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Middle Childhood English Language Arts
Task 3: Assessment Commentary
TASK 3: 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 a student work sample or feedback as a video or audio clip and you or your focus students cannot be clearly heard, attach a
transcription of the inaudible 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.
[Students learned the difference between direct and indirect character traits. Students learned
how to describe character traits, as well as explain how they came across these traits with
textual evidence for support. Students were given a formal assessment as an exit slip to
determine the knowledge they obtained and their growth of the concept. ]
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 Assessment Task 3, Part D.
[ Students were able to accurately determine indirect and direct character traits. Yet, as
expressed through my student samples, many students struggled with using academic
language in their writing and supporting their claims. While many students were able to use
textual evidence, they lacked the ability to cite their support with page numbers, sections, etc.
The bar graph above clearly shows the learning trends among my sample students, which
accurately represents my class as a whole. The students were strong when it came to analyzing
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and comprehending character traits and telling the difference between indirect and direct traits.
Yet, many students struggled with the academic language and textual evidence component
when justifying their examples of indirect and direct traits.]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning f or the whole class and differences for groups or
individual learners relative to
constructing meaning from complex text
interpreting OR responding to complex text
Consider what young adolescents understand and do well, and where they continue to
struggle (e.g., common errors, confusions, need for greater challenge).
***[ Students were able to construct meaning from the text by being able to determine different
character traits. They excelled in discussion and working in collaborative learning groups. Yet,
the students struggled when determining textual evidence and accurately using academic
language to help support their claims. Students were also able to compare and contrast two
different works successfully, but were unable to connect their Venn Diagrams to the overall
lesson on characterization. Many of the students were able to verbally discuss the two texts and
character traits, prior to the assessment, which helped them learn from other classmates as well
as think critically. Yet, the writing component was still lacking. While students could discuss and
support their reasoning for choosing specific character traits, they struggled when putting it in
writing. ]
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.
[ Audio Clip #1 from 0:00- 0:45: Student 3 in the back corner describes how he determined and

analyzed an indirect character trait for the fish in The Cat in the Hat. He gave textual examples
of speech in the text that indirectly told him the fish was worried.]
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
In video clips from Instruction Task 2 (provide a time-stamp reference) or in separate
video clips
[ I submitted student work feedback directly written on work samples. In addition, audio #2 is
directly in a group setting, which shows verbal feedback for the character packet. By giving
feedback before formal assessment and in a group setting, students are able to hear other
examples and discuss any questions or confusion they may have. In student 2s work samples, I
gave specific advice to help the student grow in their writing development. Page 3 in student 2s
work samples, I give the student feedback on their formal assessment. I explain to the student
that they need more support for their claims. On page 4 in student 2s assessment, he is still
missing academic language, explaining that he lacks textual evidence to support his claims.
Student 1 I also give written feedback to. I explain how she does justify her answers on page 5,
question 1 by using the text tells me this because yet, in question 2 she lacks the ability to
support her answers again from the text. Student 3 is given written feedback as well in question
1, section 1 page 5. She is able to give textual evidence and support. Yet, she is still slightly
confused with direct characterization. While most students grasped the difference between
indirect and direct, student 3 described a direct trait, but had inaccurate evidence for that
character trait. ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[Verbally, I was able to address feedback to all three students in the class setting. My written
feedback and assessment clearly shows the students what they need to grow in and what their
strengths are. For students 1,2, and 3, they all received a 3 or 4 for comprehension and
analysis. All of their strengths were determining/ analyzing character traits and knowing the
difference between indirect and direct. Student 1 and student 2 both struggled with academic
language use and using textual evidence and it was evident they needed more work to meet the
standards before moving on. Student 3 did a satisfactory job with evidence and academic
language, yet she still struggled with strong support for her claims. ]
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.
[In my lessons, my student focus is structured around determining indirect and direct character
traits. My student focus is to ensure students can depict character traits from a complex
character in a text. In addition, students should strive to be able to use academic language such
as indirect characterization, direct characterization, the text supports my claim. Student
should be able to support their claims of the character traits they find with textual evidence. To
further the learning of these students, I will continue to have one-on-one conferences with each
student. Student 1, 2, and 3 all need to work on the use of textual evidence. The next unit will
contain a science fiction paper in which the students need to use textual evidence to write a well
developed essay and reflection on their book. Students will meet in peer assessment groups,
which will help student 1 and 2 with their struggling abilities to support their claims. I will also be
teaching the students how to do research for informal texts in the upcoming lessons. Using
informal texts will help these struggling writers become familiar with different academic language
as well as strengthen their reading and writing skills with more difficult texts. The students will
need to take a stance on a human rights issue of their choice and support why their opinion is
the strongest and best opinion. With that, students will get more practice with strengthening and
using textual evidence to support their claims. Student 2 will also be put in an RTI group with the
following quarter, where we will work on strengthening reading and writing skills. ]
3. Evidence of Language Understanding and 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.
You may provide evidence of students language use f rom ONE, TWO, OR ALL THREE
of the following sources:

