2 focus
children. (Delete choices that do not apply.)
Written directly on work samples or in separate documents that were provided to the
focus children
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.
[]

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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.
[I wrote directly on each childs work sample of the common assessment. In other work they
have done in the classroom, they are used to receiving a star next to work they completed that
was well done. On their work sample I drew stars next to words or answers they did well. I also
underlined words they used that were the target words of the learning experiences. The
responses I had recorded on their sheet is all of their language, so I made sure to highlight what
they did well. If there was a response or word that I wanted them to expand upon, I wrote in
question form to help guide them to a more in depth answer. After I gave written feedback, I
planned to orally discuss and explain to the children to help provide developmentally
appropriate feedback. The feedback given to the first focus child will help address his
developmental strengths. First, this child has extensive knowledge in the number recognition,
value, and vocabulary, and the stars will act as positive reinforcement to continue his accuracy
and language use. The words I underlined are the vocabulary words I was targeting throughout
my lessons. Underlining them will help show not only the frequency he his able to use them, but
when discussing the feedback with him, he will be able to hear the words again and start
integrating them into other subject domains. When writing his numbers, I wrote next to it what it
should look like. This visual can help him begin to start writing accurate numbers, as he will
soon be transitioning to Kindergarten. In his picture he drew from the story I also underlined
target words, starred correct responses, as well as used questions to further guide higher-level
thinking. When discussing orally, it will help him make connections between the story and other
domains. For example, he gave a very detailed description of his picture, but as part of his feed
back I asked How did the girl feel? to extend his thinking process. This is beneficial because
this feedback process connects his prior learning to higher level thinking questions. When he
said that the illustrator writes the pictures, I corrected it by putting the substitution word
draws. Although he successfully answered the question, he can still learn appropriate
descriptions of the roles of an illustrator or author. The feedback I gave him both helps highlight
his language skills as well as literacy skills that he does well, as well as provide a further
challenge to extend his learning. I used the same method to give feedback to my second focus
child. Again, the stars act as positive reinforcement and are a familiar way to let children know
they gave a correct response. When giving the feedback I wrote verbally to the child, I was able
to reinforce the targeted vocabulary to allow him to understand the importance and meaning of
the words. Many of the numbers he did not write correctly, however that is a developing skill. I
still wrote the correct number next to his attempt to help visually show him the similarities and
differences. One the image of the Cat, I gave him feedback that prompted him to think about
where and why questions to describe an image. He was able to produce the who and
what in the description of his image, but I for the feedback I wanted to build off of his prior
knowledge to extend his response to help him reach full potential. One of his major strengths is
literacy, and I know he can produce more detailed descriptions. His responses about author
and fiction showed growth from his previous knowledge of those concepts. I wanted to build on
this knowledge by asking to describe what an author does as well as give an example of a
specific event that makes the story fiction. The feedback I gave this focus child helps capitalize
on his individual needs because he needs a lot of positive reinforcement as well as one-to-one
attention to help stay focused and make integral connections. The feedback I gave helped focus
child one, because he is in constant need of greater challenge, and by both giving him the
recognition of his ability as well as prompting deeper thinking was very constructive. The visual
of the stars, underlining, and writing helps act as a visual to children, while my oral explanation
of it helps make it developmentally appropriate for children to understand the extent of the
feedback. ]

