Hall Task3 Ac

Elementary Education - Literacy with Mathematics Task 4
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.
[The objective measured by this assessment is: Students will be able to successfully determine
the main idea of the passage and identify supporting details that support the main idea.
Students were expected to circle the main idea of the passage and then write three supporting
details on their paper.]
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.
[This assessment was given before the learning segment and after it to see what my students
learned from the unit. There are two types of questions on this assessment: multiple choice,
where students had to determine the main idea of the text, and written response, where
students were required to write at least three supporting details from the text. If a student got all
three of the multiple choice correct, they received a mastery level score on the main idea portion
of the assessment. To get a mastery score on the supporting details portion of the assessment,
They had to have three accurate supporting details from the text. To get a not yet mastered
score, on the multiple choice portion, a student had to get 2/3 correct. To get a not yet mastered
score on the multiple choice, a student had to supply 2/3 accurate supporting details. To get a
developing score on the multiple choice portion of the assessment, a student would have had to
get 1/3 or none correct. To get a developing score on the written response portion of the
assessment, they would have had to supply 1/3 supporting details or their details are not
accurate.
For the pre-assessment and post-assessment, student 1 got all of the multiple choice correct
and earned a mastery score on that portion. She also earned a mastery score on the written
response section, because she supplied three accurate supporting details. On the pre-
assessment and post-assessment, student 2 received a not yet mastered score on the multiple
choice and written response sections of the assessment. For the pre-assessment, student 3
received a developing score on both sections of the assessment. On the pre-assessment she
did not get any correct in either section. On the post-assessment, she got 1/3 correct on the
multiple choice section and 0/3 on the written response, because her details that she gave to
support her main idea did not come from the text. On the pre-assessment, student 4 received a
developing score on both sections, and on the post-assessment, she received a not yet
mastered score, because she got 2/3 correct on both sections.]
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
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 related 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 gifted learner and so I was not surprised that she received a mastery score on
both sections and on both pre-assessment and post-assessment. I tried to make certain that I
challenged her in my instruction, but I feel that I could have done a better job at this, as
discussed in my instruction commentary. Moving forward, I will be sure to give her more of a
challenge in later lessons, especially if my evidence shows that she does not really need this
content.
On the pre-assessment, focus student 2 struggled with identifying the main idea and supporting
details on the question that asked what the purpose of the passage was, which was the last
question. I think that she just got thrown off by the wording of the question, because on the post-
assessment, she got that one correct, but did not get the second question. I think that she
missed the second question on the post-assessment because she got slightly overwhelmed by
details in the text and by the time she reached the end of the passage, she forgot what the main
idea was and selected one. I feel that she needs to make sure that she understands the
question and if the details are too overwhelming, she needs to go back and read the passage
again to ask herself what the main idea is. Overall I feel that she understood the content that
was being taught.
Focus student 3 is my struggling reader, so that is more than likely why her scores were
developing in both sections on both the pre-assessment and post-assessment. Because she is
a struggling reader, I don’t think she was able to comprehend any of the passages very well and
was not able to determine the main idea of any of the passages or identify any supporting
details on the pre-assessment. I think that she made a lucky guess on the post-assessment on
the main idea section and her details came from her thoughts, instead of from the text. I really
think that she understands the concept of determining the main idea, based on discussions in
the instruction, but because she is a struggling reader it is difficult for her to find meaning in
order to determine the main idea and identify supporting details of a text.
For the pre-assessment, my fourth student had the same issue as focus student 2 did. I truly
think that she got overwhelmed with the details in the first two passages and just selected a
choice. She was able to determine the main idea and supporting details for the third passage.
For the post-assessment, she still was overwhelmed by all of the details in the first passage, but
she got the second two passages correct. Even though she received a not yet mastered score
on the post-assessment, I feel that she has a firm grasp on the concept of determining the main
idea and identifying supporting details of a text.]
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
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[ ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[For focus student 1, I will tell her that she did very well on her post-assessment, and it was
clear that she understood how to determine the main idea of a text and identify supporting
details. I will remind this student, that while it was not specified in the directions, she needs to
make sure that she writes in complete sentences to improve her writing skills, because she may
be required to write a summary when she is asked to determine the main idea and supporting
details of a text. Practicing writing in complete sentences will help to prepare her for that.
Grammar is also an excellent skill for this student to fine-tune. Making sure that she looks over
her work to check for subject verb agreement will also help her writing get even better.
I will praise focus student 2 for demonstrating that she knew how to determine the main idea
and identify supporting details of two out of 3 of the passages on her post-assessment. I will
share my observation with her and tell her my thoughts on how I think that she got overwhelmed
with all of the details in the second passage. I will encourage her to always go back and read
the passage again to make sure that the main idea that she selected is definitely what the
passage is mostly about. I will also make her aware that finding the purpose of a passage and
determining the main idea are extremely similar. I will bring her attention to the fact that she got
the “purpose” question correct on the post test, but not on the pre-test. I will also share with her
that she missed the second passage on the post-test, but got it on the pre-assessment. I will
ask her if she got overwhelmed with all of the details of the second passage on the post-test. It
definitely seems that she understands the concept of determining the main idea of a text and
identifying supporting details in the text and I will tell her that.
For focus student 3, I will share how she did on her post-assessment and let her know that it did
not seem like she understood the concept of determining the main idea and identifying
supporting details, but I felt that she did in the learning segment. I will share that she did not get
any correct on the pre-assessment, and only got one correct in the main idea multiple choice
section of the post-assessment. I will draw her attention to the fact that, even though she got
one correct on the post-assessment, she did not supply any supporting details from the text. I
will tell her that I felt like she understood the comprehension strategy of determining the main
idea and identifying supporting details of a text in the learning segment, but that because she
has some trouble reading, that was what got in the way of her comprehending the text to the
best of her ability. I will praise the effert that she put in to reading the passages and attempting
to write supporting details. I will also bring to her attention the same thing that I told my gifted
student about writing in complete, legible sentences to practice for summary writing if she is
asked to do so.]
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 focus student 1, I will encourage her to make sure that she writes in complete sentences in
further instruction on main idea and supporting details. This will help to prepare her for writing a
summary to the best of her ability. If she can see a connection to future learning and/or
activities, she will see more importance in writing in complete, grammatically correct sentences.
I will encourage her to use this feedback in all of her writing in every subject and not just in
