Part E Planning Commentary

Early Childhood Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY Respond to the prompts below (​no more than 9 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 in lesson one is “students will be introduced to vocabulary pertaining to bees and will practice saying them. The vocabulary words introduced will be “bee, hive, honeycomb, and honey”. A visual of each vocab word will be provided along with the written word to appeal to all learners. They will hypothesize about what is in the bee’s honeycomb and the teacher will record the responses.” The purpose is to increase student interest in bees and provide an introduction on bees, their habitats, and honey. Math, science and language arts are incorporated into the lesson along with hands on learning with students using their senses. The central focus of lesson two is to learn about the different jobs that bees have and how the jobs contribute to making honey. Then students will act out these jobs, reinforcing their learning. The purpose of the lesson is to relate the jobs they have at school/home to the jobs that bees have to do. Students will see bees doing these jobs in a youtube video and then play act the process of different bee jobs. The central focus of lesson three is learning about the tools that bees use to get their food, participating in a demonstration of how these tools work, then demonstrating their learning through drawing or painting. The purpose is to teach students new vocabulary words “spindle hairs” and “proboscis” and explain why bees have these and how they use them while keeping students actively involved. To culminate the study, students will create a drawing or painting of a bee as an assessment of their learning.] 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 [ In lesson one, students are asked to use new words pertaining to bees. Phonemic awareness is built through students making the “buzz” sound that bees make, focusing on the “b” and “z” sound. In the lessons, when new vocabulary is introduced, the teacher will say the word out loud, show a picture of that item along with the written word. Students will be asked to repeat the word after the teacher. Using the picture as a reference, the teacher will ask students questions about the vocabulary word. For example, in Lesson 1, one word is “bee”. The teacher will ask students “What do you see in the picture of the bee?”, then call on students for answers such as “it is yellow”, “it has wings”, or “it has lots of legs”. By participating in this, students are verbalizing the characteristics of a bee, and also hearing responses from other students, building on their knowledge. Scaffolding is provided when practicing compound words such as “honeycomb”. The teacher will direct students to say “honey” first, then say “comb” and then put them together to make “honeycomb”. This also supports understanding that words can have multiple parts. This lesson includes language arts, math and science. One standard used is “observe, investigate, describe and categorize living things”. To achieve this, students will examine a picture of a bee and describe what they see in the picture, incorporating science concepts. To incorporate math topics, a picture will be provided to students to show them where Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.​ 1 of 9 | 9 pages maximum All rights reserved. V06 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Early Childhood Task 1: Planning Commentary

