Task 1 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 for my learning segment is weather. Students are surrounded by the weather
each day, and the weather can affect their daily routines and activities. The purpose of my
central focus is for students to gain awareness about the weather and how the weather plays a
role in what they wear and what they do. Science encourages young children to practice the
process skills of predicting, observing, classifying, and communicating. Through my central
focus of weather, children will have the opportunity to predict the weather, observe the weather,
classify different types of weather, experiment with different scenarios involved with weather,
and communicate with other classmates about their personal knowledge and experiences with
weather. Children are most likely to learn language and literacy skills when they have
opportunities to use these skills in authentic situations. Scientific exploration presents authentic
opportunities to develop and use both receptive and expressive language skills, and through my
central focus of weather, students will be surrounded with opportunities to use language skills to
further their knowledge and exploration of weather.]
b. Describe how the standards and learning objectives for your learning segment support
childrens
active and multimodal learning

language and literacy development in an interdisciplinary context
[The standards and objectives within my learning segment positively promote childrens active
and multimodal nature of learning by integrating weather into all three of my learning
experiences in creative, hands-on, engaging ways. In learning experience one, children will
show their understanding about weather by asking questions about different words they heard in
the story and different pictures of weather that they either have seen or experienced before.
After we have talked about the book, the students will stand up and perform the actions of the
weather using their bodies. This allows the children to physically see the language being used.
This activity promotes active learning and the ability to match the word of what they see to the
physical characteristics of it. We then will create a weather bubble map. This will allow the
children to think and share what they know about weather. They will then move to the weather
center where they will have the opportunity to predict what the weather will be like tomorrow.
Students will have to recognize and read the weather word in order to put their name in the
correct category of their choosing. Lastly, the children will complete a worksheet where they will
match a weather word to the correct picture. This will allow the children to use their new
knowledge of specific weather words and identify the correct symbol that matches the word.
Learning experience one incorporates active learning by having the children move around,
answer different types of questions, and participate in a variety of activities. Language and
literacy will be supported through the weather book read aloud, sharing new and prior
knowledge of weather, predicting what tomorrows weather will be using weather vocabulary,
and completing a weather worksheet where they have to identify the correct weather word that
matched each weather photo. Students will have the opportunity to come up to the front of the
room and place an item or activity in the appropriate weather category. Students will sort the
items and place them under the proper weather category. Next, students will have the
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opportunity to roll the weather die and dress up in the appropriate clothes for the weather word
that they rolled. Learning experience two incorporates active learning by having the children
visually see an item and physically place it in the proper weather category. It also allows
children to learn though play and be creative when putting on their clothes and sharing what
they would do during the specific weather. Language and literacy will be supported through
identifying the item and activity during matching, recognizing the weather words that were
introduced the day before, interacting with the big book and identifying weather words within it,
and using weather vocabulary when dressing up in the appropriate clothing and expressing and
sharing what they would do during the specific type of weather. Learning experience three
incorporates active learning by allowing the children to both write and draw about what they like
to do in a specific type of weather. It will allow them to use their creativity and imagination to
write about what they like to do. Language and literacy will be supported through their writing
and drawing. It will also be supported through conversation with their peers when sharing what
they would do and why they like that specific type of weather. They will read me their writing and
explain what they drew and how it relates to their writing.]
