Planning Commentary Fall 2019

Early Childhood
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus of the lessons I will be teaching is generating and recognizing equivalent
fractions. The purpose is by the end of the learning segment, the students should be able to
identify an equivalent fraction as well as create their own equivalent fractions. The central focus
aligns with the Everyday Math Curriculum as well as the Ohio Department of Education’s
standards 4.NF.1: Explain what a fraction a/b is equivalent to a fraction (na)/(nb) by using
visual fraction models, with attention to how the number and size of the parts differ even though
the two fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.]
b. Describe how the standards and learning objectives for your learning segment support
children’s
 active and multimodal learning
 language and literacy development in an interdisciplinary context
[Lesson 1: This lesson focuses on equal sharing story problems to demonstrate equivalent
fractions and follows the objective that students will solve equal-sharing number stories and
generate equivalent fractions with 80% accuracy. The concrete, representational, abstract
(CRA) approach is used with this lesson focusing on the representational step. Students are
shown how to use drawings to represent equivalent fractions. This supports 4.NF.1 by focusing
on the visual fraction model and recognizing and generating equivalent fractions. They
physically draw lines from parts of a whole fraction drawing to the designated person to show
equal sharing. This visual aid allows students to take in the context of the story problem in a
way that supports more ways of learning than just using numbers and fractions. Also, the
physical act of assigning a piece of the whole to a person helps to reinforce the idea that the
sharing must be equal or the same for all of those involved. Students are also working on
activities using the floorspace and at their desks. This incorporates natural movement and
allows for children to shift their focus to the appropriate places. When they are gathered at the
carpet, they are focusing on the verbal and written instruction that lays the foundation for what
they will be needing to learn that day. When they are at their seats, they can focus on utilizing
and practicing their newly acquire skills. The language and literacy used in this lesson all
revolve around fractions and equivalency, concepts that can be difficult to understand when
taken out of context. Everyday Math uses realistic story problems to help the students connect
to the academic vocabulary. Fractions are put into the context of parts of a pizza, parts of a
quesadilla, visual pictures that the students would be familiar with, while also incorporating
some cultural foods. It also uses a problem where kittens have to share milk equally. This
incorporates science as the students learn that kittens drink milk. The lesson also uses
situations that the students would be able to make sense of such as sharing the various foods
equally with a sibling or friend. The lesson puts fractions and equivalency into a context that the
students are more easily able to relate to in order to aid in their overall understanding of the
material.
Lesson 2: This lesson focuses on equivalent fractions using fraction circles. This supports
4.NF.1 by focusing on the visual fraction model and recognizing and generating equivalent
fractions. Students are first exposed to the vocabulary in this lesson with a mini anchor chart
that they will have constant access to. The vocabulary is to reinforce the students’
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Early Childhood
understanding that fractions are parts of something. The examples that we discuss are parts of
an orange, a part of a mile, part of a gas tank, again using those real-world experiences. The
students then got to physically work with the vocabulary discussed on the chart. The concrete
phase of the CRA process is used in this lesson. Students are working with hands-on foam
fraction pieces that they can manipulate to visually see how fractions are equivalent. This
supports multiple modes of learning in that students can actively move their fraction pieces to
build equivalent fractions, they can visually see how the fractions exactly stack up and are
equal, and then they are also writing the fractions on a graphic organizer so that they are
exposed to what the fractions look like and can see patterns within the numerators and
denominators. Students are also actively engage with the central focus of the lesson through
their math centers. Students are given various opportunities and platforms to demonstrate their
knowledge in a game, a repetition activity, a written activity, and a small group or one-on-one
conference with the teacher. Students will be using visual models to recognize and generate
equivalent fractions, aligning with 4.NF.1.
Lesson 3: This lesson focuses on equivalent fractions and the use of a number line. This is
another visual fraction model that students can use to recognize and generate equivalent
fractions in compliance with the 4.NF.1 standard. Students are working with physical number
lines to discover equivalent fraction patterns. They learn how to use the number lines to find
equivalent fractions and can then add this resource and strategy to their tool kit. They practice
their new skill in their journal at their seat. They will physically line up the number lines for
fractions up to tenths and will highlight the fractions that line up exactly, indicating that they are
equivalent fractions. This provides a very organized visual for the students to see how the
physical size of the fraction pieces change based on the denominator in addition to providing
another visual representation of equivalent fractions for them.]
c. Explain how your plans build on each other to support children’s language and literacy
development through active and multimodal learning.
