Pavese 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 of this three-day learning segment is for the students to identify similarities
and differences between texts of the same topic - presidents. For young students, being able to
compare and contrast people, places, things, and learning experiences helps them make
personal connections to the experiences. When students are able to make personal
connections through comparison, they are able to more effectively recall the details around
them. A big part of our nation’s history can be traced back to the actions of our U.S. presidents.
By identifying some of the similarities and differences between George Washington and
Abraham Lincoln, students will also begin to understand a bit more about our country’s history
and how we got where we are today. By working through this central focus, students will learn
strategies to help them compare and contrast information they experience from a text and
stories that they may read in book or hear from others. The teaching segment will emphasize
similarities and differences in the biographies Young George Washington: America’s First
President and Young Abraham Lincoln: Log-Cabin President. The students will have a chance
to share ways they are similar or different than a classmate to begin to lay the foundation of the
concept. They will be able to share their findings of the similarities and differences between the
two presidents by discussing the texts and retelling the details. These learning experiences will
build off one another and help students learn the concept of identifying similarities and
differences.
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
CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities and differences between two texts on

the same topic (e.g. in illustrations, descriptions, or procedures).
CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.2 Identify the main topic and retell details of the text
[According to the Common Core State Standards, within the learning segment the students will
be able to identify basic similarities and differences between two texts on the same topic (e.g. in
illustrations, descriptions, or procedures); ask and answer questions about key details in a text;
and identify the main topic and retell details of the text. All the standards that are included in the
learning segment will be accomplished with teacher assistance or independently. The Common
Core State Standards and objectives taught in this learning segment will support the children’s
learning through the integration of active and multimodal learning over the three-day segment.
The segment will provide ample opportunity for students to explore the concepts through
various strategies and types of activities that will best fit their learning styles. After I read George
Washington: America’s First President, the students will be able to discuss the details about his
life and retell his story. The students will be able to discuss the text, first through verbal
expression during the whole group discussion and then in a writing activity. During this first
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Early Childhood
learning experience, the main focus will be on comprehending the biography and beginning to
identify some similarities and differences compared to the students’ lives. As the teacher, I will
put a lot of emphasis on the academic language that will be used in this learning segment. This
lays the foundation for the concepts and vocabulary that will be used in the sequential learning
experiences. The students will respond well to being able to participate through sharing their
facts about Washington’s life. Also, using the event cards, they will be able to revisit the
information throughout the learning segment. The students’ active and multimodal learning will
be enhanced through the use of these images from the book to aid in comprehension,
consistency, and writing opportunities. Next, the students will be able to expand on their
learning by reading Young Abraham Lincoln: Log-Cabin President and participating in a similar
discussion and writing activity. For both learning experiences, we will also look at event cards
from the biographies to discuss some of the details. This strategy will help students by
stimulating their visual learning as they make connections and recall the events from the text.
Using the event cards will also help students to retell the story of each president by having the
images directly from the book to help tell the story. By following the same steps and activities in
the first two learning experiences, the students will be familiar with the format of the learning
experience. This will benefit them in the last learning experience when we compare the two
presidents using a Venn Diagram. In this culminating learning experience, the students will be
able to review details about each president individually by skimming through the texts and
reviewing the event cards. Once again, the learning experience will start as whole group
instruction during shared reading time and then be continued in small groups throughout the
day. As a result, students will get the chance to participate during shared reading time and then
be given the opportunity to participate longer during the small group facilitation. Having the
chance to work with a lower number of peers at one time will give students more support and
one-on-one time. It will also help them focus better on the task and be more engaged in the
process. The students have had the experience of using event cards from fiction stories before
and will now get the chance to use them for a non-fiction text. The overall repetitiveness of the
learning segment, while building on the complexity of the skills, will allow the students a better
chance at becoming competent in the central focus.]
c. Explain how your plans build on each other to support children’s language and literacy
development through active and multimodal learning.
[The plans in this learning segment build on one another to support the children’s development
of language and literacy from one day to the next. For example, the academic vocabulary
presented in the first learning experience will be used in the next two learning experiences. New
vocabulary will also be introduced in the second learning experience that will be used in the
third. The complexity of the learning experiences also increases throughout the time of the
learning segment by building off the previous experience. In the first learning experience, the
students will learn about George Washington, recalling details, retelling, and comparing
Washington’s life to their own. Then for the second learning experience, they will learn about
Abraham Lincoln. They will work on retelling, recalling details, and then briefly comparing the
lives of the two presidents. In the third learning experience, the students will then be able to use
the same event cards from the previous learning experiences to complete a Venn Diagram
comparing the lives of the two presidents. Each day of the learning segment will increase their
competency of the concept of identifying similarities and differences. These experiences could
potentially be followed by other stories, fiction and non-fiction, that could be compared to one
another to deepen their understanding of the concept.]