c. Explain how your plans build on each other to support childrens language and literacy
development through active and multimodal learning.
[My instructional plans build on each other by beginning learning experience one with a book all
about weather. The children will listen for weather words and observe the illustrations of the
different types of weather. They then will share words that describe weather either from prior
knowledge or from the book that was just read to them. After identifying the common weather
words that the children are familiar with, they will have the opportunity to predict tomorrows
weather based on their prior knowledge of weather conditions that occur in the area. They then
will complete a worksheet where they have to identify the weather word with the correct weather
symbol. This builds on the predicting activity because the weather center had each weather
word and a weather symbol to help the children identify which weather they would like to
predict. Learning experience two builds on learning experience one because the children will
then take the weather words and relate them to their everyday lives. They will think about what
they wear and do in the different types of weather and how the weather affects their daily
clothing choices and activity choices. They then will identify the weather word that they rolled
and will physically dress up in the appropriate attire using their previous and new knowledge of
what different types of weather feel like and what are common activities that take place during
the different types of weather. They will share with the class what they would do in the specific
type of weather, which will allow children to relate to one another and find out similarities
between one another. Learning experience three builds on learning experience two by allowing
the children to write down a weather word that they had previously learned and provide an
explanation of what they like to do in that specific type of weather. They will be using their
knowledge from the past two learning experiences to identify a weather word to use and identify
activities that they like to do and are appropriate for the specific type of weather that they chose.
They will recall what their classmates wore in the different types of weather and what they said
they would do on a certain type of day. This will guide the children to write and draw about what
they like to do in a specific type of weather.]
d. Describe how the physical environment in which you are teaching supports the active
and multimodal nature of childrens learning. (If, in your view, the physical environment
in which you are teaching does not adequately support the active and multimodal nature
of childrens learning, please describe the changes you would make.)
[The physical environment supports the active and multimodal nature of my childrens learning
by being engaging, hands-on, and safe. Children will be exposed to a variety of hands on
activities that will allow them to be engaged with the topic of weather. There will be all different
types of teaching tools used such as books, videos, bubble map, prediction chart, weather
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matching sheet, item and activity matching chart, dress-up, and writing and drawing. All of the
physical tools used to aid the learning experiences will be at eye level for the children so that
they can physically see and use the items themselves. There will be a large amount of visuals
placed around the learning environment to excite the children and allow them to ask questions
and inquire more about the topic of weather. Children will be able to move throughout the
learning environment depending on the activity taking place. There will always be something
new for them to explore within the learning experiences. The windows in my classroom will
allow my students to physically see the weather outside. The weather prediction area will allow
the students to physically place their name under the type of weather that they predict. The
carpet area is where the students will sit and read about the weather and watch a video about
the weather. This area is great because all the children will be present in one area and all eyes
will be focused on the person presenting in front. The weather words will also be posted in
different areas of the room, allowing students to visually see how to spell the words. Images will
also be posted about different types of weather to help engage the students into thinking about
different scenarios that occur in different types of weather and they will allow students to ask
questions about what they see occurring in the images. The environment will be very inviting
and welcoming to all students.]
2. Knowledge of Children to Inform Teaching
For each of the prompts below (2ac), 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. Childrens developmentWhat do you know about their
social and emotional development

