Planning Commentary 3

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.
[ ] My central focus is phonics. Students cannot read until they learn to sound out letters.
Children learn to pronounce words and spell them by learning how to sound out the letters in
the word. Phonics help build early learners vocabulary. Phonics is important knowledge for
beginner readers. Phonics help beginner readers blend sounds together that help beginners
understand the word.
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
[ ] The learning segment that I will support children’s active and multimodal learning is to
introduce them to other ways to pronounce and sound out letters. Building listening and
spelling skills will allow them to gasp the concept of blends and homophones. Using prompts
(cue cards) is helpful with the introduction. Cue cards are helpful especially to assist with
readers that challenged.
c. Explain how your plans build on each other to support children’s language and literacy
development through active and multimodal learning.
[ ] Teaching students how to build their vocabulary with phonics such as blends, sounding out
letters will help build their reading skills. Building their reading skills will develop how they
pronounce and spell words. It is important that beginner readers learn to sound out letters. It
helps them to understand what they are reading.
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 is learning, please describe the changes you would make.)
[ ] A learning environment is the foundation of how the teacher can use her/his skills to develop
what students need to learn. Word wall with sight words from A-Z help students writing skills
whether it is informational or fictional writing. Some students are visuals learners, having
pictures of objects that began with each letter helps the students learn how to pronounce the
beginning of the word. Some students learn better in small groups (guided reading). Guided
reading allow the teacher to modify the material at the student’s level of learning. Using
technology in the learning environment allow the students to play as they learn.
2. Knowledge of Children to Inform Teaching
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Early Childhood
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: There are 17 students in the classroom. All of the
17 students shows different types of social and emotional development. Three out of
seven boys in the classroom social and emotional development are 2 years behind.
Their attention is short, very active during instruction time. There are 10 girls, five
who are social developed within their age and five need much attention. The teacher
uses each student’s development to work with learning skills. Modifying the lessons
the students can engage or participate in large group or small group’s conversation.
It is important to know what level of development with each student. This encourage
the teacher in how to instruct material, whether it is large groups or small.
 Cognitive and physical development: Reading time is when the teacher observe
learning skills. Reading assignments are done with large groups and small groups.
With the large group there is role-play about the BME (beginning, middle, ending) of
the story. To allow every student a chance to participate there are small amount of
modification of the story so the students who are cognitive and physical challenged
can participate. Student B, C sleeps during reading time. To keep them alert the
teacher give them a simple role to play from the story The three little pigs.
Repetitious helps, the more role-play is repeated the more comprehension of
understanding is developed.
 Language development for communication: There has been an increase of language
development with role-play. Repetitious role-play stimulates the brain to retain
information. Using role-play during reading time creates a time of pretend play for
students who are challenged in that area. Five of the girls and two of the boys are
naturals. They can read a story and pretend they are part of the story. The seven are
transitioned into small groups, so the story can be modified to their learning level.
[ ] Social and emotional development
b. Personal, cultural, and community assets—What do you know about your children’s
everyday experiences, cultural and language backgrounds and practices, and
interests?
[ ] There are three students in the classroom who speaks a second language. Using flash
cards, visual pictures and word wall has help develop their language skills. Student D, E, has an
IEP. With the help of the IEP specialist it able the students to participate with reading and
learning instructions. Student F speaks fluently in English. Father is a minister who teaches and
read to the student regular. There are some students in the classroom is a product of their
surroundings. Living in extended stay hotels, moving from place to place. Parents not spending
enough time with students shows with their performance in the classroom. Economics issues
are noticeable. There are students who take pride in their work even through challenging
situations.
Early Childhood
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.
[ ] Learning is fun when you mix instruction with play. Role-play has taught the students how to
read a story with understanding. Students are learning Main Elements in a story. The
characters, setting, and the BME (beginning, middle, ending) of a story. Role-playing allow
students to imitate characters, what are the main events in the story. The problem and solution
of a story. Using the Anchor chart to model, the story and retell the story helps the students
engage and enjoy learning. Using cue cards to provide structure that helps the students learn
and remember what they have learned. The students learn about informational writing, its
information that recorded from a non-fiction book. Information that is real, stories that are true.
Writing can be use in other ways, such as using the imagination to create their own make
believe stories.
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.
[ ] Small groups instructions helps student in different areas of learning. It provides the needs of
the students. Using the guided practice method allow the teacher to listen for sounds, ways
students pronounce the words and what the student is retaining from the reading. Some groups
need modification accommodation for their level of learning. Reading the story of the three little
bears, asking the students what are the main events in the story. Explaining the BME
(beginning, middle, ending) of the story. What is the problem and solution of the story? Model
the assignment; show the students the results. Students creating prompts to tell their story.
Hands on engagement is a great support of learning development.
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.
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).
[ ] There are different learning levels for students, some students are visual learners, verbal,
physical, social, and solitary. How the teacher support the mixed learning styles based on
assessments of the students. Teachers who recognizes the mixture of learning styles of the
students find ways, strategies, learning tools to support the student’s ability to learn. Students
with specific needs work better in small groups. Allow students to participate, feeling of
confidence, and strengthen their learning skills. Creating games, playing with the students,
using cue cards, flash cards, word wall are activities that strengthens and develop student’s
language skills.
Early Childhood
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.
[ ] Teaching students informational writing, what is informational writing and where to find the
resources for each topic. Elementary grade levels beginning to learn the difference between
writing and informational writing. Students like to write about imaginary things. Teaching
student’s informational writing are based on facts. Things that are true. Fictional books are not
real. Non-Fictional books give facts. Introducing students to both types of books is good for
reading and learning skills.
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.
[ ] Guided reading is an assessment tool that helps the teacher observe the students as they
read independently. It allow the teacher to listen for sounds of blends, vowels how the students
pronounce each word correctly. Guided reading allow the teacher to gradually pull away and
allow the students to have control of what they are reading.
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.)
[ ] Every classroom should provide students with an opportunity to develop and experience
unique ways to learn. Teachers having a variety of choices to develop and strengthen students
learning skills. Introducing materials that will challenge students mind. Less handouts, being
creative with hands on activities. Planning lesson that will challenge their minds. Lessons that
will allow children to work at a pace that is comfortable with the ability to learn. Lessons and
materials that will nurture the whole child.
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.
[ ] Students learn while play. Creating games such as scavenger hunt to find objects that begins
with blend letters. Playing the swat game, swatting words with long and short vowels sounds.
Guided practice reading with the students is an opportunity to strengthen vocabulary words, and
reading skills. Allow students to be acquainted with book before reading it. Introduce words from
the story on cue cards. Do a book walk, do not read the story look at the pictures. Allow
students to re-tell the story by using the cue cards to spell and pronounce words that fit.
5. Monitoring Children’s Learning
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.
Early Childhood
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.
[ ] The way students engage through role-play shows how the students understand and retain
the information that were provided through reading and instructions. Retelling the story and
model the lessons to show and explain to the students what, when, and how to get the
information that is requested. Using the exit ticket using a different model to see if the students
understand, and retain the information given. Three students will share their work with the class.
b. Explain how your design or adaptation of planned assessments allows children with
specific needs to demonstrate their learning.
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).
[ ] There will be a modification in the instructional material for Students with specific needs. The
students will be in a small group with material based on their level of understanding. For
example: Understanding the BME (beginning, middle, and ending) of the story, they will have to
write or draw the characters in the story and state what happen to the character at the end of
the story.

Planning Commentary 3

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Early Childhood

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

c. Describe common developmental approximations1 or misunderstandings that pertain to

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