[In the first lesson, students are making discoveries through their various ways of showing
equivalency. They are coming up with three different ways to share equally for the same
situation. Through performing the various divisions and sharings, they discover that the problem
can be solved and shown in multiple ways, and although the fractions and pictures may look
different, they equal or represent the same fraction. This is their first look at equivalent fractions
through the use of equal sharing story problems that involve the use of drawings. In the second
lesson, students are physically building fractions and equivalent fractions with manipulatives.
They are using the fraction circle pieces to find equivalent fractions by stacking the pieces to
see which ones align exactly and are thus, equivalent. During their building and construction,
students are recognizing that no matter the size of the individual piece, they all equal the same
thing which are equivalent fractions. They are also recognizing multiples patterns across the
numerators and denominators as they record the equivalent fractions that they find. The activity
also solidifies that even though the numeral representation of the fraction may look different,
they all still name the same fraction. These concepts are further reinforced during their math
centers. Students engage in rotations that help them practice creating and forming equivalent
fractions. At one station, students will draw a domino and turn it into a fraction. They will then
form a chain of equivalent fractions from that fraction. Students also will use their fraction circle
pieces to help them solve fill-in-the-blank equivalent fraction problems. There is a game where
students roll a die to create a fraction and then must find the correct pie pieces that make the
equivalent fraction. Finally, all students will have the opportunity to review the HomeLink where
their work with equivalent fractions is continued.The third lesson begins to transition students to
the representational/abstract phase of CRA. Students are working with number lines to find
equivalent fractions. Students will see the fractions ordered on a number line. They will then line
the number line up with another one and see if any of the fractions fall one-on-top of the other. If
Early Childhood
they align, then they are equivalent fractions. In this activity, they can see how the fractions
have smaller intervals but are the same whole and if specific fractions line up with each other
then they are equal to the same amount, which would make them equivalent fractions.]
d. Describe how the physical environment in which you are teaching supports the active and
multimodal nature of children’s learning. (If, in your view, the physical environment in
which you are teaching does not adequately support the active and multimodal nature of
children’s learning, please describe the changes you would make.)
[The setup for the room allows for multiple platforms of learning. Students are situated in groups
that can promote collaborative learning, but also allow for space for them to independently
enhance their skills. The front of the room is open space for the students to gather and focus on
instruction and interacting with the board. The walkways allow for easy mobility around the
room. For the third lesson, the desks were rearranged into four groups of L formations
containing 5 desks. Individual student seats were moved to minimize distractions and maximize
learning time. The new arrangement does not change the open area at the front of the room or
the pathways, and students can still collaborate when appropriate. ]
2. Knowledge of Children to Inform Teaching
For each of the prompts below (2a–c), describe what you know about the children in your
class/group with respect to the central focus of the learning segment.
Consider the variety of learners in your class/group who may require different strategies/support
(e.g., children with IEPs or 504 plans, English language learners, children at different points in
the developmental continuum, struggling readers, children who are underperforming or those
with gaps in academic knowledge, and/or gifted children).
a. Children’s development—What do you know about their
 social and emotional development
 cognitive and physical development
 language development for communication
[The class as a whole is very social and enjoys interacting with each other. However, they are
sometimes unable to handle tasks where longer periods of group work is involved because
conversations drift from the main focus of the lesson. The students are very much involved in
what others are doing rather than focusing on themselves. When independent work is given, in
order to fully get a picture of individuals’ skills, privacy folders are necessary. Students are fully
able to participate in the planned learning segments. They possess the physical capability to
draw and write. The lessons are not writing focused and allow students to use drawings to
demonstrate their learning. Previously, students partitioned shapes into equal parts and
described the parts with words and fraction symbols. They are familiar with numerator and
denominator. They also solved simple equal sharing problems involving the denominators 2, 3,
4, 6, and 8. Students benefit from opportunities to discuss material both in small group settings
and as a whole class. They are able to express their ideas to each other in a comfortable way,
as many of them have them been going to school with each other for a long time. They are also
able to sometimes make an idea more clear by communicating it to a peer and then expanding
upon their thinking.]
b. Personal, cultural, and community assets—What do you know about your children’s
everyday experiences, cultural and language backgrounds and practices, and
interests?
