Crawford Task3 Ac

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 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.
[I chose the post-assessment to study the students growth on the content about author’s
purpose. After the 3-day learning segment was completed, the fourth day we reviewed the
material and the students took the post-assessment. There were 10 questions on the post-
assessment so each question was 10 points. Students will receive half credit on the 3 questions
that were constructive response. The questions from the post-assessment relate exactly to the
learning targets of my 3-day learning segment. By studying and analyzing the post-assessment,
I can identify which students truly understand the concept and could complete the assessment
correctly. I can also identify which students still need further practice on the concept of author’s
purpose.
Standard: ELAGSE2RI.2.6 Identify the main purpose of a text, including what the author wants
to answer, explain, or describe.
Learning Objectives:
 The students will be able to identify the author’s purpose for writing a specific text.
 The students will know the difference in persuade, inform, and entertain.
 The students will know how to find text evidence to prove their reason for why the author
wrote the text.]
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.
[
The pre and post assessment are the exact same and the questions are in the exact order. The
pre and post assessment data are on the graph above. The blue is the number of students who
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missed each question on the pre test and the red is the number of students who missed each
question on the post test. Both assessments were multiple choice and had three constructive
response questions. I used a graph to evaluate the students knowledge of the content. After
analyzing the data, I saw an increase in student performance from the pre test to the post test.
On question number one, 5 out of 17 students missed this question on the pre test. On the post
test, 4 out of 17 students missed this question. Question number one was a multiple choice
question asking what is author’s purpose. On question number two, all of the students answered
correctly on the pre test and the post test. Question number two was a multiple choice question
asking what the author’s purpose is if the text is silly and makes the reader laugh. On question
number three, 4 out of 17 students missed this question on the pre test. On the post test, all of
the students answered number three correctly. Question number three was a multiple choice
question asking what the author’s purpose is if the text taught the reader something and had
lots of facts. On question number four, 4 out of 17 students missed this question on the pre test.
On the post test, all the students answered correctly. Question number four was a multiple
choice question asking what the author’s purpose is if the text is trying to change the readers
opinion. On question number five, 2 out of 17 students missed this question on the pre test. On
the post test, 1 out of 17 students missed this question. Question number five was a multiple
choice question where the students had to read a short passage and tell the author’s purpose
for writing the text. On question number six, 10 out of 17 students missed this question on the
pre test. On the post test, 1 out of 17 students missed this question. Question number six is a
constructive response question asking for text evidence from the passage of question number
five. On question seven, 5 out of 17 students missed this question on the pre test. On the post
test, 5 out of 17 students missed this question. Question number seven was a multiple choice
question where the students had to read a short passage and tell the author’s purpose for
writing the text. On question number eight, 8 out of 17 students missed this question on the pre
test. On the post test, 5 out of 17 students missed this question. Question number eight was a
seven. On question number nine, 4 out of 17 students missed this question on the pre test. On
the post test, 2 out of 17 students missed this question. Question number nine was a multiple
choice question where the students had to read a short passage and tell the author’s purpose
for writing the text. On question number ten, 10 out of 17 students missed this question on the
pre test. On the post test, 5 out of 17 students missed this question. Question number ten was a
nine. ]
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).
[The essential literacy strategies for the three lessons were to understand the different types of
text that the author intends for writing. The three specific text that we focused on were to
persuade, inform, or entertain. After analyzing the chart for the pre and post assessments, I can
see that the students showed growth by the end of the 3-day learning segment. Each day,
during the 3-day learning segment, I worked with the students in whole group instruction and
individual instruction. When working with the students, whether it is whole group or individual,
the students were able to practice the literacy strategy. After day one of working with the
students, they really showed that they understood and were able to comprehend the content of
author’s purpose. This growth of the whole class is shown on the graph above.
Focus student 1: This student could not fully identify the author’s purpose of the text or give
text evidence on the pre test. On the post test, the student was able to identify the author’s
purpose of a text and give some text evidence.
Focus student 2: This student was fully able to identify the author’s purpose of the text and
give text evidence on the pre test. On the post test, this student was able to identify the author’s
purpose of the text but only give one good example of text evidence.
Focus student 3: This student could not fully identify the author’s purpose of the text or give
any text evidence on the pre test. On the post test, this student could identify the author’s
purpose of the text and give some text evidence.
Focus students 1 and 3 need more instruction on identifying the author’s purpose of a text and
finding text evidence to support it. ]
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.
[n/a]
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
[I provided written feedback to the focus students on work samples.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[I provided written feedback on the “Author’s Purpose: it’s easy as PIE” sorting graph and
graphic organizer that the students completed in their reading workbooks. The author’s purpose
sorting assessment was a cut and paste. The directions were to cut out each passage and glue
them under the correct author’s purpose (persuade, inform, entertain). For the graphic
organizer, the students had to fill in the boxes based on the story that we read as a whole class.
The graphic organizer included two clues and the author’s purpose. The clues helped the
students understand important parts throughout the story that allow them to solve the author’s
purpose of writing the text. The feedback that I gave to the three focus students were on sticky
notes. For the author’s purpose sorting assignment I put the sticky note on the paper. For the
graphic organizer, I put the sticky note into their reading workbook where they completed their
graphic organizer. Since I gave my feedback on day one of the 3-day learning segment, the
students should have used the feedback for the second day when we read another story and