cognitive and physical development
language development for communication
[The childrens social and emotional development varies in my classroom. Some children are
aware of their feelings and are freely able to express them while others conceal their feelings
and are still working on recognizing and understanding how their emotions affect their behavior.
The children in my classroom are working on controlling their feelings and working towards a
goal. They are becoming more aware of how their actions affect others and what behavior is
socially acceptable and what behavior is not. Their relationship skills include communicating
clearly what they need, cooperating with one another, and offering help when needed. They are
improving on their decision-making skills, such as choosing a center or picking out what to wear
for school. In relation to my central focus, students will be able to express their feelings towards
weather and how they behave in different types of weather. They will use their decision-making
skills when choosing what clothes to wear in a specific type of weather. The childrens cognitive
and physical development may have an effect on their ability to participate in the learning
experiences. Most of my children can recognize all of the letters of the alphabet and letter
sounds, but some still struggle with this. Most students can follow a writing prompt and fill in he
blanks using their own opinions. They can cut along the lines provided and they can properly
hold a pencil, crayon, or marker in their hand. They are working on categorizing items and
matching them based on similarities or characteristics. They are working on their body
movements, such as sitting crisscross applesauce hands in their lap or sitting in a chair with
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both feet on the ground. In relation to my central focus, students will work on recognizing
weather words by sounding the words out. They also will be using their writing skills to complete
the writing prompt. For language development for communication, most of my children can
follow step-by-step directions, but some still have a difficult time staying on task and not being
distracted. They are able tell stories about a specific topic and talk about things that are going to
happen and that have previously happened. They are able to describe something and compare
the similarities and differences of something. In relation to the central focus, my students will
share their knowledge about weather and communicate with another about similarities and
differences among weather.]
b. Personal, cultural, and community assetsWhat do you know about your childrens
everyday experiences, cultural and language backgrounds and practices, and
interests?
[The children in my classroom are surrounded by weather everyday. During morning circle time,
we discuss what the weather is and then we write a sentence on the white board that says
today the weather is______. The children then fill in the blank using a weather word that
describes the weather outside. Most children also dress accordingly to the weather when they
come into school. They should know if it is cold outside, they have to wear a jacket, but some
students in my class do not connect the cold with having to put their coat on. They should know
if is snowy outside, they have to wear a hat, gloves, and a scarf, but some students only wear a
jacket and then think they can play in the snow without any other clothing accessories on. My
children are affected by the weather everyday when it comes to choosing what activity to
participate in. They know that when it is hot and sunny, they can go to the pool or play outside,
or when it is snowy, they can build a snowman or go ice-skating. My children are beginning to
recognize how the weather changes as the seasons change. They are beginning to discover
more about the outside world and relating it to their personal choices, such as what to wear and
what to do.]
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 children in my classroom can make personal observations and verbally state what they
have observed. They also can use weather terminology to describe what it looks like outside
and how it feels. They are beginning to write sentences, but they use a prompt to help guide
them. They are working on sounding out their words first before writing out how they think it is
spelled. They also are working on letter recognition and taking their time to break apart the
words by sound. Some students are still struggling with writing their letters the correct way
without looking at the alphabet hanging in our room. They are still working on the structure of a
sentence, such as the spacing, capitalization, and punctuation. Some of my children are
becoming more independent learners, as in making decisions on their own without having to ask
me first. In my classroom, they are very good at identifying words and visuals posted on the
wall. They are able to match a picture with a word, such as seeing a sun, and knowing it is a
sun and being able to identify that is located in the sky. Some students are beginning to read,
and are able to identify key words in a text. They are beginning to partner read in the morning,
which allows them to work together and help each other figure out the words and what the book
is about.]
3. Supporting Childrens Development and Learning
Respond to prompts 3ac 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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a. Justify how your planned learning experiences and materials align with your
understanding of the childrens development, prior learning, and personal, cultural, and
community assets (from prompts 2ac above). Be explicit about these connections and
support your justification with research/developmental theory.
[My choice for each learning experience was made after careful consideration of all the children
in my class and the materials that are readily available. I reflected back on other experiences I
have observed and taken part of in my classroom, and I used my best ability to create
experiences that would promote learning and development in my children. So far, I have
observed that children learn best through hands on activities and real like experiences.
Vygotsky believed that much of what a child learns comes from the culture around him or her.
He believed that a difference exists between what a child can do on his own and what he can do
with help. Vygotsky called this difference the zone of proximal development. The zone is the
range of potential each child has for learning, with that learning being shaped by the social
environment in which it takes place (Jackman, 2012, pg. 10-11). This approach encourages
children to construct their own knowledge while engaging in activities that build and rebuild, or
construct ideas based on previous experiences. The children will have the opportunity to use
their previous knowledge and experiences of weather to aid in their language and literacy
development of weather. They will be able to use what they already know to grow further in their
understanding of weather and how it affects their everyday lives. They will be able to use their
senses and surroundings to describe weather and to further develop their knowledge of the
world around them.]
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.
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).
[I plan to support the varied learning needs in my classroom by adapting my lessons in ways
where all of my children will have the opportunity to learn. If a child cannot read, I will have a
visual next to word so that they can see what the word means. I also will write out the weather
words and post them in the weather center so that all the children may see how to spell them. I
will bring in physical objects of the clothing and items that relate to weather so that the children
may physically see and wear the words that we will be talking and discussing about. For
students who will have a hard time matching the item to the correct weather category, I will
assist them by giving an example of when they would use the item. For the writing learning
experience, I will allow the students to put their papers on a clipboard and find a spot in the
room where they would like to write. If they choose to write in the weather center, they will be
able to see the how the weather words are spelled. If they choose to write on the carpeting, they
will have the opportunity to use the weather chart to get ideas about what they like to do in a
specific type of weather. If they need assistance, I will use their prior knowledge to encourage
and help them think of a response for the prompt. If they are unable to write, they may verbally
express what they would like to write in regards to the weather prompt. My learning experiences
allow the children to learn through many different ways, such as read-alouds, verbally sharing
among classmates, visual aids, observations, graphing, matching, dressing up, and writing. By
moving around and changing where the activity is taking place, children will have multiple
environments to work in and different tools to aid in their learning. One area may have visuals
while another area may have words written out describing weather. Another area may have

