Edtpa Ech Assessment Commentary 1

Early Childhood
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit evidence of learning, a student work sample, or feedback as a video or audio clip and you or your focus
students cannot be clearly heard, attach a transcription of the inaudible comments (no more than 2 additional pages) to the end
of this file. These pages do not count toward your page total.
1. Analyzing Children’s Learning

a. Identify the specific language and literacy learning objectives for the common
assessment you chose for analysis.
[The specific standards that we will be working towards for this assessment is:
W.1.1 Write opinion pieces that introduce the topic or name the book being written about,
express an opinion, supply a reason for the opinion, and provide some sense of closure.
As for the specific learning objectives where this standard is addressed pertain to learning
segments one through five.
Learning segment one: Using a friendly letter students will participate in writing a letter about the
classes opinion and give reasons and examples to support the classes opinion.
Learning segment two: Using turning and talking students will share their opinions using the
Oreo opinion writing strategy. Students will be able to share out an opinion using 3 out of 4
techniques from the Oreo strategy. Students will respect the opinions of others during the
process.
Learning segment three: Using an interactive read aloud students will discuss what being a
good citizen and respecting opinions of others means. Students will be able to sort good and
bad citizen choices with 90% accuracy.
Learning Segment four: Using the writing of friendly letters students will write a letter to an
author and express their favorite book written or illustrated by T.L. McBeth. Writing will be
graded on a Lucy Calkin rubric.
Learning Segment five: Students will work on their letter to T.L. McBeth and apply their
knowledge of opinions to their letter. Students will be able to come up with at least 1 reason and
example to support their opinion.]
b. Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning
for the common assessment.
[
Writing students can earn 1-4 points
Student 1=pre-kindergarten 2= Kindergarten 3=first grade 4= second grade
Overall Lead Transition Ending Organization Elaboration Craft Spelling Punctuation
Student 1 4 3 2 2.5 3 3(x2) = 6 3(x2) = 6 3 2.5
Student 2 4 2.5 3 4 3 3.5(x2) = 7 3(x2) = 6 3 2.5
Student 3 3 3 2.5 3 2.5 3(x2) = 6 3(x2) = 6 2.5 2.5
Student 4 3 3 2 2.5 2 3(x2) = 6 2.5(x2) = 5 2 1.5
Student 5 3.5 2.5 3 4 2.5 3(x2) = 6 2.5(x2) = 5 3 2.5
Student 6 4 2.5 2.5 3 2.5 3(x2) = 6 2.5(x2) = 5 3 2.5
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Early Childhood
Student 7 4 3.5 3.5 4 3 3.5(x2) = 7 3(x2) = 6 3 3

Student 8 4 2.5 3 4 3 3.5(x2) = 7 3(x2) = 6 3 1.5
Student 9 3 2.5 3 3.5 2.5 3(x2) = 6 3(x2) = 6 2.5 2.5
Student 10 3 3 2 2 2 3(x2) = 6 2.5(x2) = 5 2.5 2.5
Student 11 4 3 2 3 2.5 3(x2) = 6 3(x2) = 6 3 2
Student 12 4 3.5 3 4 3 3.5(x2) = 7 3(x2) = 6 3 2.5
Student 13 3 3 3 3.5 2.5 3(x2) = 6 3(x2) = 6 3 2.5
Student 14 3 3 2.5 2 2 3(x2) = 6 2.5(x2) = 5 3 2.5
Student 15 4 3 3 4 3 3(x2) = 6 3(x2) = 6 3 2.5
Student 16 4 3 3.5 4 3 3.5(x2) = 7 3(x2) = 6 3.5 2.5
Student 17 4 3 2.5 4 3 3.5(x2) = 7 3(x2) = 6 2.5 2.5
Student 18 4 3 3 2.5 2.5 4(x2) = 8 3(x2) = 6 3 2.5
Student 19 4 3.5 3 2.5 3 3.5(x2) = 7 3(x2) = 6 3 2.5
Student 20 2 2.5 3 2 2.5 3.5(x2) = 7 3(x2) = 6 3 2
Student 21 4 3 4 4 3.5 3.5(x2) = 7 3(x2) = 6 3 2.5
Student 22 4 3 3 3 3 3.5(x2) = 7 3(x2) = 6 3 3
Averages: 3.6 2.9 2.8 3.2 2.7 6.5 5.8 2.9 2.4
I divided these two averages by 2 so they are on similar Av./2= 3.3 Av./ = 2.9
terms as the other averages. This helped me compare
the numbers when looking at overall data.
This data is based off Lucy Calkins writing rubric for opinion writing. Scores are based off grade
level. A score of a 3 means they are at the first-grade level and 3.5 means that they are in
between grade levels, then a four means they are at the second-grade level.]
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 thing I noticed when grading the students writing and going over the letters they wrote I
noticed some common trends, that the data proves. First thing I was very impressed with
students work and the effort they put into their letters. Overall one thing I noticed was that
students lacked in the area of language conventions which is both the spelling and punctuation
column. Spelling was higher than punctuation. With the Lucy Calkins Rubric that I used when
looking at punctuation under the category of first grade the things that I was looking for was:
 writer ended sentence with punctuation