[This group of fourth graders is very chatty and social. Many of them have been together in
class since kindergarten and as a result, feel very comfortable around each other. There are lots
of athletes and students who participate in extracurriculars like cheerleading, gymnastics,
Early Childhood
soccer, football, baseball, running, and basketball. Some students also participate in LatchKey
which is an after-school program at the school. There is not too much diversity within the group,
but the family dynamic of the students varies. The students come from all types of homes and
some students live with parents, grand parents, aunts, etc. Many of them have siblings that
have also been through the school district or are still in it. ]
c. Prior learning and prerequisite skills related to language and literacy development—
What can they do and what are they learning to do related to language and literacy
development? Cite evidence from your knowledge of this class/group of children.
[The students have 150 minutes dedicated to literacy in their ELA classes each day. They follow
a strict Literacy Collaborative framework that encourages students to interact with language in
various way and promotes more critical thinking. In observing them in both the ELA setting and
the math setting over the past two months, I have found that the students learn to integrate the
language into their vocabulary best when they are able to interact with each other and discuss
ideas. They also very much need an exemplar or something to work from in order to perform a
task on their own. Modeling how to complete a task is necessary for this group. Once they are
able to see what to do and how to use the language, they are able to put it all together. They
also benefit from repetitive tasks in order to integrate the skill or language into their own, such
as with their Word Cycle words. They have an activity where they see the week’s Word Cycle
words, say them a loud to a partner and then have to write them three times. They also engage
with the words in open and closed word sorts where they can classify the words based on
various word patterns they see. Then, they have a buddy test, where their partner quizzes them
on their Word Cycle words, and finally there is a test over the words. This is the same for every
week. The students pick up the routines and procedures and are repetitively working with their
words in order to maintain them. There are similar routines in the math setting where the
students are exposed to the unit’s vocabulary in their math message. A problem is modeled in
the math message that uses the academic vocabulary. A discussion usually takes place
surrounding the terms and the students are walked through a similar problem in their math
journal. They then try a problem on their own in their journal and after having a reasonable
amount of time to work on it, answers are discussed in order to give the students opportunities
to use the language. The students also usually have an interactive notebook handout that they
glue into their spiral notebook that uses the same vocabulary. They are also interacting with the
academic language during an activity following the written work, usually a game. Students also
have a HomeLink book that is their homework, where they have another opportunity to reinforce
the language. Math boxes reference the same vocabulary, language and literacy in a spiral
manner, following the spiral curriculum model of Everyday Math. Students are again, engaging
in repetitive and various tasks that encourage the use of the language and literacy being used.
They possess the ability to assimilate new terms, concepts, and literacy into their thinking when
they actively engage with and put forth effort and are given the appropriate amount of time,
instruction, and opportunities to do so. ]
3. Supporting Children’s Development and Learning
Respond to prompts 3a–c below. To support your justifications, refer to the plans and materials
you included as part of Planning Task 1. In addition, use principles from research and/or
developmental theory to support your justifications.
a. Justify how your planned learning experiences and materials align with your
understanding of the children’s development, prior learning, and personal, cultural, and
community assets (from prompts 2a–c above). Be explicit about these connections and
support your justification with research/developmental theory.
[Lesson 1- In the first lesson, students are being exposed to the concept of equivalent fractions,
through equal sharing story problems and drawings. These story problems depict realistic
Early Childhood
situations that the students should have experience with such as sharing a pizza with a sibling
or sharing food equally between themselves and their friends. These real-world story problems
help to connect the math to their life in a way where they can relate to equivalent fractions, a
concept they may not be familiar with. Using the real world as a steppingstone for teaching
foreign math concepts to students supports the research promoted by the National Council of
Teachers of Mathematics. Students are also assigned homework in this lesson, a task that is
supported by Marzano. Since equivalent fractions are a new concept and this unit will build the
base for more advanced topics regarding fractions, it is important for them to build a strong
foundation. Their homework provides with extra practice necessary to solidify their skills.
Mistakes need to be pointed out early so that students do not develop bad habits. Homework is
for practicing what has already been taught; not self-teaching. This homework assignment
reinforces their learning and is meaningful to their equivalent fractions essential knowledge. The
lesson also supports Gardner’s Theory of Multiple Intelligences. Drawings are used to help
students visually see the sharing of the pieces of the whole and how each person gets an equal
amount. They also can see that even though the ways of dividing up the whole look different,
they still represent the same fraction, making them equivalent fractions- the central focus of the
lesson. The simplicity of the strategy means that it can be accessed and used by all students,
even students with learning disabilities to enhance memory. Drawings helps students to process
the information in multiple ways: visually, kinesthetically, and semantically. In addition, students
are layering together the visual memory of the image, the kinesthetic memory of their hand
drawing the image, and the semantic memory that is invoked when the they engage in meaning-
making. With all of these areas being accessed, it is a helpful strategy for students to increase
their recall of equivalent fractions.