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physical objects to aid in learning while a different area may have writing tools and a prompt to
further their exploration of weather.]
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.
[In learning experience one, children may be confused about some of the weather words
introduced in the weather book because they do not occur in our community. An example of this
would be a hurricane. I plan on showing pictures of these words and describing them and
explain where they occur. Children also may not understand the concept of graphing our
weather predictions. I plan on first showing them a graph and then demonstrating with my name
how I would graph which weather I predict. In learning experience two, children may not be able
to recognize and name some of the items and activities I have chosen for them to put on the
weather chart. I plan on describing a time when I have worn the specific item or when I have
seen one the students in our class wearing it. If a student cannot read the weather word labeling
the category, I will act out the word so that they can properly place it in the category that they
were thinking of. When dressing up in the clothes, students may not know the difference
between the types of shoes, such as winter or rain boots, and jackets, such as a rain jacket,
winter jacket, and spring jacket. I plan on creating images for the chart that look just like the
items I will be bringing in. This way, if students are unsure of which item to choose, they may
look at the weather chart and match the picture of the item to the physical object in front of
them. In learning experience three, children may not know how to spell the weather words. I
plan on allowing the students to place their writing on a clipboard and walk around the room to
find the spelling of the words either in the weather center or the weather chart. Children may
also not know how to spell the words they would like to write when responding to the prompt. I
plan on assisting them by sounding out the words together and encouraging them to try their
best when sounding it out and writing the letters they hear.]
4. Supporting Childrens Vocabulary Development
Respond to prompts 4ac below by referring to childrens range of vocabulary development
related to the learning segmentWhat 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.
[The vocabulary that will be used will be focused on the words sunny, rainy, snowy, cloudy, and
windy. In addition to the common weather words, students will be introduced to words and
phrases such as prediction, temperature, season, warmer, cooler, clothing item names, how the
weather influences their clothing choices and activity choices, and what they like to do in a
specific type of weather. Children will use their prior knowledge of weather to use words to
describe how the weather feels and how it affects what they do, and they will compare
similarities and differences among weather. They also will become familiar with the words
graph, chart, observe, record, future, daily, conditions, senses, and interpret. Children will be
familiar with the common weather words because they are used on a daily basis when looking
For example, common beginning or transitional language errors or other attempts to use skills or processes just beyond a
childs current level/capability.