 the writer used a capital letter for names
 the writer used commas in dates and lists
A majority of the students struggled in the first two areas. Many student’s letters had no
punctuation or misplaced punctuation. As well as students either were writing in all capitals or
random words were capitalized throughout the letter. Many students scored in the mid-level
range in between kindergarten and first grade or in the kindergarten level. Many conventions of
writing were missing. Then the next thing I looked at when looking at the student’s assessment
averages, I looked at the columns that students fell below grade level which was considered
under 3 points. So, starting with the column of lead where students scored an average of 2.9.
Which was very close to the first-grade range. What we were looking for at the first-grade level
was “writer wrote a beginning in which he got readers’ attention. He named the topic or text he
was writing about and gave his opinion.” Some students lost points for not being explicit in what
their opinion was about. Most students received a 3 in this category. The next category that the
class averaged below a first-grade level was transition. According to the rubric what we were
looking for “the writer said more about her opinion and used words such as and and because.”
Early Childhood
Many students used the word because to describe their details, but many students did not have
multiple reasoning’s and used the word and.
The next category I wanted to look at where the class scored under the first-grade level is
organization, where the rubric states that, “the writer wrote a part where she got readers’
attention and a part where she said more.” The part where students lost points was the part
where it says, ‘and said more’ many students grabbed attention of their reader by in letter format
addressing their reader, but overall I would like to see more effort towards their opening of their
letters and other writings in general. As they move to second grade it is expected of them to
write a “a lot of lines for each item”. Students will need to be able to write more ideas and
information about a topic than they are doing currently.
Finally, the last column that the overall class averaged under the first-grade level was craft. The
rubric states in this area at the first-grade level students need to “the writer used labels and
words to give details.” Where I saw, students fall behind was in the adding more detail to their
writing. In second grade students will need to attempt to make readers agree with their opinion.
This is something I felt that once students learned more about opinions was something we could
work towards. Overall with thinking about the first graders have 3 months of school left I think
there are some areas are weak. Overall the work the students need to develop in language and
literacy are conventions of writing including but not limited to; punctuation, capitalization, and
complete sentences.]
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).
[When looking at the two focus students they have two completely different needs and are at
different stages of writing.
First looking at the first student Aiden. Before these lessons, Aiden struggled with spelling,
phonics, general conventions of writing including but not limited to: spaces between words,
punctuation, capitalization, and handwriting. I was worried that Aiden was not tracking with
these lessons. He very much surprised me when he came to me with his writing.
When I received Aiden’s original writing plan paper which is the OREO writing paper. I noticed
that Aiden was struggling differentiating the difference between two different reasons. Both of
his reasons were the same that he like the book because it was funny. When I conferenced with
him I decided it was best if he focused on one reason. Then if we focused and added good
detail to his one reason he would be able to develop his writing. Aiden talked out his letter with
me so I gave him his draft paper and had him start on his letter.
After Aiden had a single focus instead of multiple he succeeded considerably more with his
letter. When Aiden brought me his letter to be checked before finalizing it I was very impressed.
He had a concise letter with a reason and example, as well as he had worked very hard on his
handwriting. Which you can see on his draft paper submitted. One thing I noticed which I think
has to do with his speech was the word favorite he broke up into “Faf fit” which is how he would
say it so he was spelling what he heard. Overall the only other issues where he needed to add
punctuation.
Early Childhood
Now when looking at the second focus student is Aubree. Aubree is a high student academically
in the class. When looking at her writing and her patterns of learning I can tell that she is on
track for first grade.
When looking at her OREO writing plan paper, which you will find on Focus student 2-Aubree
evidence on page 2, Aubree’s ideas were developed and ready to begin writing. One area I
would want to focus on would be the Lead into her writing. Right now, she is at the first-grade
level. According to the rubric we use to move to the second-grade level or the midlevel in
between the first-grade and the second-grade, Aubree must set the readers up to grab their
attention as well as state her opinion and the readers can expect what to think. I think not only in
opinion writing can Aubree work on this but also in every other form of writing. Creating the lead
to her writing would be helpful to grab her reader’s attention and make her overall a better
writer. Aubree is a great writer for a first grader. But with less than 3 months left I would like to
have her prepared for second-grade.
Another area when looking at her rubric and writing and final letter an area that needs