answered questions. In my written feedback, I wrote something positive and something that the
students could have done better.
Focus student 1: This student completed the cut and paste sorting assignment all correctly. I
encouraged him to keep up the good work on author’s purpose. For the graphic organizer, this
student did a very nice job. I noted to him how I liked how he used the word “inform” to tell what
the author’s purpose was.
Focus student 2: This student completed the cute and paste sorting assignment all correctly. I
noted to this student to try to cut and paste a little neater next time but to keep up the good work
with author’s purpose. For the graphic organizer, this student did well but needed some more
detail on the clues. I gave positive feedback to this student for using the word “inform.” I also
spoke with this student about his handwriting and how he needs to try to make it a little neater.
Focus student 3: This student completed the cut and paste sorting assignment all correctly. I
noted to the student that she had a good strategy to number the cards to sort them. For the
graphic organizer, this student gave good details on the clues. I gave positive feedback to this
student for using the word “inform.”
I gave positive feedback to these students because they did well on filling out the graphic
organizer and I really encouraged the students to use the words persuade, inform and entertain
throughout the 3-day learning segment.]
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.
[I supported each focus student by giving them sticky notes on their graphic organizer which
was completed in their reading workbook. At a later time, I pulled the three focus students over
to the small group table and discussed a little more about author’s purpose and using text
evidence to give detailed clues to lead them to the author’s purpose. Focus student 1 needed
help with using more details from the text when filling in the clues. Focus student 2 gave good
details for the clues but she needed help with giving good clues that really helped us to figure
out the author’s purpose of writing the text. Focus student 3 also needed help with using more
details from the text when filling in the clues. When I was reviewing with the focus students, we
focused on the specific graphic organizer we were using. We discussed the story that we read
as a class and what clues in the story helped us solve the author’s purpose for writing the text.
By meeting with these three focus students, it allowed them to pay more attention the next days
of the learning segment and use better details to state the author’s purpose of the text.]
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.
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
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 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.
[In video clip 2 at 00:24, I ask the student what word/acronym have we been using to remember
the different text for author’s purpose. Multiple students raise their hand to answer the question.
At 00:27, the girl in the front of the classroom with he gray shirt on, answers “PIE.” I then ask
what the “P” stands for and the girl in the back of the classroom wearing a pink shirt, at 00:38,
explains that it stands for persuade. I continue to ask what the “I” and “E” stands for. At 00:43,
the girl in the back of the classroom wearing a light blue shirt answers “inform” and at 00:47, the
boy in the front of the classroom wearing a gray shirt answers “entertain.” These are all
examples of the students using correct key phrases based on the essential literacy strategy. At
00:53 in video clip 2, I ask the class what is means if the author is trying to persuade the reader.
The girl in the front of the classroom, in the purple shirt raises her hand to answer my question.
At 1:00, she discusses how if the author’s favorite color is blue and the text gives you
information about why the author likes the color blue, then he or she is trying to persuade the
reader to change their favorite color to blue. The students also like to talk about how the author
can also try to get the reader to change their opinion about a topic.
In video clip 1 at 9:14, the girl in the back of the classroom wearing the hot pink shirt states that
sometimes when you are reading and inform, sometimes it teaches you and sometimes it
makes you laugh, so that’s why this specific text was a little hard to tell the difference. I then
responded to her statement by saying, “even though this story did have some silly moments,
what was the main thing the story was teaching us?” Multiple students then responded with the
answer, “to inform.” They said the story was giving us information about gravity. With that being
said, the students were then able to give me the author’s purpose of the text. Students said the
author wrote the text to “inform or teach us about gravity.” This clip is an example of the
students being able to use the correct language function based on the essential literacy
strategy. Each day of the 3-day learning segment, I modeled using the correct language
function, vocabulary and key phrases. I encouraged the students each day to work on the
vocabulary for author’s purpose and knowing the difference between the words persuade,
inform, and entertain.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1b–c, 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).
[My next steps for instruction to impact student learning would be a re-engagement lesson with
author’s purpose and using key details to identify why the author wrote the text. Since I do not
have any students with a 504 plan or an IEP, I would do a whole class instructed re-engagement
lesson. By doing this allows for every student to get more review on author’s purpose and it
allows them to see me modeling. I would read a new story with the class, break down the story,
ask detailed questions, and have the students identify the author’s purpose of the new story. We
will also discuss both of the stories we have read and say how they are different in the way they
were written. After a re-engagement lesson with the whole class, the students would be broken
into differentiated groups to complete different leveled assignments. The directions of each
center would be read aloud to the whole class then the students would break into groups. For
my three focus students, I would include them in the differentiated groups but then have a
separate re-engagement lesson with just them to make sure they were understanding the
concept. After the re-engagement lesson with the focus students, I would continue to observe
their work throughout the rest of the learning segment and make sure to stop by their desk to
check on them.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[(McCombs & Whisler, 1996) believe the educational system of the future must embrace a
learner-centered perspective to maximize high standards of learning, motivation, and
achievement for all learners--for both students and their teachers. The learner-centered
perspective begins with a focus on knowing and understanding each learner in the context of a
deep understanding of the learning process itself. I believe in order to teach students
successfully, the teacher has to know, understand, and respect the students. This will allow for
the teacher to plan accordingly for each specific student and the way they learn best.]
Name:__________________________Date:______________
Pre Post
1. What is the author’s purpose?