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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 I wrote on the work sample, I also planned to discuss orally with children to help
them understand what they did well, and help assist with what they struggled with. To help
support focus child one, I will provide opportunity for him to extend upon what he already was
able to do. The feedback I presented him with mainly challenged him to think more. Orally
asking him the questions I wrote as feedback will allow him to use my prompting as well as
connect how he can use the words or concepts. In relation to my math objectives, the written
numbers will help him identify how he is writing his numbers compared to how they should like.
He can use this paper to practice, and further develop these skills. As he begins to explore
higher numbers, he will have reinforcement of the vocabulary words he produced and my verbal
feedback will help motivate him to continue using these words. The literacy focus of my learning
experiences mainly encompassed the story If You Give a Cat a Cupcake. The questions I
asked will further their learning by encouraging the child to think past the who and what
questions and think about the how and why. This will help him participate in future
discussions about books in a very dynamic way. To help focus child two understand and further
his learning, I will also explain my written feedback orally in a one-to-one setting. This will help
keep the child focused to best retain and understand the feedback. To help aid my feedback
about the first question (Which has more?) I will also bring over some counting manipulative to
allow the child visually see concepts about more and less in a varied way. He had trouble
subitizing the dots, but visually using manipulatives might help connect his learning. The child
did a great job recognizing the numbers and the feedback of a written star will help him
understand he is doing well. However, he does struggle with fin motor, and I gave written
feedback on what the number should look like next to what he wrote. This will help him visualize
how his lines are different and the correct way to connect the various strokes of numbers. He
seemed to have a firm grasp on the word equal, however when giving feedback I would also
challenge him by saying Tell me about these numbers and see if he can produce the word
equal from familiar knowledge. When giving feedback about his picture, I would also show him
the scene in the book that matched what he drew. I would help show him other details in the
story such as characters, places, or scenery to help connect what he knows to more concepts
about books. Lastly, I will affirm his answer that Laura Numeroff is an author, but discuss this
further to describe what an author does. Lastly, although he demonstrates knowledge in what
fiction means, he was not consistent with this concept throughout the whole learning
experience. To guide constructive feedback, I will collaboratively work with him to name specific
examples of fictional events in the story. ]
3. Evidence of Vocabulary Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
childrens 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.
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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For prompt 3a, refer to the evidence of childrens 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. Childrens work samples analyzed in Assessment Task 3 and cited
vocabulary use
[Vocabulary use was a major component of my learning and assessments. Not only did I have
targeted words, but also part of my central focus included standards that correlated to the
vocabulary in both the math and language arts domain. The first evidence of childrens
vocabulary use is exemplified on the work samples from the common assessment. When
completing this assessment, I recorded children responses word for word. This was a very
effective way to document their vocabulary use. Focus child one not only understands the
meaning of the targeted vocabulary words, but also was able to produce them. For example, he
stated, The number is three is lower. Lower was targeted word. He also stated, four because
two is lower and four is higher. Here he displayed use of comparison words higher and
lower. A third example is when he stated These are equal because they are the same. The
word equal was also a targeted word. In the clip from lesson two day two from task two, he
states, equal at 1:25-1:28. The targeted vocabulary in relation to language arts was also
displayed through focus child one and his work sample. In his description of his picture he
stated, The girl and the Cat are my favorite characters. Character was a target word. He also
stated She is an author describing Laura Numeroff and author was a targeted word. Lastly
when asked if the book was fiction or non-fiction he stated fiction which was another good use
of vocabulary. On the work sample of focus child two, he stated, Because its more than one
and two and three. More than was also a great use of vocabulary to describe the word
higher. He also stated Three is lower because it comes after twoLower mans its low and
small. His use of lower was a correct use of vocabulary as well as small. I also recorded his
response of four is higher. Higher was a key word to these learning experiences as well.
Additionally, when describing Laura Numeroff he stated she was The author, as well as
described the book as fiction. Both are key words in these learning experiences. Many of the
children displayed the same words in their work samples from the common assessment that
demonstrated understanding as well as accurate usage of key words. In the learning experience
three day three video, there is also evidence of vocabulary use provided by the whole class. For
example from 7:04-7:08, the whole class answers a question by stating the word higher. At
8:38-8:41, a student uses the word equal. From 9:20-9:23, students do a group response with
the word lower. The use of all of these words acted that students were able to apply meaning
and understanding to the targeted vocabulary words they were learning throughout all of the
learning experiences. Part of the learning was recognizing numerals, and the ability to produce
vocabulary words to compare numbers supported their knowledge of number value. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of childrens learning presented in prompts 1bc, describe next
steps for instruction:
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For the class/group

