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 and standards measured by the assessment you
chose for analysis.
[Students will be able to categorize, define, recognize, and describe adjectives as they are used
in sentences and by identifying nouns.]
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 Task 3, Part D.
[
Percentage
10%
20%
30%
40%
50%
60%
70%

Pre-Assessment

Post-Assessment

70% of students did well on

the pre-assessment.

80%
90%

90% of the students did

well on the postassessment

100%
]
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 AND

requisite skills
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[Student #1 is my low learner and as you can see by some of her work samples, she sometimes
confused nouns for adjectives. One of the strategies I use with this student is for her to ask
herself the question is it a person, place, or thing or is the word describing something? As I
observed student one, I noticed she doesnt stay on task for a long period of time, so I often call
on her to answer questions. For the most part she is with me but other times she doesnt have a
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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

clue. According to the Multiple Intelligence theory test, she is a kinesthetic learner which means
she excels well with the use of manipulatives. Anything that involves using her hands gets her
attention. She also scored high on interpersonal skills. This proves true because she seeks
attention often and will lend a helping hand anytime. She works well in groups as long as she
understands the concept. If she is struggling, she will demand attention somehow. Student#2 is
my high level learner. When he was called on to answer questions about adjectives, he gave
descriptive and meaningful answers. This proves true of his learning ability and his ability to
process information profoundly. Student# 2s work proves he understood the concept of
adjectives and he knew how to use them in sentences and how to use them with nouns. He is
also a kinesthetic learner as well as a mathematical logical learner. He does have a need for a
greater challenge. Student #2 understood the concept well. Srtudent#3 made a lot of common
errors such as; naming a noun instead of an adjective. He understood the concept well but just
needed some re-enforcement. He is my middle learner. He could have pushed to a higher level
of thinking as well. I think he would have benefited well with the challenge. Student #3 did make
some common errors as well such as; using nouns as adjectives. I can tell learning occurred
because of the pre-assessment compared to the post-assessment. He did much better on the
post-assessment and had very few errors. Student#3 ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply.)

Written directly on work samples or in a separate document;

In audio files; or
In video clip(s) from the Instruction task (provide a time-stamp reference) or in a
separate video clip
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[I verbally gave feedback to my focus students as I called on them to answer question. As they
were completing their assignments, I walked over to their desk to provide feedback. I either
gave them positive praise or went back over the strategies we had learned in previous lessons. ]
c. Describe how you will support students to apply the feedback to guide improvement,
either within the learning segment or at a later time.
[As I closely monitor their work, I will clearly remind students of the strategies we learned. For
example; adjectives are usually in front of a noun but not all of the time. I will also remind them
how important adjectives are in making their sentences sound so much better. I felt like students
were not ready for higher order of thinking for adjectives since they had not learned adjectives
as of yet. ]
3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clip(s) from Task 2 and provide time-stamp references for language use.

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Task 3: Literacy Assessment Commentary

2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be footage
of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the video clip(s) (using
time-stamp references) and/or student work samples as evidence. Evidence from the clip(s)
may focus on one or more students.
a. Explain the extent to which your students were able to use or struggled to use language
(selected function, vocabulary, and additional identified language demands from Task 1)
to develop content understandings.
[Throughout my lessons, I used a variety of language that the students use on a regular basis
and are very familiar with. My main focus was using the word describe. As I began and ended
my lessons, I always asked the students to describe adjectives so that I knew they were
grasping the concept as in Video#1. Students were able to also explain the vocabulary as they
gave answers to the questions. I wanted them to be able to explain why they gave a specific
answer. I also allowed time for them to self-correct unless I felt like they needed help. Students
were able to answer questions related to the language choice as in video #2 lesson #2. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction

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).
[Students were making errors based on rushing and thinking out their answers. I wanted them to
focus on a strategy describing adjectives. I wanted students to know that an adjective usually
comes in front of a noun. I opened up each lesson with the question of describe an adjective so
that I know they understand the meaning. I wanted to activate their thinking by letting them be
excited about describing adjectives. I was able to target the whole class. Based on my
observations of class discussions, students learned exactly what I aimed for them to learn.
Some children took a little bit longer grasping the concept of an adjective, but all students learn
at different rates. My 504 & EIP Student were following along well. I paired them at a table with
diverse learners. My higher learners seemed to enjoy the lessons but I think they were not
challenged enough.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[Meaningful engagement is necessary for successful learning. When the teacher engage in
meaningful, such as posing and answering meaningful questions about concepts, making
analogies, or attempting to apply the concepts or theories to solve problems, leads to more
elaborate, longer lasting, and stronger foundation.]
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