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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY


Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student Learning


a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[The learning objective that is measured by this assessment was whether a student could
describe story elements from recall and the text. (ELAGSE2RL1, ELAGSE2RL3,
ELAGSE2RL7 ]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Literacy Assessment Task 3, Part D.

]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to

the essential literacy strategy

related skills

Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[ Most students could name at least one of the elements of a story to begin with. The at the end
could name the choose elements that I assess. The average for the pre-assessment was thirtysix and eight tenths. The average for the post-assessment was ninety-eight and seven five
hundredths. During the learning segments students used recall for finding some of the answers
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Elementary Education - Literacy


Task 3: Literacy Assessment Commentary

for the graphic organizers for answering the questions. Another goal was to have students use
the story and go back and find the information so that students reference back to the story.
Having them constantly look back at the story and using the the elements of a story everyday
did not just help them when it came to the story we were reading but made them want to create
graphic organizers or summaries of the lessons in other subjects.
Something that most of my students struggled with at the beginning of my unit was going back
into the story. They we forgetting major details and said they did not know instead of using the
most of the time open book beside them.
Looking at Student One who has a RTI in reading allows me to assess about where the
lower level readers are when it comes to most of their work and what I needed to focus on for
them. Student one had most of the information that I wanted them to include. I mention to them
to use their books to create the summary and then use their graphic organizers from the day
before to check themselves to see if they have the information or not. He did this but the some
of the sentences he used the first day was again used the second day. He did was I asked but
not to the level which I had wanted. I think for the students more time spend writing summaries
in a small group and individual so they have more practice. Though this is an error it did not
impact student one in understanding the elements of the story and what the elements are
outside of a story because he had the answers correct on the post assessment.
Student two is on level when it comes reading and is where most of my class is. Student
twos summary has complete sentences and an introduction. He had most of the information
that was included in the graphic organizer the day before but he left out the solution. He also did
not include vocabulary that would have shown his understanding of the elements of a story
outside of a story.
Student three is above level and shows a deep understanding of the essential literacy
strategy and the related skills. She uses the the elements of a story and also has complete
sentences. She also has check marks on her graphic organizer from the day before that lets me
know she checked her work. She and the other above readers could be challenged more by
having them go deeper in the story looking at more complex details like the meaning or
importance of information.
All three students improved from their pre assessment to their post assessment. Meaning
they now have a better understanding of the elements of the story. What they now need more
assistance or more challenging would be how they convey the stories that they are reading. ]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. (Delete choices that do not apply.)

Written directly on work samples or in separate documents that were provided to the
focus students

[ The format in which I submitted my evidence of feedback for my three focus students is
written directly on their work samples.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.

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Elementary Education - Literacy


Task 3: Literacy Assessment Commentary

[
Student one did a good job when it comes to his strengths and weaknesses. He does
not like to write or explain his work. He has a RTI in reading and struggle to grasp all the
information in the story. So the feedback I gave him was positive letting him know that I saw him
using his graphic organizer. I could see his understanding of the story and the elements of the
story but he lacked the basic structures of a paragraph including topic sentence, conclusion
sentences and capitalization and functions. So I mention to next time check and make sure he
has those elements before he turns in his paper.
Student Two work had included the basic structure of a paragraph. I wanted to mention
that I saw that he had that information. I also wanted to let him know that he did have most of
the information that leads to a great summary. This student is very smart and I left him with a
question that makes him look at his own story to see what he missed. This is a silent reminder
to always read over their stories and see if they have everything.
Student Three had everything that I was looking for. She included all the elements that was
mentioned in the graphic organizer the day before she did forget to tell the reader how the
problem became a problem. I mentioned this to her and that it something to include when
writing a summary about a story.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[ For Student one I would want to spend more focusing on the process of writing and including
the vocabulary. He can find the information in the story but its not clear and not the best parts of
the story. I would spend time working with him on finding the main points of the story using the
elements of a story.
Student two I would spend time working on going further in their writing having them include
vocabulary. I would show them how to do this more by modeling. I would also have them
spending more time assessing their writing and checking if it has the elements of a story and if
they mentioned them.
Student three I would want to spend more time later on working on building their vocabulary,
and having them see if they have all the need information and if they could include more to it. I
would want them to work on improved their writing and start learning how to cite and reference
their stories.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.

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Elementary Education - Literacy


Task 3: Literacy Assessment Commentary

You may provide evidence of students language use from ONE, TWO, OR ALL THREE of
the following sources:
1. Use video clips from Literacy Instruction Task 2 and provide time-stamp references for
language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and cite language use (this can be footage of one or more students language
use). Submit the clip in Literacy Assessment Task 3,
Part B.
3. Use the student work samples analyzed in Literacy Assessment Task 3 and cite
language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use

selected language function,

vocabulary or key phrases, AND

discourse or syntax

to develop content understandings.


[
My video portion shows an understanding of the vocabulary because they can answer
questions that use the vocabulary. They also explain what the vocabulary words are, fixing other
misconceptions. I also used other definitions then asked them for the word that I wanted them to
use (around 1:43-2:07). I then have them tell me the three main parts of the story. Making sure
to fix any misconceptions that they have (2:10-2:50).
Referring to work samples analyzed in literacy assessment task 3. Student three used a
good amount of the vocabulary. Those including characters, problem, dye. She could have
included more but the work that she did shows an understanding of the vocabulary even though
she did not use it all.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction to impact student learning:

For the whole class

For the 3 focus students and other individuals/groups with specific needs

Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students needing greater support or challenge).
[At a later time I would have all the students look back at their work and spend more time
analysis it and their peers to see which of their summaries was more precise and included
vocabulary words and flowed. Looking at their own work and others also them to compare and
contrast and learn from each other. For my lower level children like student one I would want to
spend more time focusing on a way to create a structure for their summaries. I would also
spend more time in a small group setting modeling and practice summaries of shorter stories.
For my on-level learners I would spend a lot of time focusing on how they put the elements of
stories in their summaries and how using vocabulary strengths their stories. I would do this by
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Elementary Education - Literacy


Task 3: Literacy Assessment Commentary

letting them look at and compare different levels of summaries and look and how they used the
elements of a story to make it better.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[ These next steps follow my analysis of my student learners because they have the
understanding of the elements and they have an idea of the story itself but what they need
assess on is describing those elements in the summaries that they write. Roseblatt states that
the text was important but also the reader was critical in creating meaning (Beers, K., Probst,
R.) Having students work with the text is so important for them to create and have deeper
meaning. Summaries allow them to spend time comprehending them so that they can describe
the elements of a story better. This is shown when as teacher we model reasoning through a
text. That we want them to draw inferences and synthesize the information so they can build an
understanding of the text (Harvey, S., Goudvis, A.).We first need them to have knowledge of the
text before we do this which is the reason I have them looking at the text and finding the
elements of the story first as they write their summaries. To re-engage students in this part we
first need to show them example of how others have describe the characters and other
elements of a story in their summaries.]

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