developed would be her craft of writing. Aubree gave detail but she did not convince her readers
to agree with her opinion. To move to the second-grade level Aubree would need to focus on
drawing her readers in and with a goal of making the agree to her opinion. I think a way to
develop this is revisiting the idea of an opinion.
Another area of learning when we look at Aubree’s draft paper on page 3 and 4 of her evidence,
is that her spelling she erased and fixed the changes we discussed during her conference to
make them right but as you can see her spelling is high for a first grader and the words she
missed spelled were above grade level and the overall format of her letter was there. She
connected writing this letter to their reader’s notebooks which is a letter to their teacher about a
book they have read that week.]
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.
[Focus student one is Aiden who is in the video titled “Focus student 1-Aiden-(Day 1)” he is the
one at the table and in a navy shirt, with blonde hair. The other focus student is Aubree who is
in the video titled “Focus student 2-Aubree” She is the only one at the table with me and has
long brown hair and is wearing a black sweater.]
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
 In video clip(s) from Instruction Task 2 (provide a time-stamp reference) or in
separate video clips
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus child (e.g., position, physical description)
who is being given feedback.
Early Childhood
[Focus student one is Aiden who is in the video titled “Focus student 1-Aiden-(Day 1)” he is the
one at the table and in a navy shirt, with blonde hair. The other focus student is Aubree who is
in the video titled “Focus student 2-Aubree” She is the only one at the table with me and has
long brown hair and is wearing a black sweater.]
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.
[One form of feedback that I provided with the students was during the conferences I had
student bring their OREO opinion writing paper, which is the paper I had for each student to
plan their letters to the author. Before students began drafting for their letter I had them bring
their paper up to me for conferences to go over what they were going to write and the process
of writing. The first focus student Aiden is one of our lower student in both reading and writing
according to our MAP and BAS data. Aiden struggles with his handwriting as well there are
many times where we cannot grade his work due to his handwriting, because he must read it to
us. So when he brought me his OREO paper, which you will find on page 2 of the file title Focus
student 1 Aidens evidence, I noticed that he started out well. He had a good first reason and an
example but then after that he repeated himself. I asked him to give just one reason and
example because he would be able to focus just on that. After he read it to me and we went
over each section. Knowing Aiden, I knew that he would not want to write for long. His writing
stamina is low and he does not last as long as many other students. So, I sent him with draft
paper to begin his letter. You will see on Aiden’s OREO paper I crossed out the second section
for another reason and examples so he would not get confused or forget what we discussed.
When Aiden brought up his draft paper I was thoroughly impressed. Aiden had worked really
hard on his handwriting and his spaces between words. We discussed his punctuation and a
couple of spelling which we corrected on his draft paper, which you will find on page 3 of the file
titled focus student 1 Aidens evidence, so he would remember our corrections and discussions.
So, after talking with Aiden I gave him his formal writing paper to finalize his letter. I offered him
praise for him working so hard and truly trying his best. You will see in the video titled Focus
student-Aiden (Day 1) at approximately 1:40 that I complement Aiden’s writing and praised him
for his good work. Aiden gets excited because he does not receive much praise for his work but
a lot of corrections. While working with Aiden and other students I want them to be able to solve
what needs change so in the same video at approximately 0:40 I wanted Aiden to help spell with
on his draft paper he spelled it “wif”. To correct and provide feedback to the student I asked him
to use knowledge of our phonics dance to think about the ending sound of the word with. That
“th” sound he was able to figure it out quickly. We made the change on his paper and kept
moving forward. Overall the feedback with Aiden went well he was receptive and appreciative.
Now looking at the second focus student Aubree. Aubree is a high level student who is in one of
the top reading groups and does well in other subjects. Aubree brought me her OREO paper,
which you will find on the file titled Focus student 2-Aubree evidence. Aubree had good ideas
and they were two developed reasons and examples. I corrected a couple spelling errors but
most errors were words above her grade level that I would not expect her to know. I gave
Aubree my support on her draft and confirmed her that she was doing a great job on her writing.
Aubree begin her draft and when she finished she brought it back to me to conference with her.
You will find her draft paper on page 3 and 4 in the file labeled focus student 2-Aubree
evidence. Aubree had a well-prepared draft that needed minor evidence. I informed Aubree that
it looked great. We went over the draft together and I gave her some feedback on her spelling
and letter format. You will see written feedback on her paper some written by me others Aubree
added in herself. Including her closing and signature. Another form of feedback Aubree received
