Reflection

English as an Additional Language
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 video or audio clip of feedback or a work sample and you or the focus students are occasionally inaudible,
attach a transcription (no more than 2 additional pages) to the end of this file. These pages do not count toward your page
total.
1. Analyzing Students Development of English Language Proficiency through ContentBased Instruction

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[Common Core Standards:
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently. (R.I. 2.5)
Explain how specific images (e.g., diagram showing how a machine works) contribute to and
clarify a text. (RI. 2.7)
Objectives:
Content
I can identify text features in a nonfiction text and tell the purpose
I can locate key information efficiently using text features
Language
I can describe how I use text features using academic language
In order to determine if students met the objectives I gave an assessment. My assessment
included a non-fiction text and a quiz. Students referred to the non-fiction text in order to answer
the questions on the quiz.]
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.
[The assessment given to students was a quiz. The quiz contained an article from a non-fiction
text along with four questions. Overall, majority of my students answered two questions
correctly out of the four. I think that my students scored so low due to the fact that they needed
more practice with text features independently and they needed more academic language when
discussing text features. In addition, students have not had enough exposure to tasking formal
assessments. Therefore, it would have been beneficial to give students more exposure and
practice with test- taking and introducing test-taking skills.
Throughout my five -day lesson period, students were confident in identifying and explain text
features however; this confidence did not carry on to the quiz. That being said, the day after the
quiz I used the results of the quiz to focus on my instruction and I used their results in order to
reteach.]
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 their development of English language proficiency within
content-based instruction. Provide translations of home language used in the work
samples as needed to support your analysis.
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Consider what students understand and do well, and where they continue to struggle as
they acquire English language proficiency and content simultaneously (e.g., common errors,
confusions, need for greater challenge).
[Throughout my lesson, I noticed that students understood how to identify a text feature in a
non-fiction text. When students were asked to do a round robin and name a text-feature all
students were able to complete this task. Finally, students were able to look at a non-fiction text
and point to a text feature. Even though students were able to complete these tasks in regards
to text features I think that students struggled with using academic language when identifying a
specific text feature as well as identifying the purpose and understanding why we use text
features and how they are useful in a non-fiction text.
Looking at three student assessments I chose to look at a student low in reading (student A), a
student high in language and reading (student B), and a student low in language (student C).
Student A scored 1/4, Student B scored 2/4, and Student C scored1/4. As a class average, most
students scored 2/4. Overall, the results arent the best however; I think that this is due to not
having enough independent practice, academic language, and having little experience with test
taking. ]
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;

b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to their development of English language proficiency within
content-based instruction.
[My assessment included a non-fiction text and a quiz. Students referred to the non-fiction text
in order to answer the questions. Looking at a student low in reading (student A), a student high
in language and reading (student B), and a student low in language (student C).
Note: Student C joined our ELL group two weeks prior to recording. He moved to Des Moines, IA from
Burma.
Feedback to my three focus students included writing on their quizzes, which included the
correct, and answers as well as some notes. The feedback provided addresses students
strengths by recognizing the correct answers and understanding the struggles students might
have had while taking the quiz.
On the quiz, I made sure to make notes about what each student needs in order to be
successful in language proficiency within content-based instruction. Students are developing
their language and they needed more assistance with academic language when discussing text
features. The quiz used academic language when asking about text feature therefore, students
needed more support in order to be successful while taking the assessment.
When looking at my assessment there are changes I could have made in order for my students
to be more successful. For example, I could have used simpler terminology on the quiz as well
as provide an example question that we could have done as a group in order to ensure that
students knew what they were doing.
After students completed the quiz, I corrected them and corrected their answers. The following
day, the group looked at the quiz again. I gave students the non-fiction text back and read the
questions from the quiz and we went over each question individually and in-depth. While going
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over each question, we went over the academic terminology for each text feature, the purpose
of the text feature, and why it is useful. Finally, I have gave students their quizzes back and
explained that this quiz was for practice and I wanted to see what they knew and what we had
to work on as a group.]
c. How will you support students to apply the feedback to guide the development of English
language proficiency within content-based instruction, either within the learning segment
or at a later time?
[In order to support students with the feedback given to them reviewing text features using
academic language would be effective. Along with reviewing text features using the sentence
frame and applying how to use text features would also be beneficial.
When thinking about student strengths and weaknesses in regard to content, I think students
are strong in being able to identify a text feature within a non-fiction text. However, I think that
students struggle with using the academic language to put a name to a text feature as well as
how to use and apply text features while reading.
The assessment was given on Thursday and I used the results of the assessment to guide and
focus my instruction on Friday. Therefore, on Friday we began our lesson by going over the quiz
and the moved on to taking a second look at text features. When looking at text features we
looked at a new article from non-fiction text. With that, we identified text features but we went
over the academic terminology for those text features as well as how we use those text
features. We used a sentence frame in order to practice how to talk about a text feature. Then,
we practiced how to apply text features and why there are important and useful while we are
reading a non-fiction text.]
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 clips from 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 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 clips (using
time-stamp references) and/or student work samples as evidence. Evidence from the clips
may focus on one or more students.
a. Explain and provide evidence for 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.
[As shown from my assessment it is obvious that students needed more instruction on using
academic language when talking about text features. That being said, in my video I begin by
introducing students to our I can statements. Reading our I can statements allows students
to know exactly what we will be doing as well as what our end goal is for the end of our lesson.
As we begin reading our content I can statements we come across the word efficiently (9:05).
When the students read the word I explain how it is a big fancy academic word that means to do
something quickly.
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As we continue with the lesson, we come across our language I can statements (8:40). Having
students read our language I can statements allows students to begin forming an idea of what
exactly we will be doing and learning in regards to language. Throughout the lesson, we learn
content-based ideas but we also build on students language and vocabulary.
As the lesson continues there is a point when one student makes a comment about the
academic language when talking about the text feature bold words (8:25). The student says
the word bold sounds like bald. I explain to the students that yes they sound very similar and
I use gestures (touching my head) in order to show that bald means no hair. This is a good
example of how the English language can be confusing to ELL students.
Finally the rest of my lesson begins by reviewing text features, saying the name of the text
feature, and finding the text feature in a non-fiction text.
All of these examples are examples of students use of language as well as how language
played a role within my lesson in order to build students academic language when identifying
and using text features.]
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 English language learners in your class who may require different
strategies/support, such as students with IEPs or 504 plans, Students with Interrupted
Formal Education (SIFE), readers who struggle in their first language, students at varying
levels of language proficiency, long-term ELLs, underperforming students or those with gaps
in academic knowledge, and/or gifted students.
[After students have completed the quiz, I will use the results of the quiz in order to focus my
instruction. Looking at the data from the quiz, there are opportunities to reteach. For example,
when instructing whole group the following day, I will reteach text features. First, I will go over
what text features are and re-explain the definitions of each particular text feature. Along with
that, we would work as a group and identify those text features in a non-fiction text. Finally, in
addition to defining those text features and identifying them in a non-fiction text; we will also go
over the purpose of text features. I would like students to know what they are and how we use
them. It is important for students to know how to use them while reading a non-fiction text
because those text features allow students to gain a better understanding of what the text is
about.
Next, I will work on addressing my 3 focus students and their needs. For example, I would have
student A look over the non-fiction text that was used when taking the quiz. We would read it
together and work through the question together. Student A needs struggles with reading.
Therefore, reading the non-fiction article together would be beneficial so that I would be able to
support him. In addition, I would work with the student in order to gain pragmatic competence.
When student A is reading a text he does not always comprehend what he is reading. That
being said, working with the student in order to understand what the author of the text is trying
to tell the reader and what information is being given. Explaining to the student that text features
are meant to help the reader better understand the text.