English Language Arts. I feel that making the connection to writing across the curriculum is
extremely important for this particular student, because she likes to know how she can apply
certain content elsewhere.
For focus student 2, I will remind her to go back and read the passage if she gets overwhelmed
by the details. If she does this she will be able to determine the main idea of any text that she
reads. I will let her know that every text has a main idea and I will encourage her to determine
the main idea of any text that she reads, even a library book. These students love the
accelerated Reader program, so encouraging her to find the main idea of books that she is
reading, will give her a stronger sense of purpose. This way, she can continue practicing the
comprehension skill and get points for her book after she takes a test on it.
For focus student 3, I will encourage her to practice her reading as much as she can to become
more fluent. This will help her with comprehension in general, but it will especially help her in
determining the main idea of a text. I will also encourage her to determine the main idea of her
AR books that she reads to give her practice with both skills. All students like to have a specific
purpose for doing something. It gives them a stronger desire to do it and learn from it.]
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.
[A great example of a student using the language and vocabulary taught in the lesson is found
at the very beginning of the first clip. (11 seconds to 44 seconds) This is focus student 1. I
asked her to tell me what it means to find the main idea. She struggled a little at the beginning
to gather her thoughts, but then she was able to tell me what it means to determine the main
idea of a passage. I prompted her further to tell me what you use to determine the main idea.
She first told me that she would use her background knowledge. Instead of telling her that she
was incorrect, I said “or?” and then she was able to tell me that she would use the details from
the passage.
In this case, she was using discourse (speaking) to demonstrate her understanding of the
literacy strategy. Based on the way that she appropriately used the vocabulary in this clip,
demonstrates that she definitely understood the literacy strategy of determining the main idea
and identifying supporting details of a text. The other students were using discourse as well
(listening) to comprehend what focus student 1 was saying as she explained what main idea is
and how it can be determined.]
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).
[Based on the data collected from the assessment, I would need to make sure that I have some
sort of reengagement activity to fill in any gaps in knowledge of determining the main idea and
identifying supporting details. The common thread was that students struggled with determining
the main idea after reading the passage, because they would get overwhelmed with all the
details in the passage and the overall meaning would get lost in the process. I would definitely
want to select an activity where I encourage them to underline the details that might be
important. This way they could look at those first to see if they could determine the main idea
from the details they underlined. It would probably be helpful for me to model this strategy
through a “think-aloud” process as I did the strategy for determining the main idea in my
instruction. I would want to display the passage on the board so that my group could follow
along with me and so they could make sense of my “think-aloud” process. As my “scribe”
underlined details in the passage, they would be able to do it on their own copies that I will
provide. Then, I would let them try this different approach on their own with a new passage.
Then, they would be able to figure out which strategy works best for them to determine the main
idea of a text. Giving students a choice of which strategy to use makes them feel in control of
their learning. Also, they are using the strategy that works for them. Each student is different
and so one strategy that may work for one student May not work for another. This next step
would be extremely beneficial for the entire group that took the assessment for this unit.
To challenge my gifted learner, focus student 1, I would need to have her choose the strategy
that she would like to use, but then have her write a summary of the passage. The reason for
this is because she had such a strong grasp on the literacy strategy of determining the main
idea and identifying supporting details of a text and it would give her more practice writing,
which was what she needed to work on according to the feedback I gave her.
For focus student 2, I would just need to check in on her after she chose the strategy that
worked best for her, to make sure she is still not getting overwhelmed with all of the details in
the text. To help with this, I will encourage her to only underline or write down at least three or
four details and then see if she can determine a main idea.
For focus student 3, my struggling reader, I will be sure to read the text aloud, because she
comprehends text best when it is read aloud. Then I will continue to check on her to see how
well she is using her chosen strategy to determine the main idea of the text. I will also
encourage this student to write neatly and in complete sentences. The more she can focus on
improving her reading and writing, the more her comprehension skills will improve and the
easier it will be for her to determine the main idea of a text.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[These steps for the whole class follow directly from the assessment results. I saw that there
was a common struggle among my group that I taught, and I planned the next steps
accordingly. They would benefit from being shown a different technique of determining the main
idea, because this will allow them to pick the strategy that works best for them and will give
them control of their learning. This will set them up for success.
The next steps for my first focus student were based directly off the data collected from the
assessment. Because she did so well on the post-assessment, I knew that she would need a
greater challenge. This is why I will have her write a summary after she has chosen the
technique that works best for her to determine the main idea of a text. This summary that she
will write will help her strengthen her writing.
The next steps for focus student 2 were based directly off of the results from the assessment.
Monitering as she works so that she does not get bogged down by the details in the passage is
the best option to set her up for success. I feel that this small amount of extra support and a
new strategy to try will help her to determine the main idea of the passage to the best of her
ability.
For focus student 3, the next steps were based directly off of the assessment. I knew from the
beginning that she was a struggling reader, so I knew that she might struggle with the
assessment. This is why, for her next steps, I will make sure to read the text aloud so that she
can comprehend the text to the best of her ability and I can see how well she is able to use the
strategy that I taught her and she can focus on the technique instead of focusing so much on
struggling with reading.
Differentiation is one of the hardest skills to master as a teacher, but this project has given me a
lot of practice and has made me think more in depth about my instruction and assessment.
Figuring out how students learn best is one of the most important things to master as a teacher.
Every child does not learn the same way and a teacher must work constantly to come up with
new and innovative ways to teach content to her students]
Assessment used for analysis
Assessment used for analysis
Each passage has two questions. Circle the best answer and then give at least three
supporting details that support your choice in the space provided. This is not for a grade!!!
Please do not stress over this. This is just to help Ms. Hall with her homework. Norman and
Ms. Hall thank you very much! Please do your best! We know you will! You got this!
Passage 1
Guide dogs are extremely important to their visually impaired humans. These specially
trained dogs can go into any public place as long as they are wearing their guide dog
harness. They have excellent memories and know over forty commands! If a blind person
has a specific route that they travel each day (for example, around a college campus) the
dog will memorize how to get to a certain destination if the route is done several times. It is
helpful for the human to have a name for the particular place, so the dog knows to find that
particular location. For example, if the human is trying to find their math class, they would tell
the dog, “find math.”, and the dog will find it after going to that room a few times with lots of
praise. Guiding their human around obstacles, helping them cross streets safely, and
helping them get from point A to point B without getting lost are all tasks included in a guide
dog’s job and are what makes them so very important.
1. What is the main idea of this passage?
A. Guide dogs know over forty commands.