Lesson 2- In the second lesson students are continuing their work with equivalent fractions
using fraction circles. This supports the hands-on approach to learning promoted by Jon Dewey.
He suggested that students should interact with the environment to learn. In this lesson,
students are interacting with the manipulatives to build fraction models that are equivalent. This
works best for this class because they are very active and would benefit from being able to build
the fractions and stacking them one on top of the other to see how they are exactly the same.
This concrete example also helps those that struggle with making the deeper more complex
connections. While there is modeling involved, learners are given control of their learning
process and the time and opportunity to reflect as they work through their journal page. It is a
form of guided discovery where the learners are allowed to make the decisions of which
fractions make the equivalent fraction statement true and can decide based on their knowledge
of numbers, multiples, and their pieces if the fraction is truly equivalent. In this experiential
learning process that is supported by Dewey, Lewin, and Kolb, the concrete learning is spiral-
like where students can learn from experience over and over again, so that experience
reinforces and conceptualizes learning. This also supports the students’ need for repetition and
concrete tasks.
Lesson 3- In this lesson, students are continuing their work with equivalent fractions, this time
using number lines as a tool to help them determine equivalent fractions. This benefits the
students because the tool is both hands on and visual. Students are able to manipulate their
number lines to highlight where the fractions match up. This activity is supported by Dewey
because students are learning the patterns and learning about equivalent fractions by doing the
number line matching where they able to physically see how the equivalent fractions are
connected. This also supports Gardener’s theory of multiple intelligences because it supports
the kinesthetic and visual learner. Students are physically drawing the lines through the
equivalent fractions that match and can then see the patterns of which fractions have the most
equivalent fractions, which have the least, and which have none. They are also able to see
patterns in numerators and denominators through the activity. ]
Early Childhood
b. Describe and justify how you plan to support the varied learning needs of all the
children in your class/group, including individuals with specific learning needs.
Consider the variety of learners in your class/group who may require different
strategies/support (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).
[All three lessons require the use of modeling. This is beneficial to all of my students, but
especially those with specific learning needs as this is an accommodation listed in their
IEPs/504s. it breaks the content down into more manageable steps for the students. I modeled
the Math Message and the practice problem for the students, thinking aloud so that they would
be able to hear the thought process they should be mirroring as they begin to work with similar
problems on their own. In lesson 1 students are provided with a visual way of breaking down and
explaining equal sharing and equivalent fractions. In Lesson 2, students are provided with
concrete manipulatives to help them better make connections between equivalent fractions. In
lesson 3, students are provided with another visual model to help them understand equivalent
fractions. These tools and strategies help students at every level transfer their knowledge in an
attainable and accessible manner that benefits them and their needs the best. ]
c. Describe common developmental approximations1 or misunderstandings that pertain to
the learning experiences you are planning for the children and how you plan to address
them.
[The biggest misconception students have when working with fractions and equivalent fractions
is with the sizes of the fraction parts, making sure they are representing equal parts. Students
might divide a circle into thirds, only drawing vertical lines to show three pieces instead of
drawing the upside down y to show three equal pieces. I plan to address this by showing them
an example of the vertical line drawing and asking them if the pieces are equal and then
showing them how the middle piece is bigger than the two side pieces. I would then further the
point by using a real world example of, “If this were a pie and you had to share with your
siblings, which piece would you want? The bigger one! This is not equal”. I would finally show
them how to correctly draw thirds with equal pieces and reiterate that all pieces, no matter how
many, have to be equal or the same. Another misunderstanding students have is understanding
that the smaller piece size, the larger the denominator. Students want to assume that since the
denominator is a bigger number, the size of the piece must also be bigger, but this is not the
case. To address this, I will again use a real world example and asking this question, “If you are
having a party and are ordering a pizza, would you want to have four people at the party or
would you want to have eight people if you want bigger pieces of pizza? If you have four people
at the party, you cut the pizza into fourths. If you have eight people, you then have to cut those
nice big fourths into a smaller piece in order to have enough pizza for everyone. The more
people you have, or the bigger the denominator, the smaller pieces you have”. Hopefully this will
help them to understand that a bigger denominator means smaller pieces. ]
4. Supporting Children’s Vocabulary Development
Respond to prompts 4a–c below by referring to children’s range of vocabulary development
related to the learning segment—What do they know, what are they struggling with, and/or
what is new to them?
a. Identify the key vocabulary2 (i.e., developmentally appropriate sounds, words, phrases,
sentences, and paragraphs) essential for children to use during the learning segment.