a. Why the author wrote it
b. The genre
c. Whether it is fiction or non fiction
2. If the story is silly and makes you laugh, the author’s purpose is MOST LIKELY
to
a. Entertain
b. Persuade
c. Inform
3. If you learned something from the text and it had a lot of facts, the author’s
purpose was MOST LIKELY to…
a. Entertain
b. Persuade
c. Inform
4. If the author shared a lot of his or her own opinions and feelings, the author’s
purpose was MOST LIKELY to…
a. Entertain
b. Persuade
c. Inform
The river otter of North America is known for its cuteness, but there are many
interesting facts to learn about them as well. An adult otter can weigh between
11 and 31 pounds. They have extremely dense fur. Otters are known for their
sense of play. They often float in their backs while eating. They place their food
on their bellies like a table. Another interesting fact is that the otter’s long tail
makes up one-third of the otter’s length.
5. What do you think the author’s purpose of this text is?

a. To inform
b. To persuade
c. To entertain
6. What clues from the text do you have to support what you think?
Dear Mom and Dad,

I know you said that I wasn’t old enough to have my own dog yet but I believe
that I am. This summer I worked jobs in the neighborhood to make my own
money. Also, I am in charge of taking care of the class pet. Lastly, I walk with Ben
and his dog every afternoon. I am ready for my own dog.
Your son, Tom
7. What is the author’s purpose for writing this text?

a. To inform
b. To persuade
c. To entertain
8. How do you know? Use text evidence.
Beth and her mom went to the circus. This was a special day because she had
never been to a circus before. They bought peanuts and went to their seats. She
saw clowns, jugglers, and people on trapezes. There were elephants, lions, and
tigers. It was a very exciting day for Beth.
9. The author MOST LIKELY wrote this passage to…?

a. Inform the reader
b. Persuade the reader
c. Entertain the reader
10. Use text evidence to explain why the author wrote this text.

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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

 vocabulary or key phrases, AND

1. What is the author’s purpose?

5. What do you think the author’s purpose of this text is?

Dear Mom and Dad,

7. What is the author’s purpose for writing this text?

8. How do you know? Use text evidence.

9. The author MOST LIKELY wrote this passage to…?

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