bees live and examine the inner structure, looking at the shapes that make up the honeycomb. They will then hypothesize about what is inside the honeycomb, and the teacher will record the responses. Also included in this lesson is a read aloud in which the title and author will be identified by the teacher, building on concepts about books. A hands on experience where students get to use their senses to taste real honey appeals to the active and multimodal learning of children. While students are tasting the honey, we will have a discussion about where they might have seen honey before, if they have honey at their house and ask how they think it tastes. In lesson two we will make predictions about how the honey gets in the honeycomb, incorporating science topics. After watching a youtube video about bees, to include language arts and literacy, students will participate in a discussion about what they saw in the video. From this discussion we will identify two more vocab words “queen bee” and “worker bee”. Students will repeat the names of these bees and we will refer back to the video if needed to discuss what their roles are. To appeal to students active learning, our activity for this lesson will be a play act of the process bees go through to get food. Each student in the small group will get to play act a different role, carrying out the bee’s responsibilities. In lesson three, science will be incorporated through students brainstorming how bees might carry things if they do not have fingers or hands. Through my lessons, pictures of vocab words will be shown to aid visual learners. In this lesson, a diagram of a bee featuring the vocab words “spindle hairs” and “proboscis” will be shown to appeal to these learners. When discussing spindle hairs and proboscis, the teacher will ask students what these look like, such as spikes or a straw, encouraging fluency in language arts and connecting these new words to objects they are familiar with. After learning about this, the students will participate in a demonstration of how these two tools work, using velcro and eye droppers. To culminate the study and incorporate the arts, the students will create an art project demonstrating their newly acquired knowledge. ] c. Explain how your plans build on each other to support children’s language and literacy development through active and multimodal learning. [ Lesson one is an introduction to bees, building students interest on the topic. Through learning where bees live, it provides a setting for the students learning to grow, they will continue to think back to the setting of the hive through all three lessons as we refer to this in lesson two and three and the part it plays in bees making honey. Lesson one also provides a concrete image for students of what a bee looks like. All of these pieces are done so that students have background knowledge about bees, which they will further in the next two lessons. In lesson one, students are learning vocabulary they will use in other lessons such as hive, bee and honeycomb. We will continue to look back on these terms and learn more about the role they play. Students will also see these terms in action when we play act the jobs of worker bees and queen bees. In lesson one we look at a picture of a bee and examine the parts of it. We will see many of these body parts later in lessons and discover why a bee needs these features. Therefore, when students learn about the different parts of a bee in lesson three, they will have already seen them before. In lesson two we will be using vocab words “hive” and “honeycomb” and learning the role they play in the bees making honey. For example, in L2 the teacher will show students with props during the play act that queen bee lays eggs in the ​honeycomb​, the worker bees leave the ​hive​ to go get food from flowers so that they can bring the food back to the ​hive​. Vocabulary learned in L1 is used multiple times in L2 as students knowledge about them expands. In addition, in L1 students discovered that honey is in the honeycombs. At the beginning of L2 the teacher asks students how the honey got there, which guides our next exploration. In L2 students are not simply watching the process of bees getting food from flowers and making honey, but they are actually pretending that they ​are​ the bees doing their Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.​ 2 of 9 | 9 pages maximum All rights reserved. V06 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Early Childhood Task 1: Planning Commentary

jobs. Due to this activity being hands-on and the students being able to move around and see each other doing their jobs, it provides an active and meaningful learning experience for each student. In L3, the teacher will refer to learning from L2 to guide the next exploration and further students’ learning on the topic. For example, we will begin with the teacher restating the learning from yesterday “Yesterday, we learned that bees take food from flowers to the hive, but how do they do this?”. This question will then be connected to personal experience by asking students how they carry things. When the students have verbally expressed that they use their hands or arms to carry things, the teacher will then explain that bees do not have hands, fingers or arms, fostering curiosity in students. After participating in L2, the students know that bees do carry things to the hive, but they will be curious as to how they do this without arms or fingers like we have. Once the student’s interest is built up, we will continue to explore these questions, furthering student’s learning. A diagram of a bee including vocabulary words “spindle hairs” and a “proboscis” will be shown, giving students a meaningful visual of the new vocabulary. Lastly, students will pretend to be worker bees and act out how bees use their spindle hairs and proboscis to pick up food using props provided for a hands-on representation providing them an opportunity to be active. ] 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 PreK classroom is set up in a centers-based format with room for whole group instruction. The daily schedule is set up so that students spend most of their time in centers, with a portion of time in the morning for whole group instruction. Students sit on a large carpet with individual spots on the carpet, with this set up, each student is able to see the teacher for large group time. This large carpet space can also be used for carpet toys in which students engage cooperatively with toys or activities and have more room to move around freely. Students can move freely between centers as they wish, and are almost always physically active in these centers. The available centers are as follows: smart board, science, blocks, dramatic play, sensory table, art, reading, music, writing. All centers have at least two people participating in them so students are constantly developing their social skills with their peers. By engaging in cooperative play, students have opportunities for problem solving, controlling behavior, sharing with others, conflict resolution and scaffolded learning. In addition to the centers, there are tables that allow for small group learning either provided by the teacher or students participating in art, writing, or table toys together. The science center encourages curiosity and exploration in an unstructured way by providing the materials to do so. The blocks center allows for creative use of shapes and objects to build what they like. Students can use their imagination in the dramatic play center to explore different roles and situations. The sensory table provides students a setting to explore textures, develop fine and gross motor skills, experiment with different materials and recognize properties of objects. Students are able to express their feelings and ideas through art, fostering creativity and imagination, and have opportunities to express their learning. Through looking at familiar books in the reading center, students have experiences with print and concepts about books. Lastly, the music center provides instruments and materials for dance, building students musical and rhythmic awareness and vocabulary. ] 2.

