I do not understand what I am justifying in question 3 part C in the edtpa posted below

3. Supporting Learning

Refer to the instructional materials and lesson plans you have included to support your justifications, as needed.

a. Describe how the learning tasks, materials, and planned supports address your focus learner's needs and capitalize on his/her strengths and interests.

Planned supports can include the learning environment, instructional strategies, learning tasks, materials, accommodations, modifications, assistive technology, prompts, and/or scaffolding that are deliberately selected or designed to facilitate learning of the targeted knowledge and skills.

[ The selected instructional strategies for this learning task include chunking of assignments, pre-teach vocabulary, and connecting information to personal experience to activate background knowledge. Breaking assignments into smaller more manageable parts helps students to focus on one section at a time, which reduces stress and makes the lesson easier to finish.Chunking is also an observational tool for teachers. It will allow me to see how the focus learner is developing. It will allow me to easily identify the areas in which the focus learner requires additional support, therefore providing the opportunity for more individualized instruction. Vocabulary practice before the introduction of relevant content is essential. It assists the learner in retaining information and helps to better understand new ideas. Vocabulary can activate basic knowledge and connect the information to personal experience. Activating prior knowledge establishes a connection between the material and one's own experiences. It will be easier for the focus learner to retain information when there is a personal connection to the subject thus reducing the amount of time required for comprehension. The information and experiences that students have already acquired and retained in their long-term memory can provide a meaningful context for new information.

b. Explain how the learning tasks, materials, and/or planned supports will provide a challenge to your focus learner.

[The learning tasks may pose a challenge because the central focus of the assignment is to recall previously learned information and apply it to a multiple-task classroom-based assessment. Even though, support has been put in place, the focus learner will have to keep up with a fast-paced information-rich multistep assignment that quickly transitions from one set of information to the other. The learning task covers multiple standards at once. The learning task has 12th-grade level text complexity; the assignment has not been modified to match the focus learner's reading level. ]

c. Justify your choices of learning tasks, materials, and planned supports based on

• the focus learner's strengths and needs and
• principles of research and/or theory.

[The learning tasks, materials, and planned supports are tailored to the favorite learning styles of my focus learner, match students' strengths, and target areas of deficit specifically aligned to his IEP goal. The chosen learning tasks, materials, and supports for the lessons function as effective teaching strategies.]

d. Explain how, throughout the learning segment, you will help the focus learner to generalize, maintain, or self-manage the knowledge, skills, and planned supports related to the learning goal.

[ The student survey at the end of the lesson is a self-managing device. Reflection will help the focus learner to gain awareness of his own performance. Prior to the lesson I will have a conversation with the focus learner and ask him to set his own personal goal as to what he would like to see himself make on this assessment/lesson.

Through conversation, I will remind the focus learner of his IEP supports and remind him of his self-advocacy skills. I will tell him if he feels like he needs a break or would like to use his headphones and text-to-speak tool he may. I will remind him that if he gets stuck on a question, he can ask me to read it aloud. I will remind him that these are supports that are put in place but he needs to ask for them when he needs them. I will remind the student that he has time and a half so he doesn't need to get anxious about the time running out.

I will explain the purpose of using highlighters, scamming the text to look for unknown vocabulary words, and reading questions prior to the reading are all important strategies to remember and use on his own. I will remind him that reading the questions first prior to reading the passage is even a great test-taking skill.]