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.)
Early Childhood
[The physical environment that I will be teaching in supports the active and multimodal nature of
learning in many ways. The physical environment allows me to use a wide range of resources to
influence and improve my teaching. I will be able to reference back to the text with the event
cards that will be used in the activities. This could also work by referring to the event cards
when the students are unable to recall the details of the text using verbal prompts. By using the
illustrations directly from the text, the students will be familiar with the pictures which should
benefit their comprehension and ability to retell the texts. Since the classroom has a large rug
that they use for shared reading, all three whole group portions of the learning experiences will
take place in this location and then move to their desks for the individual activities. Using the
nearby white board, students will be able to assist in recalling and retelling the text up on the
board. This will also give them a chance to interact with peers and talk about some of the
similarities and differences in their lives and the lives of the presidents. Small group instruction
will also take place throughout the day using one of the center tables. This room allows for small
group interactions without too many distractions from other students. By having whole group,
small group, and individual instruction/work time, students are able to work on their social skills
by interacting with their peers.]
2. Knowledge of Children to Inform Teaching
For each of the prompts below (2a–c), describe what you know about the children in your
class/group with respect to the central focus of the learning segment.
Consider the variety of learners in your class/group who may require different
strategies/support (e.g., children with IEPs or 504 plans, English language learners, children
at different points in the developmental continuum, struggling readers, children who are
underperforming or those with gaps in academic knowledge, and/or gifted children).
a. Children’s development—What do you know about their
 social and emotional development
 cognitive and physical development
 language development for communication
[Each child in the classroom is at various levels of development in the above areas. Roughly
half of the students are comfortable with their abilities and don’t need constant teacher support.
The rest of the students need much more prompting, support, and words of affirmation from
teachers and parents. At this age, students should be becoming more independent. Due to the
curriculum change in the district, it is up to the individual teachers to decide how they want to
teach the material. As long as they adhere to the scope and sequence decided at the beginning
of the year they chose how to teach. With this approach, it is up to the teacher to decide what
the students are capable of accomplishing and then tailor the lessons and activities to the
students. Through the use of bits and pieces of various curriculum approaches, the students are
supported using different teaching and learning strategies. This particular classroom’s
developmental levels span over a large range in regard to capabilities. A majority of the
students demonstrate that they are able to stay on task and focus during whole group activities.
However, most of the students struggle once they are instructed to complete an activity
individually. This demonstrates the importance of having accommodations and differentiation
strategies for use during these difficult times for the students. During the learning experiences,
students will be given verbal reminders regarding respect towards their classmates while others
are talking. Since we are more than half way through the school year, the students have a solid
grasp of the routine and know what the expectations are during shared reading and writing. For
the students with IEPs, 504 Plans, and other learning needs, they will be given more direct
Early Childhood
instruction with simplified directions that will make it easier to follow. For example, the students
who have a hard time focusing will be given the option to sit in a chair and/or use a wobble seat.
The learning segment will accommodate students at a variety of developmental levels by
allowing them to refer to the visual event cards and/or elaborate on the details that they recall
from the text. Higher level students could be asked to express their thoughts verbally with more
detail and then write longer sentences during their individual activity. Lower level students can
be provided with starters for their sentences or more prompted support as they are talking and
writing. Those students who are more advanced will be given more time to work independently
while I ask open ended questions and prompt for more detail. Throughout the learning
experiences, the Young George Washington and Young Abraham Lincoln books will be
available to the students as a reference to support the concepts that are being taught in the
learning segment. As each learning experience takes place, language development will be
supported by reviewing and repeating the key vocabulary and referring back to the texts. These
repetitions and use of visual event cards will help students to grasp the concepts during the
learning segment.]