will be found in the video clip titled, Focus student 2-Aubree, at the end of the video I gave
Early Childhood
Aubree immediate feedback and praise for working hard on her letter. I wanted to boost
Aubree’s confidence in her writing capabilities. ]
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.
[I would for Aiden during writing time pull him to sit at the front table with me so that I can
noticed when he gets frustrated so I can help him. Also so when he is trying to spell words and I
hear him sounding out maybe I can repeat the word so he can hear it and his speech is not
affecting his spelling. When thinking about the student’s feedback that I gave them I would like
to make feedback a regular thing among all students that they can use. However, I think in the
area of writing I would keep track of each conference with students and write down what I talked
with them about then have them adjust and when they come back to me then I can go back and
say okay did you do this and this. Then move forward from there. That way they know and
understand that the feedback I give them is important and is given to better them as writers.
When thinking about Aubree and feedback I felt that she was very self-concisions about the
feedback that I gave her. She wanted to erase and change it right away. I think Aubree is a
great writer so I would like her to see feedback as a helpful tool rather than criticism. I think as a
whole class this would be helpful to understand that making a mistake does not make you a bad
learner but that we can learn from our mistakes.]
3. Evidence of Vocabulary Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
children’s work samples as evidence. Evidence from the video clips may focus on one or
more children.
a. Explain how children were able to use the key vocabulary1 to support their learning of the
content.
For prompt 3a, refer to the evidence of children’s vocabulary use from ONE,
TWO, OR ALL THREE of the following sources:
1. Video clips from Instruction Task 2 and time-stamp references for evidence of
vocabulary use
2. Additional video file named “Vocabulary Use” of no more than 5 minutes in
length and cited vocabulary use (this can be footage of one or more children).
See Assessment Task 3 specifications in the Early Childhood Evidence Chart
for acceptable file types. Submit the video clip in Assessment Task 3, Part C.
3. Children’s work samples analyzed in Assessment Task 3 and cited
vocabulary use
[If you look at clip 2 from the very beginning of the clip, you will see that I asked the students to
reference their vocabulary word “citizen”. The students new that it was a person where the
misconception came from was the difference between a citizen and a good citizen. There
needed to be deeper knowledge that there are citizens which are all people but then their can
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.
Early Childhood
either be good citizen or bad citizens. I think that I could do this better by making a chart that
would reference the difference of bad and good citizens, such as a Venn diagram.
Another piece of evidence is when looking at both Aiden and Aubree’s final writing. Both
students were able to state their opinion about their favorite T.L. McBeth book. Showing their
knowledge and understanding of the vocabulary “opinion”. Aubree wrote, “My favorite book by
T.L. McBeth is Ogilvy.” And Aiden wrote, “My faf fit book is robot in love.”. Both students were
able to state their opinions and then continue to give at least one reason and example of why
they picked that book is there favorite.
When looking at the overall data from the chart in question 1b, if we look at the first part of the
rubric in the “overall” column, all students except one scored grade level or above which meant
they were able to tell their opinion and write why they liked it. Some students where above
grade level. This tells me that students were able to understand and identify their own opinion.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of children’s learning presented in prompts 1b–c, describe next
steps for instruction to impact children’s learning:
 For the class/group
 For the 2 focus children and other individuals/groups with specific needs
Consider the active and multimodal nature of children’s learning and the variety of
learners in your class/group who may require different strategies/supports (e.g., children
with IEPs or 504 plans, English language learners, children at different points in the
developmental continuum, struggling readers, and/or gifted children needing greater
support or challenge).
[As for next steps with the class I think one of the focuses for the next couple writing lessons
would be conventions and going to the basics of things. I think we need to go over punctuation
first. This was one area I felt that I kept having to remind students of. “What goes at the end of a
sentence?” is what I would ask the students continuously. I think we need more practice in this
area and to go about this I think reading a story without any punctuation and explaining this is
what happens when you don’t have punctuation. Then working with the students to add
punctuation to the story then read it again.
Another area of conventions that I need to address is capitalization of letters. When do we need
to capitalize letters when are they lower case? As well as not capitalizing letters in the middle of
the word. Some of these convention skills will go back to the students ability to write the letters. I
noticed that some students wrote in all capitals and when I asked them about their words and
letters they didn’t seem to know how to write the lowercase so they just wrote in capital letters.
So, before we teach when do we need capitals I would probably need to review general
handwriting skills.