1
For example, common beginning or transitional language errors or other attempts to use skills or processes just beyond a child’s
current level/capability.
Early Childhood
[In this learning segment students are focusing on the academic vocabulary for equivalent
fractions. This list includes equivalent fractions, numerator, denominator, whole, equal shares,
intervals, units. Students previously learned about fractions and their parts in the third grade.
They have a song to help them remember numerator and denominator, but this is the first time
that they will be looking at the concepts of fractions and working with them to perform
operational tasks, such as equivalency. Since this is the first time students are really working
with fractions, they come in with some common misconceptions. The biggest one is the
misconception that if a circle is cut into threes, it automatically means it is in thirds even if the
pieces are not all equal. Another common misconception is that they see the denominators
getting bigger, so they assume that those are bigger pieces; when in fact as denominators
increase, the size of the pieces decrease. This is why it is important to make students aware of
the academic language and concepts being used, correctly modeling it for them, and
encouraging them to use it themselves when speaking or writing in class. ]
b. Identify the learning experience that provides children with opportunities to develop,
practice, and/or use the key vocabulary identified in prompt 4a. (Identify the plan
day/number.)
[Lesson 1- The students are being introduced to equivalent fractions using equal sharing story
problems. This lesson uses the discovery method and drawings to help explain what equivalent
fractions are to the students. These story problems depict realistic situations that the students
should have experience with such as sharing a pizza with a sibling or sharing food equally
between themselves and their friends. These real-world story problems help to connect the
math to their life in a way where they can relate to equivalent fractions, a concept they may not
be familiar with. Drawings are used to help students visually see the sharing of the pieces of the
whole and how each person gets an equal amount. They also can see that even though the
ways of dividing up the whole look different, they still represent the same fraction, making them
equivalent fractions- the central focus of the lesson. The simplicity of the strategy means that it
can be accessed and used by all students, even students with learning disabilities to enhance
memory. Drawings helps students to process the information in multiple ways: visually,
kinesthetically, and semantically. In addition, students are layering together the visual memory
of the image, the kinesthetic memory of their hand drawing the image, and the semantic
memory that is invoked when the they engage in meaning-making. With all of these areas being
accessed, it is a helpful strategy for students to increase their recall of equivalent fractions
Lesson 2- Students are given an anchor chart which is filled in together as the academic
vocabulary is being discussed. The numerator, denominator, whole, parts of a whole, and equal
shares are all words that the students are exposed to. They then have the opportunity to
physically engage with and use the words in the Fill a Fraction activity. Students are
manipulating foam fraction circle pieces in order to find equivalent fractions. They record these
in their math journal chart, and then patterns throughout the numerators and denominators are
discussed. During this activity I am posing questions to the students such as, “How many 1/6
pieces do wo need to make an equivalent fraction for ½? How many 1/6 pieces would we use to
make a fraction that is equal to or the same as ½?” This models for them the meaning of
equivalent fractions, while posing a guiding question. Students would then respond, “The
equivalent fraction for ½ when using 1/6 pieces is 3/6. The numerator is the three, the
denominator is the 6”. This process and academic vocabulary are used throughout the entire
activity so that students can a) develop an understanding of equivalent fractions b) physically
practice the vocabulary and c) use the vocabulary themselves. Students will also be
participating in math centers, working in small groups with their peers. In each station, they are
working with the same vocabulary for equivalent fractions and can practice using the skills and
2
Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that you want children to use or create to
engage in the learning experience.
Early Childhood
language in a collaborative manner. These centers will help them continue to develop, practice,
and utilize the key vocabulary for this unit.
Lesson 3- Students are using number lines to help them find equivalent fractions. The students
have been using number lines since kindergarten, so they are aware of how to use one. For this
lesson, we will be using number lines for the specific purpose of identifying equivalent fractions.
This is a new skill to the students. First, we would discuss the parts of a number line, that from 0
to 1 is a unit length that is divided into intervals. Then students would again practice using the
vocabulary while also working on their skills. They use the straightedge to physically see where
the equivalent fractions line up and then record this in their math journal. Students also engage
in more practice with the vocabulary on their math journal and HomeLink pages. These written
activities continue to familiarize the students with the vocabulary being used and give them the
opportunity to practice utilizing the vocabulary.]
c. Describe how you plan to support the children (during and/or prior to the learning
experience) to develop and use the key vocabulary identified in prompt 4a.