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 district works really hard to create a welcoming environment for its students, both in the
classroom and in the larger community. The teachers and administrators aim for respectful, yet
close relationships with the families or caregivers so that they may provide the best education
possible tailored to each student. Some of the students come from difficult homes lives where
they are dealing with divorced parents, medical struggles, foster homes, etc. and they are all
yearning for a welcoming environment when they enter the classroom. However, the school
does not have a large amount of “at risk” students who would receive things like free or reduced
lunch. Most of the students rank average or above average when it comes to grades and overall
academics. Within the classroom, students sign in each morning by selecting what type of lunch
they want. They then put their name stick in the corresponding cup. Their class photo from the
beginning of the year and samples of their work are hung up all over the classroom. This allows
them to see pictures of themselves and pieces of what they’ve made when they enter the
classroom. The district is very proud to showcase the successes of its students and also
displays pictures of the classrooms at work on Facebook and throughout the building on
television displays. These are all ways that the students are able to connect their experiences in
class to their personal lives. When the school is canceled due to breaks or weather conditions,
the school gets submissions of photos and videos from families showcasing what the students
are doing during their day off. The classroom also uses Seesaw as a way to post photos of the
students and share information with the students’ families. This close and respectful nature of
the relationship between teacher and families lends itself to the central focus of this learning
experience – identifying similarities and differences. The students are constantly given ways to
connect what is happening in their classroom to their lives. They are able to discuss ways they
may be different and similar to their classmates. They are encouraged to share their
experiences and connections to topics presented in class. The learning experiences in this
learning segment will allow for additional activities and concepts that build on students’ personal
experiences. This will have a beneficial impact on learning since the students have foundational
skills in identifying similarities and differences in books and in their own lives.]
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.
Early Childhood
[The students in the classroom have had exposure to identifying similarities and differences in
stories scattered throughout their shared reading units. In the daily schedule, the students
complete morning work right when they come in and then also have Daily 5 time where they
read or complete another literacy activity. Their morning work is typically math related and ties
in concepts that they will be working on for the week. Lately, the students are working on simple
word problems, which is connected to literacy. The school follows parts of the Fundations
curriculum. The students have this instruction 3-4 times per week in their schedule. There is
also a guided reading block in the day. Both of these work to support students in their language
and literacy development by increasing exposure and fluency. The students also have multiple
short literacy/reading times throughout the day where they may pick from a literacy application
on the iPads or physical books in the classroom library. During all these times, a strong literacy
emphasis is clearly present and supported by the teachers and the school as a whole.]
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.
[When planning my learning experience, I had only been in my classroom for a week or two.
Due to this, I worked closely with my cooperating teacher to plan for a learning segment that
would extend on prior learning experiences by being familiar, yet challenging. I focused on
getting to know the students to gain a better understanding of their developmental levels. I was
welcomed into the classroom and began building strong relationships with my students. This
relationship allows students to become comfortable with me, which in turn, makes the learning
process so much more natural and successful. Each student needs to be taken into
consideration based on his or her individual needs. Some students may need extra support
through methods like scaffolding, while others may be more independent. Students learn best
when they are supported along the way. Vygotsky’s sociocultural theory and concept of
proximal development allows teachers a way to assist students to reach their highest potential. I
will keep this in mind during the learning segment as a way to gage what my students may be
capable of with a little assistance compared to their abilities independently. This learning
segment will allow students to build on their prior skills of retelling and recalling facts due to past
lessons using similar strategies. I will implement Vygotsky’s idea of dynamic assessment as
well. By using this, I will combine assessment and instruction to best assist my students. This
will be done through indirect help and then increasing help if needed. This learning segment
gives students a chance to make connections to life events, like President’s Day. It is vital for
students to have a positive learning environment where they feel welcomed and safe. By
making the connection to President’s Day through this learning segment, the students will be
able to develop stronger learning experiences with the material being taught. This type of
learning environment allows students to reach their highest potential when given material that is
relatable to current life situations and events rather than abstract connections.]
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,
Early Childhood
children at different points in the developmental continuum, struggling readers, and/or

gifted children).
[Each child has varying needs and accommodations that he or she relies on to be successful.
Each learning experience has instructional strategies that are adaptable for all students by
facilitating them to various degrees. The instructional strategies that are facilitated throughout
the learning experiences allow for differentiation at each level of instruction. During the whole
group instruction, students who need more supports or accommodations can be seated
strategically to set them up for success. Those students who have hard time seeing the board
can sit closer, while those students who may cause trouble sitting right next to a peer can sit in
a chair. The time frame of the experiences is also flexible, to a degree, which allows for extra
time to utilize more explanations or other means of support to best meet the students’ needs.