For the 2 focus children and other individuals/groups with specific needs
Consider the active and multimodal nature of childrens 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 students demonstrated a lot growth from the beginning of the learning experience to the
end. As a whole, the class demonstrated strength is counting, understanding number value, as
well as using appropriate vocabulary. Given that some students were not able to recognize the
five dots right away and still needed to count, part of my next step for instruction would be to
work on subitizing numbers one through five. Since all students were able to count and identify
a pile that had more, subitizing would not only continue to help students grow, but also help the
struggling learners who cannot easily do that yet. Children have become very aware of the
mathematical vocabulary I have been enforcing, but more practice could help. To help build
upon this knowledge, I will start integrating the vocabulary such as more than, equal, less,
fewer in other subject domains and context as well. The majority of using this vocabulary was
used in a strictly conversational and mathematical context. One way I can integrate this and
provide meaning and show relevance could be during snack time for example. I can say
statements such as Student A has more cookies than Student B. Student B has fewer
cookies. Guiding children to expand upon their use of the vocabulary can help create a holistic
learning experience. Next, almost all of my students can recognize numerals 1-5. My next step
would be to start exploring numbers 5 and higher. While students can count to numbers way
beyond 5, some still struggle with that number recognition. Integrating the written numbers into
more lessons, sending number cards home to practice, as well as using visuals when counting
will help support these students. Writing numbers is a more advanced skill, but I believe many of
my students are at a level to practice writing them. Children do a great job writing their name
when they sign in everyday, and the fine motor skills are similar to numbers. To help challenge
students to write numbers, I can also have them write a few numbers every morning in addition
to their name. Children displayed a very positive response to the Laura Numeroff stories. The
language they were able to produce in discussions such author, fiction, and character
demonstrated their understanding of books and literacy concepts. Many of their work samples
mainly focused on who and what details could use more elaborate responses. To build upon
their learning, I will start asking more why and how questions after reading stories to help
create thinking processes associated with those concepts. There are also specific next steps I
will take for each of my focus children. The children as a group also respond well to technology,
and searching different Apps, videos, or educational websites/games could help reinforce
concepts use a different mode of teaching. My focus child one has a firm understanding of many
of the concepts related to math and literacy my learning experiences targeted. My next step will
be to introduce numbers 10-20 and work on the same concepts such as number recognition and
using correct vocabulary. He also is a great leader, and I will have him help support struggling
students who may look to him for guidance help in a large group setting. He is also able to write
numbers with good motor control, and I will continue to challenge him to practice writing
numbers. He also has achieved high levels of reading comprehension and can effectively
distinguish between fiction and non-fiction books. However, he sometimes can still confuse the
title to the definition. To clarify, he knows that some books are true and some books arent true,
but some times mistakes non-fiction for being not true and vice versa. While my classroom does
incorporate both fiction and non-fiction books, I will also incorporate more non-fiction books that
relate to a theme in fiction books to help clearly explain the difference. There are also different
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measures I will take for focus child two to further his individual instruction. He has grasped
number recognition for numbers 1-5, but I will work on number recognition 5-10 to both meet his
academic level and extend upon it. He has trouble subitizing some numbers still, so while he
has a firm grasp on their value and can state whether a number is high or low, he still has room
to grow. Since he does have fine motor challenges, I will create large print numbers and use
manipulative to help him identify amount. For example, large dice, counting bears, large number
cards. His vocabulary use was accurate and becoming more frequent towards the end of the
learning experiences but could use more practice producing it independently. To accommodate
for this, I can provide one-to-one attention to help him stay focused and think of the words
without copying what other students say. He knows the material, it just takes him a little longer
to process and produce. Due to his fine motor challenges, it is also difficult to write numbers
with accuracy. However, the practice of using writing materials to make numbers can not only
help him write numerals, but would be beneficial to his overall fine motor movement. Providing
him with opportunities to practice controlling his movements through writing numbers is another
option I can implement. In regards to the targeted vocabulary such as author, fiction, and
character he is able to demonstrate understanding. However it would be beneficial if continued
to reinforce the vocabulary words because he does not use them with frequency. He is very
active, and using the concepts in lesson that requires movement and activity would be the best
way to help him retain information. ]
b. Explain how these next steps follow from your analysis of childrens learning. Support
your explanation with principles from research and/or developmental theory.
[One of the main theories I have been using as guidance is the Zone of Proximal Development
by Lev Vygotsky. This theory involves using teachers guidance as a way to help children reach
their full potential. The next steps I have planned for further instructional build off of the
strengths I discovered through the assessment, and expand upon it to challenge students to do
more. For example, a lot of the children are comfortable with numbers 1-5, and to build off of
their independent knowledge while also challenge them, I will help them explore number 5-10 or
beyond. The future plans I make to ask questions involving how or why to students needing
greater challenge can also be supported by this theory. Children have the capability, but with
teacher direction, they can begin to make the necessary connections and advancement. about
stories using Another theory by Vygotsky is his sociocultural theory. In an article written in 2015
by an expert psychologist, Kendra Cherry, she talked about a direct quote from Vygotsky
himself. This quote explained how children learn first on a social level, and second on an
individual level (Cherry 2015). It also encompasses the idea that parents and peers are heavily
involved in an individual childs learning. This theory helps support my next steps on a variety of
levels. First, all of my learning experiences involved either large group peer support, or small
group peer support. I believe this learning really did help children retain and understand
information, especially with vocabulary words. The future steps for instruction involve some
individual support to my focus child two as well as struggling learners. This ties into the theory
because it is the second step of learning according to Vygotsky. However, I have also created
goals and accommodations for the whole group, which will involve a social learning
environment. Another part of sociocultural theory is the importance of family and culture
support. I have decided to send home number cards with students so they can practice number
identification with family members in their most natural environment. This will not only help my
struggling learners, but also help challenge the students who need more advanced material.
Cherry, K. (December 2015). An introuduction to sociocultural theory. What is SocioCultural
Theroy? Retreived from:
http://psychology.about.com/od/developmentecourse/f/sociocultural-theory.htm ]

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Early Childhood

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Childrens Learning

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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