2
2 Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that you want children to use or create to
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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outside and observing what it looks like and how it feels. They will learn the meaning behind the
word prediction by understanding that they must first make an observation of todays weather
and then pick a type of weather that they think will occur tomorrow. They will learn that
observation means using their senses and looking outside to see and feel what is happening.
They will use their senses when describing weather, such as their eyes to see, hands to feel,
ears to listen, and nose to smell. The weather words and common clothing words that they
learn will be taught through both verbal and visual instruction. Students will see the word and a
symbol or visual that relates to it. They will also learn to use the word in a sentence, relating it to
and putting it into context to an everyday activity that they like to do. Students will learn about
temperature and how it changes on a daily basis and affects what they wear. The word daily will
be introduced by discussing with the children that weather occurs and changes each day,
signifying that weather always surrounds us and that they have the opportunity to make a
prediction and observation about the weather each day. They will learn what the word future
means when predicting tomorrows weather because they will realize that they dont know what
tomorrow will be like, and that is what the future is, the unknown. Students will learn what a
graph is and how to use a graph to aid in their weather predictions. They will physically see
what it looks like and will play a role in creating it. They will use their prior knowledge and stories
and comments shared from their classmates to help support their final writing prompt that
requires them to pick a type of weather and write about what they like to do in it. They will use a
prompt, on a ______day, I like to _________, to share what they would enjoy to do in a specific
type of weather.]
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.)
[My second learning experience, the dress for the weather experience that will take place on
2/24/16, will provide my students with opportunities to develop, practice, and use key
vocabulary identified in prompt 4a. Students will be first introduced to weather words during the
read-aloud. I will be reading a big book about a bear that has to choose the correct clothes for
the different types of weather. I chose a big book so that the children could physically see the
words, point to them when being read, and then match some of the illustrations to the words.
After the book, I will be asking the students what weather words they heard and how they
related to the bears choices. This will allow the children to use the weather vocabulary in a
sentence. Next, the children will each have an opportunity to come up to our weather chart and
place an item or activity in the correct weather category. They will have to read the correct
weather word, and they will have to identify the name of the item or activity that they were given
before placing it in the desired category. Through this activity, students will learn the purpose of
a chart and what matching and categorizing means. At the end of this activity, they will review
the weather words and practice reciting them as a whole class. The last activity of this learning
experience will allow the students to use a weather word and create a sentence that
incorporates it. They will roll a weather die, identify the weather word, then will state what items
they would need to wear during the specific type of weather. They may use the weather chart to
help them identify the items that are appropriate for their type of weather and to help recall the
names of the items and activities that take place during their chosen type of weather. They then
will create a sentence about what they would do during their type of weather. This will allow
them to create a sentence using words that were learned in this learning experience and words
and phrases from their past experiences. It also will allow each child to share a personal
sentence about what they plan on doing in their specific type of weather.]
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.
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[From my experience, children learn best when they physically see what a word means. When I
perform learning experience one, I would like the children to see the weather. I will accomplish
this by reading a story that has visuals of the different types of weather, by cutting out of paper
into the different weather symbols that the students are familiar with, by watching a video that
shows the different types of weather, and by looking out the window and observing the weather
that is taking place outside. I also would like the children to share their personal experiences
with weather and how it has affected what they do and how they feel. In learning experience
two, I would like them to follow along with the story being read and to physically point out the
weather words when they see them and the different type of clothing items when they appear in
the story. After the story is read, I will ask them to share what they wear in different types of
weather and what they do. This will help them identify the clothing items and activities in the
next activity performed. It will encourage their thinking about why they wear certain clothing
items and why only certain activities can be done during specific types of weather. They will
then use their new knowledge to pick the correct clothing and create a sentence while wearing
the specific type of clothing for an assigned type of weather. This activity will promote their
learning of using words and phrases in the correct context to a given circumstance. In learning
experience three, I will support their use of vocabulary by creating a writing prompt for them to
respond to both in writing and drawing. They will use their new knowledge of weather words and
activities to pick a type of weather and respond with what they like to do during that type of
weather. By having them write out their sentence, students will develop an idea of the
components of sentence, and will practice sounding out and spelling the weather word of their
choosing. By having them draw a picture that supports their writing, they will be able to show me
that they picked an activity that is appropriate for the type of weather that they chose. The