1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of 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 Assessment Task 3, Part B.
3. Use the student work samples analyzed in 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 the
selected language function,
vocabulary, AND
discourse or syntax
to develop content understandings.
[ Through student discourse, I was able to address individual assessments and needs for
students in a group setting. I also encouraged many students to dig deeper and explain the
specific language function, which was being addressed. I encouraged students to specifically
give textual examples to help support their claims. This is shown in lesson 2, video 2 at 3:00-
3:12 student 1 explains that he (the fish) made the cat sad in the text. I ask her to dig deeper
and tell us how she knows that. Student 1 continues to explain how the (the fish) told the cat to
go away. Student 1 was able to clearly define an indirect character trait, which occurred through
effect on others. However, student 1 needed an extra assistance in guiding her towards
supporting her answers. Through the use of the Venn diagrams, students 1,2, and 3 showed
their use of academic language when asked to argue which version of The Tell Tale Heart the
prefered and why. The academic language assessment is uploaded in evidence of feedback
under language. Student 3 lacked the ability to incorporate the learning function of
characterization. However, student 3 did incorporate mood and settling which were language
functions from the previous unit. She explained how the mood was scarier and addressed a plot
change. Student 2 was able to use the academic language needed for the learning focus by
explaining how The drawing also helped with indirect characterization (in reference to Rick
Gearys version of The Tell Tale Heart. Student 1 showed the strongest use of academic
language by using the terms compare and contrast in addition to using the language focus of
characterization to support her answers as shown: I got to visualize in my mind how crazy the
narrator was and use the authors words like I grew furious and I have been nervous to have
correct direct character traits. The indirect character traits were easier to find in poes version
too like when he concealed the victim this shows he is sneaky.
]
4. Using Assessment to Inform Instruction
a. Based on your analysis of young adolescent learning presented in prompts 1bc,
describe the next steps for instruction to impact young adolescent learning:
For the whole class
For the 3 focus students and other individuals/groups with specific needs
Consider the variety of young adolescent 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).
[ The next step to impact instruction for my three focus students would be to assisting their skills
into their writing. Student 1 needs assistance in academic writing and supporting her claims, as
well as student 3. Student 2 will will in a small group at the end of the day for RTI focusing on
strengthening reading in comprehension and fluency, as well as writing skills. Through the use
of the small group, student 2 should see gains in his abilities to depict a text accurately and
support his analysis with evidence. For the class as a whole, students will write a paper nect
unit on a science fictions book they are reading in small book clubs. Student will not be working
in cooperative learning groups (Vygotsky (1930/1978, as cited in Gredler, 1997), w hich will help
social skills and individual accountability. This is important when discussing texts becuase ideas
and opinions branch off of one another. Students will need to apply what they learned about
character traits to this science fiction book and report to their groups. In the paper, students
must analyze the protagonist and how he/she built the novel as well as how he/she interacted
with surrounding characters, and how they can relate the protagonists traits to their own life and
the greater society. ]
b. Explain how these next steps follow from your analysis of young adolescent learning.
Support your explanation with principles from research and/or theory as well as young
adolescent development.
[ Students will continue these skills, which supports Piagets theory on development. Starting off
small and adding building blocks to the next step supports this theory. As well as Piagets
theory, this is also applicable to Howard Gardners multiple intelligences theory. Students will be
able to use their skills and apply what they learned or continue to grow in their learning through
different strategies for example, writing a paper vs. discussion. Vgotsky is a supported of
cooperative learning groups because they enhance social skills, individual accountability,
promotive interaction, positive interdependence and group processing. Students need to have
the opportunity to discuss, take leadership, and share findings. Through a more student led
atmosphere, students will feel more comfortable asking questions, sharing ideas, etc., which
strengthens ideas for reading and writing. ]

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Middle Childhood English Language Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

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