Knowledge of Children to Inform Teaching

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Early Childhood Task 1: Planning Commentary

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 students in my class all have very different levels of development. Some of my students are very capable of participating in pretend play and create elaborate situations and roles, while some of my students do not like to engage in it, or only participate in a very minimal capacity. There are 4 students with IEP goals that include attending to a task with prompts from the teacher. One student’s IEP goal includes transition without showing distress as well. Another student has an IEP goal of engaging in interactive play with peers. Through the activities built into the lessons where students get to pretend to be bees and act out what we are learning, the students will get to have a scaffolded experience of pretend play where the situation is something we are learning about so it will be very familiar to them. During the instruction period, the teacher will provide supports for keeping students involved by gentle prompts to these students to keep their eyes on the teacher, opportunities for these students to participate in the active portion of lessons, or a light touch on the head or shoulder. The students in my class are able to answer questions posed by the teacher, and by each other. They ask investigative questions, and love to learn more about something when they are curious about it. They are able to discuss and understand multiple step processes so we are continuing to work on this in the lessons, learning the process of how bees make honey. We will then be acting the processes out to further students understanding of the process. Students are in the process of forming high level thinking skills, so my lessons build on this by asking students to hypothesize what the substance in the honeycomb is, how bees carry food without hands, etc. With one student, we are working on naming an item using at least one one attribute when asked to describe it. Language development is extremely varied among students in the classroom. Some of my students stick to one word responses, and some of my students can have a conversation using complete sentences. One student with an IEP needs improvement in using words to communicate their thoughts, another student is working on pronouncing consonant sounds in speech, and we are working with another student on improving their ability to answer “who, what, where, why” questions. In the learning segment, I have put in opportunities to expand students’ vocabulary. In my teaching of vocabulary, instruction is very explicit, providing a visual representation of the word and providing context for the definition to deepen understanding. When introducing a new word, the teacher will say it out loud, and illicit a mirrored response from students, allowing them to practice saying the word out loud. When asking students questions, they have an opportunity to respond verbally however is comfortable to them. Once a student responds, I will repeat their answer in a complete sentence format, modeling correct sentence formation.] Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.​ 4 of 9 | 9 pages maximum All rights reserved. V06 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Early Childhood Task 1: Planning Commentary

b.

Personal, cultural, and community assets—​What do you know about your children’s everyday experiences, cultural and language backgrounds and practices, and interests? [ The population of students in my classroom and school is 100% students who are at risk for academic failure. This means that there are certain factors at play in a child’s life that could cause them to not reach their potential in school. These factors can be many things from a single-parent household or complications during the child’s birth to a families income. Due to this, my students often come from homes that are different than mom and dad working full time jobs with two incomes. A handful of my students get the opportunity to learn from a parent and a grandparent at home. As opposed to a house with a front and a back yard in a subdivision, many of my students live in an apartment in an apartment complex. 85% of the classroom are African American or mixed African American and Caucasian. Many of the students who are African American often respond when asked to do something if a louder and stronger tone is used as opposed to a more quiet and gentle voice. My teacher has expressed this to me, and I have noticed it myself as well. 10% of the class is Caucasian, and the last 5% is Russian. My student who comes from a Russian family is spoken to in English and Russian at home. Many of my students have siblings that they enjoy playing with at home. If asked what their favorite thing is, you will generally get an answer that has something to do with a tablet or iPad. They love to ride bikes, play hide and go seek, pretend to play “house”, build towers for princesses, and talk about what we are learning in school. ]

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. [ Regarding language development, my students are able to respond to questions, retell about an event or story, use fragmented or simple sentences, recite chants/songs, create own songs and identify rhymes. With literacy, their development is at many different levels but most all students understand that print has meaning. Some students use scribbles to make meaning, some use letter-like forms, and some are able to string full letters together. For example, when asked to write his name, one of my students will write a single zig zag scribble about two inches long and declares “my name!” when he is finished. A student further along in their literacy development wrote “CBIBHBPBOAVO7PHAOA” and stated that this was a note to his mom that said “I love you, you love me too.” We dictate what students say to us, do during center time, and create in their art almost constantly. When students see their teachers writing down these dictations, it reinforces to them that print has many different purposes and shows them that we value their hard work. Students are also able to sing songs independently that we have learned together. For example, every day I sing a good morning song with the students. Every student sings along when we sing all together, but students will also sing it with their peers during center time. ]

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​.

