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Elementary Literacy

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 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 measured by the assessment you chose for
analysis.
[The learning objective for this assessment is I can use key details, picture clues, headings, and
sequencing to help me find the main idea within a story. For this assessment I was looking for
students who could comprehend the main idea of the text that was in the lesson. Then I wanted
students to read another short story and identify details and main idea within that text. I
evaluated my students on if they were able to identify the main idea of both stories, and share
several details. I was also checking for vocabulary and sentence structure.]
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.
[Whole Class

The criteria for this evaluation were as follows: A score of one meant the student cannot identify
the main idea or any details within the story. Student cannot identify the main idea or the details
within the post assessment reading. A score of two meant the student can identify some details
but cannot identify the main idea of the story. Student can identify one detail within the post
assessment reading. A score of three meant the student can identify the main idea of the story.
The student can come up two to three details without support. Student can identify the main
idea within the post assessment reading. Student can identify at least two details within the post
assessment reading. A score of four meant the student information fully understands the main
idea of the story and get identify details in the beginning, middle, and end of the story. The
student answers all of the questions correctly in the post assessment reading by identifying the
main idea and the details.

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Elementary Literacy
Task 3: Assessment Commentary

The graph illustrates that, based on their self-assessments, the majority of students felt
confident with their ability to understand and apply the learning objective. The graph shows that
four students understood fully what main idea was in the story and were able to demonstrate
that with the post assessment, 5 students scored three points, six students were able to share
the details but were confused on main idea, and only one had no idea what main idea was.
Overall, students did okay in finding the main idea, but were more successful finding the details.
The majority of students need to practice using the strategies to help them find the main idea.]
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 whole class responded quite well during instruction. Most students were successful in
finding details within a story and were close at describing the main idea. The three samples that
I will show, show a below level reader, an on-level reader, and an above level reader. Student
one struggled in writing in general during these lessons making it very hard to read. Student two
understood the topic, but needed to elaborate more, and student three was able to describe the
main idea in a story and share several details.

Student 1 struggled with writing in a guided writing session in lesson two. This student was
more focused on what was being taught then showing me what he knew on paper. His writing is
somewhat legible but shows me that he does not know what the details of the story are. Student
1 has trouble with feeling overwhelmed with writing and does not give me his best work. To
alleviate the stress, I only made him show me one detail within the text. He was unable to write
a detail or elaborate on the main idea. However, with his post assessment he was able to circle
the main idea when he did not have to write anything and showed me that he can comprehend
what the main idea of the passage was.

Student 2 demonstrated understanding details and main idea. Student 2 drew what they knew
from the day before to help them come up with the details within the story. This student was also
able to identify the main idea within the story. However, on the post assessment, was not able to
identify the main idea, telling me that they need more practice while I scaffold them, before they
can move on and practice on their own.

Student 3 excelled in demonstrating understanding of main idea and details. Not only did this
student share details, they shared details that were not discussed in class. This tells me that
they can really understand what a detail in a text is. They were also able to identify the main
idea within the story. In the post assessment, they were able to show what the main idea was
and share different details they found. He also did not copy a sentence down in the post
assessment, but wrote it in their own words.]
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.
[Not applicable]

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Elementary Literacy
Task 3: Assessment Commentary

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.
[Not applicable]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[The feedback reflects my understanding of the students varied levels of success and ability. I
create feedback that can tailor to the different levels of all my students. For all students, I
corrected spelling and punctuation to draw their attention to those common errors. It is important
in first grade that they learn to have a capital at the beginning of a sentence and a period at the
end. My feedback is positive, but I encourage my students to dig deeper and give me more
within their sentences when discussing main idea and detail. For student 1, I encourage them to
write sentences properly and to give more detail in the main idea. Student 2 shows a good
understanding of the process related to main idea and shows me in their work. I encourage
Student 2 to give me more when it comes to writing about main idea. I also encourage this
student to check their work as they wrote the same detail twice. Student 3 has an excellent
grasp on what main idea in a story is. I give positive feedback to Student 3 but again, want this
student to dig deeper and give me more within the sentence. In the post assessment, I write
about giving the main idea within a detail. I write that this student needs to give me a detail that
supports that main idea.]
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.
[Students will receive their work back with the feedback on them. They will have time to review
and reflected on the comments that were given. I will give students an opportunity to come to
me and share if there was any part they did not understand about my feedback. After students
were given back their work from lesson 2, they were able to see that I am looking for proper
sentence structure and how to elaborate on main idea and details. Students have the
opportunity to look at the feedback given and correct their mistakes for the next lesson. This
hopefully, helps students understand the direction of the assignment and helps them to correct
their mistakes for the next lesson. If a student needs more assistance, the feedback should be
able to help them figure out what is expected of them help them in the future.]
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.