[Prior to all lessons, the students took a pre-assessment to give me a picture of what they
already knew and what was unfamiliar to them. Overall, the class average was a 37%. Students
performed well when there were visual aids such as on question 1 where students use two
fraction circle drawings to determine equivalent fractions. Students performed poorly when only
fractions were given to determine equivalent fractions and no one was able to successfully
answer the story problem. I plan to highlight these in my lessons through discussion, modeling,
and supportive activities that will help to develop the students’ understandings of the key
vocabulary with practice.
Lesson 1- I plan to support the children by using real world story problems to help them form
connections to the math terms being used. I will support them by showing them how to draw
pictures to provide that visual for them to see and physically draw the sharing of the parts. We
will then discuss what our noticings were as a class and then students will have practice with
their HomeLink.
Lesson 2- I plan to support the children by providing a concrete visual for the students to
manipulate. They will be able to see how fractions are equivalent because the pieces will line up
exactly when stacked one on top of the other. Students will practice using the vocabulary in the
repetitive process and then continue to practice and utilize the language in the small group math
centers.
Lesson 3- Students are practicing their skills with equivalent fractions, this time with number
lines. This provides a visual support tool that students can use to find equivalent fractions. They
are then using the same skills and practicing the vocabulary independently on their HomeLink. ]
5. Monitoring Children’s Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments provide direct evidence to
monitor children’s multimodal learning throughout the learning segment.
[Lesson 1: The formative assessments are designed to be informal assessment procedures
during the learning process in order to guide or modify future teaching and learning activities to
improve the student’s attainment of the learning objective and thus; the learning goal. In the
structured portion of the lesson one formative assessment occurred. Following the example
problem about the brothers sharing pizza, I paused instruction before moving on to see what
questions students had at this point. I will address these points right away and can then
highlight the cloudy areas in the next problem also. The summative assessment for this lesson
will be their HomeLink 3-1, which will feature problems such as the ones covered in class. This
Early Childhood
is an independent assignment so it will be a clear demonstration of their understanding of the

skills addressed in today’s lesson.
Lesson 2: The equivalent fractions math journal page and group work for fraction fill will serve
as the formative assessment for this lesson. The math centers also act as formative
assessments. I am collecting data from the students that can help me determine the students’
learning progress toward the lesson goal. I can check in with every student and see where their
learning is at as well as intervene to support if there are any misconceptions. We will be going
over the previous day’s homework, which helps me clear up any common misconceptions and
then provide remediation, or if students performed well I can move on to HomeLink 3-2. This will
build on their equivalent fraction skills. The summative assessment for the lesson will be an exit
ticker. Students will be asked to tell me what an equivalent fraction is and then create an
example of what an equivalent fraction is. The exit ticket is open ended in that students can
create and equivalent fraction, whether it is just using numbers or a drawing or they can use
their manipulatives and then make a drawing.
Lesson 3: The formative assessment includes a story problem where the students are using the
skills learned up to that point. Jackson said ⅔,⅖, and 2/10 are equivalent fractions because
they all name two equal parts of a number line with the interval from 0 to 1defined as the whole.
How could you explain to Jackson or show him that he is incorrect? I will encourage students to
use fraction number lines in their explanations. By observing the students perform this task, I
can write down who is still struggling at this point in the lesson. It allows me the opportunity to
address any common errors before moving on to the next task. The summative assessment will
be to complete problems 1 through 3 on the HomeLink, which utilize the day’s learned skills.]
b. Explain how your design or adaptation of planned assessments allows children with
specific needs to demonstrate their learning.
Consider the variety of learners in your class/group who may require different
strategies/support (e.g., all children along the continuum of development, including
children with IEPs or 504 plans, English language learners, struggling readers, and/or
gifted children).
[All summative assessments will be orally administered to the students so that their math skills
will be correctly assessed rather than their reading skills. As some of the students struggle with
reading, this eliminates a barrier between them and their math. Students will be asked to
perform problems that use the same strategies and content from class where I will be able to
provide support for them prior to the assessment to ensure their highest rate of success. All
students will have access to this same aspect, but students with IEPs and 504s will also have
access to myself, the teacher, and the intervention specialist in the room. Extended time will
also be configured into the students’ assessments with IEPs and 504s requiring extended time.]

Planning Commentary Fall 2019

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Planning Commentary Fall 2019

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Early Childhood

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

is an independent assignment so it will be a clear demonstration of their understanding of the

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