drawing will also support their writing by providing additional detail and information that they
may not have been able to share through their writing. Once the children have completed their
opinion writing, they will read it to me, demonstrating their literacy development.]
5. Monitoring Childrens 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 childrens multimodal learning throughout the learning segment.
[My planned informal and formal assessments for learning experience one, two, and three will
provide direct evidence to monitors childrens multimodal learning. I will use visual, auditory,
kinesthetic, and tactile modalities to assist my assessments in order to fit the needs of all of my
students. In learning experience one, children will listen to the story and respond with weather
words they identified with. I will assess them by asking them to raise their hands and list a
weather word they heard. For my visual learners, we will create a weather bubble map where I
will write the weather words that children responded with from the story and previous
knowledge. The weather bubble map will serve as a visual assessment to assess the students
prior knowledge of weather. The kinesthetic modality refers to doing, and through the worksheet
in learning experience one, I will be able to assess how well the students match the weather
word to the picture, and if they are able to cut and glue the word to the correct picture. Through
the worksheet, they will physically show me if they are able to identify the correct word to the
picture. In learning experience two I will be using the visual, auditory, and kinesthetic modality to
assess my students. The weather chart and weather dressing up activity will serve both as a
visual, auditory, and kinesthetic assessment. I will use the weather chart to help my visual
learners physically see which items belong under each category, and I will see if they are able
to correctly place the items in the right weather category by reading the weather words above
each category. In the dress-up activity, I will observe if they are able to look and identify the
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correct clothing items. I will assess my auditory learners by seeing if they are able to listen to
directions, follow along to the directions read aloud, and recite correctly the name of the item
they have and the category they would like to place it in. In the dress up activity, I will listen to
see if they can name the correct clothing items to wear. I will assess my kinesthetic learners by
having them come up to the weather chart and physically place the item in the correct category.
I also will assess them during the weather dress up activity by seeing if they can physically put
on the correct clothing items. In learning assessment three, my assessment of the opinion
writing provides direct evidence to monitor childrens multimodal learning by providing a prompt
for my visual learners to see the words I would like them to respond to. I will assess my auditory
learners by seeing if they were able to follow the directions of writing out the prompt and filling in
the blanks with their own responses. Through the tactile modality, I will be able assess their
opinion writing by providing them an opportunity for them to draw a picture that supports their
writing, and I will listen and see if they are able to describe what they wrote and drew. I will
assess their writing by observing if they followed directions, used the prompt, and responded to
the prompt both in writing and drawing.]
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).
[In learning experience one, the weather bubble map will allow children with specific needs to
demonstrate learning by having the opportunity to participate and share what they know about
weather. They may share something they know about weather from prior knowledge. If they are
unable to communicate, they may point to a weather visual located around the room or in the
book that was read aloud. They also may act out a weather term by using their bodies. If they
cannot think of a word that describes weather, I will share one with them and then they will have
the opportunity to draw what it looks like. The weather worksheet in learning experience one
also may be adapted by having me say the weather words out loud and the children will then
point to the picture that matches it. The children may also put their worksheet on a clipboard
and it work on the worksheet in the weather center, where the words and symbols are
displayed. This will allow them to see the words and pictures that relate to each other. For gifted
students, I will allow them to write the weather words instead of cutting out the words. They may
still use the words to help them spell, but by letting them write the words out, it will allow them to
practice their letter recognition and proper writing of the letters. In learning experience two, I
used visuals for the weather chart to help those who are unable to read more complex weather
words and items. I also used movement so that students have to physically show me where the
item would go by placing it with their hands in the correct category. Gifted learners will be able
to identify items that could be placed in a few of the weather categories, not just one specific
category. During the dress-up assessment, if students cannot put on the clothes, they may point
to the items that they would wear. If they are unable to decide on the proper clothing, I will help
them by giving them clues that describe the items. If a student is unable to say a sentence
describing what they would do in their specific type of weather, they will act out what they are
thinking and the class will try to guess what they are doing. In learning experience 3, the opinion
writing will allow children with specific needs to demonstrate learning by either verbally or
physically showing me what they like to do in a specific type of weather. I provided the writing
prompt to aid the writing of my students. Students who are unable to write and fill in the blanks
of the prompt may verbally share with me what they like to do. They also may draw a detaied
picture to show what they like to do.]
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Early Childhood

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

active and multimodal learning

social and emotional development

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

childs current level/capability.

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

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