B. Guide dogs are extremely important to their visually impaired humans.
C. It is helpful for the human to have a name for the destination to tell the dog.
D. Guide dogs can go into any public place as long as they are wearing their guide dog
harness.
2. List at least three supporting details that support the main idea.
Passage 2
The water cycle is learned about in schools across the country. There are many things to
know about the water cycle. First, it is not simply the process of water freezing, then melting,
and then, freezing again. Water evaporates into the air to form water vapor (evaporation),
which condenses into a cloud (condensation). Once a cloud, the water that has collected in
the cloud must go somewhere. What goes up must come back down again. This process of
water being released from the cloud is called precipitation.
3. What is the main idea of this passage?
A. Water being released from the cloud is called precipitation.

B. The water cycle is learned about in schools across the country.
C. There are many things to know about the water cycle.
D. First, it is not simply the process of water freezing, then melting, and then, freezing again.
4. List at least three supporting details that support the main idea.
Passage 3
Students may not always understand why they are required to complete certain tasks or
assignments in their classes. Pre-tests might be one of those questionable tasks. One may
ask, “Is this just put in place to torture us?” There is actually a very good reason behind the
teacher giving pre-tests. Think about it. Pre-tests are for teachers to find out what students
know about a topic before they teach it. If the students know very little or nothing about the
topic, then the teacher knows that that particular material needs to be taught. If the students
already know a great deal about the topic, then it is not necessary to teach all of it. Imagine
how much time would be wasted if teachers decided to teach everything without finding out
what their students already knew about it. Think about how boring life would be if much of
what the teachers were supposedly teaching you were things that you already knew!
5. What is the purpose of this passage?
A. to tell others about life in a typical elementary school

B. to inform students about why teachers give pre-tests
C. to explain all of the tasks of a teacher in a given day
6. List at least three supporting details that support your answer.

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Elementary Education - Literacy with Mathematics Task 4

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Assessment used for analysis

Assessment used for analysis

1. What is the main idea of this passage?

A. Guide dogs know over forty commands.

3. What is the main idea of this passage?

A. Water being released from the cloud is called precipitation.

5. What is the purpose of this passage?

A. to tell others about life in a typical elementary school

6. List at least three supporting details that support your answer.

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