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Early Childhood Task 1: Planning Commentary

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. [ Many of my student’s parents work full time jobs or second or third shift jobs. This does not allow for much time to cook with their children. I wanted students to understand that bees make the honey that we eat, but if students have not seen their parents use honey in the house or pick it up at the grocery store, honey would simply be an abstract concept to them which would hinder their understanding. Therefore, I provided a picture of what honey looks like, and I am bringing a jar of honey to the classroom for students to taste. This provides them with a real world and hands-on experience with honey that we can build on top of in the next lessons. Through the activities in the lessons where students pretend to be bees and act out the process of making honey, or how bees use the hairs on their legs to pick up food, the students are having an experience of pretend play where they act out what they are learning so it will be very familiar and meaningful to them. There are 4 students with IEP goals that include attending to a task with prompts from the teacher. During the instruction period, the teacher will provide supports for keeping students involved by gentle prompts to these students to keep their eyes on the teacher, opportunities for these students to participate in the active portion of lessons, or a light touch on the head or shoulder to remind them to pay attention. Students are in the process of forming high level thinking skills, so my lessons build on this by asking students to hypothesize what the substance in the honeycomb is, how bees carry food without hands, etc.. In my teaching of vocabulary, instruction is very explicit, providing a visual representation of the word and providing context for the definition to deepen understanding. This also provides some context for learning new vocabulary despite prior experiences, placing students at a similar starting point to construct new knowledge.Building on prior experiences also occurs in the way that my lessons are set up to build off of one another. The learning that occurs during the first lesson will be the prior knowledge on which students will build learning on top of in lesson two, and the learning from lesson two is the prior knowledge in which they will base their learning for the third lesson. John Dewey’s theory states that children learn best when they get to interact with their environment and play an active role in the curriculum. Basing my lessons off of Dewey’s theory, they are all very interactive and allow the children to play a very active role in the learning. Students are actively involved in my lessons through our discussions about observations, the play act of the jobs that bees do, taste testing honey, and demonstrating how bees use their bodies to carry food to the hive. ] 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). [ Some of my students are very capable of participating in pretend play and create elaborate situations and roles, while some of my students do not like to engage in it, or only participate in a very minimal capacity. One student has an IEP goal of engaging in interactive play with peers. To assist in reaching this goal, there are opportunities to engage in pretend play, pretending to Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.​ 6 of 9 | 9 pages maximum All rights reserved. V06 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Early Childhood Task 1: Planning Commentary

be bees and act out what we have learned. In this activity each student will have a role which is modeled to them on how to pretend to do a job like a bee would. This will provide a model for how to play with others. There are 4 students with IEP goals that include attending to a task with prompts from the teacher. During the instruction period, the teacher will provide supports for keeping students involved by gentle prompts to these students to keep their eyes on the teacher, opportunities for these students to participate in the active portion of lessons, or a light touch on the head or shoulder. One student’s IEP goal includes transition without showing distress as well. The teacher will provide positive verbal encouragement and praise for this student coming to the carpet for whole group instruction, or attending to our small group play acting activity. Throughout the lessons, there are opportunities for students who are developmentally more advanced to be challenged by asking higher level thinking questions such as “what do you think is that stuff in the honeycomb?” and “how do you think bees carry things if they do not have hands?”. There are also questions that allow students to respond at any level of development. For example, when showing students a picture of a bee, the teacher will ask “tell me what you see here”. This kind of open question allows for a variety of responses from all different levels of language development. ] 1

c.