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Elementary Literacy
Task 3: Assessment Commentary

You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Instruction 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 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 key phrases, AND
discourse or syntax
to develop content understandings.
[Every student has the opportunity show their knowledge of main idea and details at different
levels. Student 3 was able to describe different details in the text that were not even discussed
in class. Furthermore, Student 3 identified the main idea in the post assessment reading
showing their understanding of the topic. Student 2 has a good understanding of main idea and
details, which is shown within their work samples, but may need some help coming up with
different details than ones that were discussed. They also need help in elaborating more within
each section of work. Student 1 demonstrated in the post assessment that they can identify the
main idea after reading a text, but have trouble with writing mechanics.

As shown in the first video, students were able to practice their kinesthetic learning by doing
motions when saying the definition of main idea and details. Throughout each lesson,
students 1, 2, and 3 were all able to say the definition and motion with the words. This helped
each student remember the vocabulary. The anchor chart that is shown in video one was also a
great resource in helping students with their vocabulary. They often referred to the strategies or
clues that we used to find the main idea.

The syntax was evident in video one when students refer back to the definition of main idea and
details. Students often throughout the lessons referred back to the syntax in other lessons.
Students easily grasped on to the sentence frame, the main idea is what the story is all about
and continued to use proper syntax.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, 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,

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Elementary Literacy
Task 3: Assessment Commentary

struggling readers, underperforming students or those with gaps in academic


knowledge, and/or gifted students needing greater support or challenge).
[For the whole class, I will continue to work with different stories that are fiction and nonfiction to
allow students to practice finding the main idea. By reteaching main idea to the whole class, all
students will be able to improve application of these skills to a variety of other texts. Once the
whole class has demonstrated proficiency in identifying the main idea and details, I will continue
to teach a deeper comprehension and possibly more challenging texts. I will, as always, keep
assessing my students work and allow them to self-assess as well as giving them feedback to
help guide students in the right direction.

For Student 1, I will work with them one on one with an easier text so they are able to build off
their skill work. I will also help Student 1 with their writing and allow them enough time, to show
me their best work. With Student 2 I will work on allowing them to dig deeper and give me more
information. Student 2 has a good grasp on the central focus but may need to take it a step
further. For Student 3, I will work on different types of texts and maybe moving up to a harder
text. This will allow them to build on the skill they already have fostered as demonstrated within
the three lessons.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[These next steps will help the students to feel more confident in their own ability to identify the
main idea and details within a text. Most students did not feel very confident when it comes to
finding the main idea. As I continue to work on students to build on their skills, I want them to
feel a sense of confidence after a lesson. Main idea is a very hard subject to grasp in every
grade let alone first grade. I work with students to help them feel confident in their work, which in
turn, motivates their learning. In the theory of self-efficiency, theorist Albert Bandura explains,
unless people believe that their actions can produce the outcomes they desire, they have little
incentive to act or to persevere in the face of difficulties (Bandura, 1963). Working with students
on what they do know, and building off that skill to show success, motivates students to want to
learn more and be a more active student. I often need to work one on one with my students to
build on their confidence and motivation to learn. Some students need to have work that is
broken up into small manageable parts such as Student 1. If this student falls behind, they lack
confidence, and therefore are not motivated and shut down for the rest of the lesson. If they feel
like that had success, no matter how small the success, students are willing to foster the skills
needed to be a successful student.]

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