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Next, I would support student B. Student B is strong in both language and reading. However, I
would want to work with the student in order to establish stronger academic vocabulary when
talking about text features. When talking about text features, student B did a good job of
identifying them and knowing what the text feature was used for. However, I believe that student
B needs more independent practice and application when using text features. Therefore,
allowing student B to have independent practice with a new non-fiction article and question and
going through how to use text features would be beneficial. In addition to helping student B with
those struggles I think that building on discourse competence would also be appropriate.
Student B needs to work on using academic language and vocabulary specifically to text
features. Therefore, in order to do so introducing proper vocabulary and sentence structure
would be beneficial.
Finally, when meeting the needs of student C I would have to reteach text features and simply
talk about what text features are and the definition of those specific text features. I think that
Student C need to gain a better foundation for text features in order to continue building, using,
and applying them while reading. In addition, student C is low in language due to the fact that he
is new to the country. That being said working on pragmatic competence in order to build his
language when talking about text features as well as having sentence frames in order to support
and build on his language.
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from theory and/or research relevant to ELL education.
[The following steps would support student learning because I have learned what students are
capable of doing on their own. Therefore, I can use that data in order to focus on what I need to
reteach in order for students to understand the concepts and skills that go along with text
features. That being said, in order to for students to gain a better understanding of the skill and
concept I would reteach text features. For example, I would go over text features and what each
text features does and is used for. Then, we would identify those specific text features in a nonfiction text. Finally, I would have students apply what they have learned in order see what
students now understand and what they still need work on. Throughout this lesson, I would
implement the Gradual Release of Responsibility. I would have a new non-fiction article and
questions for students to work with when I reteach this lesson. I would begin by modeling and
identifying a text feature and what it is used for. Then, I would open up to the group and have us
all identify a text feature together. Next, I would have students work with a partner in order to
identify another text-feature. While student are working with a partner I will observe and support
when needed. Finally, I would have students identify the rest of the text features independently.
Using the gradual release of responsibility allows students to have support with modeling,
working as a group, working with partners, and finally working independently. I believe that this
method would be most effective because students are getting support throughout the lesson
and then eventually they are able to attempt the skill independently. While students would
independently, I would be able to see who does and does not understand what they are doing
which would allow for more support if needed.]
Allowing students to have more independent practice will follow along with the gradual release
of responsibility. Throughout my lesson I modeled to students how to identify text features.
Following that we identified text features as a group and then students took the assessment. I
think it would have been beneficial to have students participate in independent practice before
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taking the assessment. Allowing students to have independent practice would have prepared
them more for the assessment. Therefore, after students have completed the assessment I
would have had the assessment results focus my instruction in order to reteach what students
did not understand while adding more independent practice on identifying text features.]

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English as an Additional Language

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Students Development of English Language Proficiency through ContentBased Instruction

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

English as an Additional Language

Written directly on work samples or in a separate document;

English as an Additional Language

English as an Additional Language

for the whole class

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

English as an Additional Language

English as an Additional Language

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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