One other area I would help to develop before the end of the year would be the students
transitions in sentences. Students struggled to come up with different sentence starters as well
as transitioning from one idea to the next I think students could benefit from this teaching so
they know and understand that they don’t just write one idea and they are done but multiple
ideas.
When looking at the two focus students; first looking at Aiden I would like to continue to focus on
his handwriting and encourage him to keep up working on it. I think it was helpful not only to
Early Childhood
grade but also for him because he could read his own writing. Another area for Aiden I would
like to develop is his spelling capabilities. He sound spells and reads every word even when he
knows the word. I would want to do this by boosting his confidence in his school work. Hopefully
teaching him that he is capable of all of this. Another issue with his spelling is he has a small
speech issue especially surrounding his W and L sounds. Which the speech pathologist
informed us that it is very normal and if that was our only speech concern with him that we
should not get him on a speech Individualized Education Plan (IEP). But instead work with him
in some different interventions that she provided. This affects Aiden’s spelling to a certain
degree but I think this is an area he needs to grow in before progressing forward.
When looking at Aubree and her development and where to move to next I think the area she
can focus on is one adding more detail and transitions. She scored as one of the highest in the
class but where she lacked was in her details. She had details but I think she can learn and
benefit from elaborating her ideas more. She can do more than she leads herself to do. I think if
we push her to do more she could be very successful.]
b. Explain how these next steps follow from your analysis of children’s learning. Support
your explanation with principles from research and/or developmental theory.
[According to the common core standards one area that students in first grade need to be able
to do by the end of first grade is printing in upper and lowercase letters, which is why I think we
need to work on this area for students so they know when to use each one and not just write in
all capitals when they don’t know the correct lowercase letter. As well as students will need to
be able to add punctuation such as periods to the end of sentences.
When looking at the stages of writing as written by Punkoney (2016), many students in class are
at the letter and spaces stage. I would like to see more students progress to the conventional
writing stage. Which according to Punkoney (2016), for students to move to the conventional
writing stage students must, spell a majority of words correctly and those that are not the words
do not represent basic phonics. Students also are capable of using both uppercase and lower
case letters properly and they place space between their words. From this lesson I noticed that
many students lack in this area of writing development. Many students lacked in knowing when
to use uppercase and lowercase letters. Students also lacked spaces between words. Overall
the classes largest struggle is general conventions of writing.
Now thinking about how I evaluated the students with the Lucy Calkins rubric I noticed that this
is directly related to the Bruner model of spiral curriculum. According to Harden (1999), there
are 4 parts to spiral curriculum:
1. Topics are revisited
2. There are increasing levels of difficulty
3. New learning is related to previous learning
4. The competence of students increase
The Lucy Calkins rubric essentially is this model because each year students’ progress their
knowledge from a topic of writing, in this case it is opinions, and they develop their writing. My
goal is to get students to the first grade level by revisiting the areas where the students fell
below grade level. Many of the areas where students fell behind our areas we can work on in
any writing form, such as conventions and spelling and general craft of writing. Over students
did well in stating their opinions.
Bruner’s model of spiral curriculum is closely related to Vygotsky’s model of zone of proximal
development. Heick (2020), describes Bruner’s theory of spiral curriculum was influenced by
Vygotsky’s Zone of Proximal development. The idea that teachers need to provide students with
Early Childhood
the opportunity to learn new things and give support for highly complex new things. Better to
better students’ knowledge the complex ideas must be revisited.]
Early Childhood
Works Cited
English Language Arts Standards " Language " Grade 1. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/L/1/
Harden, R. M. (1999). What is a spiral curriculum?. Medical teacher, 21(2), 141-143.
Heick, T. (2020, February 8). Jerome Bruner On The Scaffolding Of Learning. Retrieved March
5, 2020, from https://www.teachthought.com/learning/learning-theories-jerome-bruner-
scaffolding-learning/
Punkoney, S. (2016, December 7). Development of Emergent Writing. Retrieved March 2020,
from https://stayathomeeducator.com/development-of-emergent-writing/
Stages of Emergent Writing. (2017, February 3). Retrieved from

https://k12.thoughtfullearning.com/teachersguide/writing-spot-assessment/stages-
emergent-writing

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Early Childhood

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Children’s Learning

Student 7 4 3.5 3.5 4 3 3.5(x2) = 7 3(x2) = 6 3 3

 writer ended sentence with punctuation

Harden, R. M. (1999). What is a spiral curriculum?. Medical teacher, 21(2), 141-143.

Stages of Emergent Writing. (2017, February 3). Retrieved from

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