For example, there are times throughout the day that act as a transition period between
subjects/activities where the students are given 10-15 minutes to finish up work or ask for
additional help. This time can function as a chance to work one-on-one with students to provide
more assistance or just to check in with them on their comprehension of the texts. This time can
be adapted based on the students’ performance during the learning experiences. During small
group or individual work time, there will be more one-on-one time for direction and conversation
between students and myself. For the students with behavioral IEPs, I will give them
opportunities to sit with the whole group. I will be proactive to notice excessive fidgeting or other
movements that indicate they would focus better by being moved to a chair or near another
teacher in the middle of the lesson. The students will be called on by name to showcase the
relationship that has developed and also to increase their attention. Once the name has been
said, students will be given more directions. This will gain attention more effectively and retain
attention. For students that receive reading and/or speech interventions, directions will be
provided as clear as possible and repeated whenever necessary. This will help with the
students’ comprehension. The students with special needs will be monitored closely to support
their attention span and overall retention of the learning experiences. For gifted students, more
questions can be open-ended to give students the chance for higher level thinking. They will
also be given the chance to retell more details and/or sort more event photos on the Venn
Diagram during the last learning experience. In addition, the students will be given a blank event
square for their Venn Diagram so that they may write down an additional fact about the
presidents. In addition, all the students will be able to ask questions and be informally assessed
throughout the process of the learning segment. This will help me tailor direction and assistance
for the students as needed. Since all the learning experiences are mainly during whole-group
reading time, the students will also get the chance to receive more one-on-one instruction and
support during those transition periods in the day. These accommodations and differentiation
strategies will support all students and positively impact their learning environment.]
c. Describe common developmental approximations 1 or misunderstandings that pertain to
the learning experiences you are planning for the children and how you plan to address
them.
[A common developmental approximation that pertains to my learning segment is that the
students may be challenged to put the event cards in the proper categories on the Venn
Diagram. They could potentially look at or misinterpret the situation in the photo since some
events are similar in both texts. They may be different enough to put on one side of the Venn
Diagram rather than in the middle. They may get caught up in telling me more about the photo
1 For example, common beginning or transitional language errors or other attempts to use skills or processes just beyond a
child’s current level/capability.
Early Childhood
or events related to photo rather than focusing on the key event. Students often have a larger
receptive vocabulary and overall understanding than they do compared to their expressive
skills. This gap could also come across between whole group instruction and when the students
are required to complete a task independently. They may struggle to place the event card under
the correct side, yet be able to verbalize which president the event “belongs to” when in
conversation. This will be addressed by providing visual photos and written directions or clues
whenever possible. For example, both presidents will have a picture of themselves, directly from
the text or his matching hat, to distinguish between presidents on the written activities. Also, the
event cards have short written captions or phrases along with the matching photo from the text.
I will model and demonstrate what is expected of the students repeatedly during the learning
segment. Having constant and consistent visuals to accompany written direction is beneficial for
all students, regardless of their developmental level or delays. Since some events may be
argued as similar or relating to both presidents, students will be given the chance to defend their
choices. These conversations will be talked about as a whole group to allow all the students to
know that their perspective or opinion is important in group discussions. These extra steps in
planning and facilitating the learning experiences will benefit students’ comprehension and
interest in the concepts that are being taught.]
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.
[The key vocabulary terms that are essential for students to use during the learning segment are
the following words: similarities, differences, main topic, retell, beginning, middle, end, compare,
and contrast. I believe that the students are familiar with these words through previous lessons,
but may struggle applying them in the moment. I anticipate that the word contrast will be the
most difficult and may need repeated explanation or connection to the word differences. This
learning segment does not include a whole lot of key academic vocabulary or changing
vocabulary from learning experience to the next. However, since the vocabulary is used in each
learning experience, it is important that they master these as they are major concepts in literacy.
Since there are not very many, the words will be used often and allow the students ample
exposure so that they may grasp their meanings quickly. The students have also been exposed
to many of these words in the past which will allow them to understand and move forward to the
stage of applying them within the learning experiences.]
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.)
[The students will have continuous exposure to the key vocabulary and many opportunities to
practice using the vocabulary. In the first learning experience, the students will be introduced to
all of the key academic vocabulary. Here, the students will discuss ways they are similar to and
different than George Washington through a whole group comparing and contrasting discussion.
They will work on retelling Washington’s story by recalling the beginning, middle, and end of his
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
story. We will talk about presidents being the main topic of this week’s learning segment as the
week starts off with President’s Day. The students will experience continued exposure to this
vocabulary throughout the learning experience as we talk about details in Washington’s life. In
the second learning experience, the vocabulary will be emphasized once again as the students
talk about similarities and differences between George Washington and Abraham Lincoln. The
students will then complete a similar activity as the one in the first learning experience. This will
reiterate discussing the beginning, middle, and end of their presidential experiences. The
students are familiar with retelling stories and recalling key details. in the culminating learning
experience, the students will showcase their understanding of all the key vocabulary in a more
complex activity. The vocabulary will be reinforced and practiced as the students complete a
Venn Diagram. The students will have to compare and contrast details from both presidents’
lives. They will have to carefully select similarities and differences, while deciding which events
happened in which text. Through these experiences, the students will get exposure to and
practice with the vocabulary terms from the beginning to the end of each learning experience.