Describe common developmental approximations or misunderstandings that pertain to the learning experiences you are planning for the children and how you plan to address them. [ When I introduce the topic of bees to my students I expect them to let out screams of fear and tell me that bees can sting us. While this is true, bees can sting people and we do need to watch out for them, this does not make them a bad or scary insect. They will only sting you if you are loud and scare them. In fact, bees are absolutely essential for food to grow on Earth. I plan to address this by asking students if they eat french fries, strawberries, mashed potatoes, pumpkin pie, watermelon or grapes. Then I will explain that without bees, we wouldn’t be able to eat these foods because they would not grow. This is why it is important for us to not touch bees and keep them safe. Then I will ask students what they might be able to do if they see a bee near them. ]

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? 2

a. Identify the key vocabulary (i.e., ​developmentally appropriate​ sounds, words, phrases, sentences, and paragraphs) essential for children to use during the learning segment. [ Key Vocabulary in L1 is ​bee, hive, honeycomb, ​and​ honey​. Vocabulary in L2 is ​queen bee​ and worker bee​. Vocabulary in L3 is ​spindle hair​ and ​proboscis.​]

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.

2

​Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that you want children to use or create to engage in the learning experience.

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Early Childhood Task 1: Planning Commentary

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.) [ Vocabulary in L1 is ​bee, hive, honeycomb, a ​ nd ​honey.​ At the beginning of L1, students will make the “buzz” sound and be prompted to verbalize what insect makes that sound, providing them an opportunity to use the vocab word ​bee.​ Later in L1, the teacher will show students a picture of a bee hive. The teacher will explicitly say the word ​hive​ and have students repeat after her. The same process will occur with the word ​honeycomb​ except the teacher will assist students in putting the two parts of the word together. The teacher will hold up one hand and say “honey”, having students do the same, then hold up the other hand and say “comb”. Everyone will then clap their hands together once, signalling the combination of these two words and say the whole word out loud “honeycomb”. Vocabulary in L2 is ​queen bee​ and ​worker bee​. The teacher will show students a video clip of the queen bee and worker bee doing their jobs. After the video clip, students will have an opportunity to discuss the different jobs that the two kinds of bees did. After this, students will get to pretend to be one of these bees and act out the bee doing their job, furthering the understanding of the role that bees play. Vocabulary in L3 is spindle hairs​ and ​proboscis.​ In this lesson, students will get to compare these tools that bees have to something that they are familiar with in their lives. Some connections that might be made are spindle hairs to spikes, or velcro, and proboscis to a straw or vacuum. After the rest of the lesson, students will get to draw a picture of a bee to show what they have learned.] 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. [ Vocabulary in L1 is ​bee, hive, honeycomb, a ​ nd ​honey.​ I have many opportunities for my students to use vocabulary throughout the lessons. In L1, students will have time to discuss what the bee looks like, what creature might live in a hive, the shapes that make up a honeycomb, and what honey tastes like. Vocabulary in L2 is ​queen bee​ and ​worker bee​. In L2 we will connect the jobs that bees carry out to the jobs that we are responsible for at school. Students will watch a video about a queen bee and worker bee, and then will get to step into the “shoes” of these bees, pretending to carry out their jobs. Vocabulary in L3 is ​spindle hairs​ and proboscis​. Students get to see a picture of these up close, and they will participate in a demonstration of how these features work to allow a bee to get food. ] 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.

[ Informal assessments are used in all lessons of this learning segment. In L1, anecdotal notes will be taken after the lesson is over to document which students were able to express their thoughts when given the opportunity in the lesson. In L2, after the play act is completed, the teacher will ask students to explain what their jobs were and she will record their responses. In L3, the students will be drawing a picture of a bee, demonstrating their learning from the lesson. ]

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Early Childhood Task 1: Planning Commentary

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). [ Allowing students to express their thoughts in an open ended question format in L1 gives students the ability to provide information at their individual developmental level. In L2, students will be explaining their jobs in the bee play act, also allowing them to provide knowledge at whatever their developmental level. The assessment in L3 simply asks students to create a picture of a bee using their preferred method. With this assessment, students can show us what they know no matter what their language and literacy development is. This allows for all levels of development to participate in the assessment. ]

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