The consistency of each learning experience will reiterate the vocabulary and continue to give
them concreate examples to reinforce the terms.]
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.
[The students all have prior experience with the academic vocabulary above from previous
lessons this year. However, relating to and apply the vocabulary may be more challenging. I
plan to support the children’s development of vocabulary by providing a lot of demonstrations,
modeling, and providing examples of what I expect from the students. Modeling what the
students are required to do for the activities will allow them to visually see and hear the
expectations. It will also reinforce the vocabulary for the learning segment. This extra time for
exposure to the objectives and expectations will help the students become more comfortable to
share their ideas with the class. When students are more comfortable with the activities and
materials that will be used, they are more optimistic of their abilities and motivated to participate.
The consecutive nature of the learning segment allows for the experiences to build off one
another and continue to reinforce the concepts. They will also have the chance to extent their
time by continuing during small group instruction. By having whole group instruction then small
group instruction to enhance and extend on learning, the students at various levels will be given
the support they need. This will help to encourage and support their language and literacy
development. The more advanced or gifted students will be encouraged to provide more details
in their answers or sort more event cards into their Venn Diagram. Overall, the learning segment
must include consistent examples and repetition for the benefit of all students. These steps will
set them up for success throughout the learning segment and future learning experiences.]
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.
[For the first and second learning experiences, informal assessment will be throughout the
activity by discussing ways they are similar to or different than the presidents. As students
provide their answers and explanations, I will assist them by prompting more details if needed.
The students will also be informally observed as they recall and retell the events of the text.
Notes will be made by referring back to the video after the lessons are complete, so there are
less interruptions during instruction. By referring back to the videos and reading their individual
writing assignment, I will fill out a rubric for the students’ formal assessment to ensure that the
Early Childhood
learning objectives were accomplished. For the second learning experience, I will be able to use
the event cards from both texts when students need a little prompting or support. I can also refer
back to the specific page in the text if students need additional support to recall the event from
the text. During the third learning experience, the informal assessment will take place during the
group activity as students identify similarities and differences of the two presidents using the
event cards. As the students sort these events into the proper side of the Venn Diagram, I can
walk around and have conversations with individual students. While pointing to a picture, I can
say things like, “What did Lincoln do instead?” or “How is this the same as what happened in
Washington’s life?” This will allow me to informally assess my students’ comprehension of the
text and their competency of the central focus. Once the activity is complete, I will fill out a rubric
for the students’ formal assessment to ensure that the learning objectives were accomplished
throughout the entire learning segment.]
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).
[For the first learning experience, as a whole group the students are asked to compare their
lives to that of George Washington’s. Some students may feel uncomfortable raising their hand
and speaking in front of the class. To accomplish full class participation, I will ensure that I make
the environment as welcoming as possible. Most of the students don’t normally have a problem
sharing ideas. However, some may be less likely in fear that what they have to say might be
wrong or may stop as soon as another student interrupts. This will be handled by reminding
students “I am listening to___right now, your voice should be at a level zero while another
student is talking.” This strategy helps all students feel valued and heard among their peers.
While working individually during this first learning experience, I can walk around and talk to
students one-on-one and measure their understanding of the topic. I can also talk to them to
see if they have any other comparisons that they are willing to share that they may not have
wanted to share in front of the whole class. In the second learning experience, similar strategies
will be used for the whole group and small group instruction. For those students who struggle
elaborating on ways Abraham Lincoln is different and similar to George Washington, I will be
able to use some of the event cards made directly from the pictures in the books. I will be able
to help by giving prompted questions to better guide their answers. For example, I could ask,
“Did Lincoln go to the same kind of school as you go to today?” This could be followed by
asking, “Did Washington go to the same kind of school as well? While the question is being
asked, I could show the image of the students in the one room schoolhouse so that the students
would have a visual as well. Some students would benefit from having a verbal prompting
question along with a visual cue to better comprehend what is being compared. It would help
them focus on a specific detail and better grasp the central focus. This prompted support when
needed would also allow me to better assess the students’ competency and take note of it on
the assessment. In the third learning experience, comparing and contrasting the two presidents,
I could assist students in identifying the event cards. On the other hand, students could also
verbally identify what’s going on in the event cards and I could prompt for more detail. With this
strategy students may recall or retell other key details from the text that indicate their
understanding. Each learning experience will be introduced and demonstrated for the students
and repeated as a review when necessary. This will provide the best concreate examples for
the students to refer to and foster their capabilities.]

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Early Childhood

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities and differences between two texts on

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