Mccoy 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 specific learning objectives in this assessment include: Lesson #1:“Students will be able to
describe the theme, characters, setting, problem, and solution,” as well as, Lesson #2 and
Lesson #3-: the students will be able to describe the exposition, rising action, climax, falling
action, and resolution, using a plot diagram graphic organizer. These specific learning
objectives build on the central focus, which is, the students will be able to refer to fictional
stories to describe the elements of a text and how they build upon each other. The Common
Core State Standard that can be applied is ELAGSE3RL5 Refer to parts of stories, dramas, and
poems when writing or speaking about a text, using terms such as chapter, scene, and stanza;
describe how each successive part builds on earlier sections.]
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.
[
Story Elements: Post Test
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
Student #1 10 10 10 10 10 10 10 10 10 10 100
Student #2 10 10 0 10 0 10 0 10 0 10 60
Student #3 10 10 10 10 0 10 10 10 10 10 90
Student #4 10 0 10 10 10 10 10 10 0 10 80
Student #5 10 10 10 10 10 10 10 10 10 10 100
Student #6 10 10 10 10 10 10 10 10 10 10 100
Student #7 0 0 10 10 0 10 10 10 10 10 80
Student #8 10 10 10 10 10 10 10 10 10 10 100
Student #9 10 10 10 10 10 10 10 10 10 10 100
Student #10 10 10 10 10 0 10 0 10 0 10 70
Student #11 10 10 10 10 10 10 10 10 10 10 100
Student #12 10 10 10 10 10 0 10 10 10 10 90
Student #13 10 10 10 10 10 10 10 10 10 10 100
Student #14 10 10 10 10 10 10 10 10 10 10 100
Student #15 0 10 10 10 10 10 10 10 0 10 80
Student #16 10 10 10 10 10 10 10 10 10 10 100
Student #17 10 10 10 10 10 10 10 10 10 10 80
Student #18 10 10 0 10 10 10 10 10 10 0 80
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Story Elements Pre/Post Test

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90
80
70
60
50
40
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20
10
0
Pre-Test Post Test

]
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 students were all assessed on their ability to read and comprehend (essential literacy skill)
the story, Destiny’s Gift, and be able to summarize (related skill) what was obtained by
describing the main character, setting, problem, solution and theme. In addition, the students
had to complete the plot diagram graphic organizer, describing the exposition, rising action,
climax, falling action, and resolution. When observing and looking over students work, as a
whole, the students struggled with the word, “describe,” as a handful of students would list their
answers in bullet points. As I focus more on my three focus students, their common error was
being able to describe the “in-betweens” on the plot diagram, the rising and falling action. These
questions about the rising and falling action is presented in questions #7 and #9, as the
students were expected to describe the rising and falling action. Two out of three of the focus
students struggled with that question, as it was difficult for them to apply the essential literacy
strategy of comprehending. It was expected of them to comprehend what information from the
text leads the climax and what information leads to the resolution. This was also evident in their
work samples, as student #2 and #3 struggled with accurately using the related skill of
summarizing and illustrating the rising and falling action. However, the whole class presented
growth from the pre-test, showing improvement in describing the solution and climax (question
#4 and #8). Therefore, the students overall gained an increase in mastery relative to the
essential literacy strategy and related skills.]
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.
[Work samples for the three focus students are provided in text files.]
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.
[Work samples for the three focus students are provided in text files.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[The feedback that was provided to the three focus students addresses their individual needs
and will help them improve their knowledge in reference to the learning objective. For all 3 focus
students, I used an evaluation criteria in the form of a rubric, to provide feedback on all 3 daily
assignments. These assignments included: Day #1 the students were expected to
independently complete the story map graphic organizer, describing the characters, setting,
theme, problem, and solution, from reading the fictional story, The Ant Bully. On day #2, the
students independently completed the plot diagram; describing the exposition, rising action,
climax, falling action, and resolution. On day #3, the students independently chose a book of
their choice, completed a plot diagram and a comic strip, illustrating the exposition, rising action,
climax, falling action, and resolution. I made sure to acknowledge their strengths and things that
they may need to improve on. For Lesson #1, student 1 did a great job describing the theme or
life lesson that someone can take from the story, The Ant Bully. However, I made note that this
student needed to reframe from listing the characters and describe the characteristics of that
character. Student 2 was very effective in describing the characters and setting of the story;
however, needed to work on describing accurate theme. Student 3 accurately completed the
information in the story map; however, this student could work on using complete sentences.
For lesson #2, student 1 described a good rising action that led to the climax; however, could
reframe from using “he” and “she” and become more specific. Student 2 did a great job with
including characters in the exposition description; however, summarized the falling action much
similar to the climax. Student 3 did a great job describing the climax and resolution; however,
may need more practice with identifying and describing the rising action. For lesson #3, student
1 illustrations from comic strip corresponds with the plot diagram; however, may need to
reframe from using “she” and “he” when describing elements on plot diagram. Student 2,
provided great illustrations of the conclusion of their story but, some of the other illustrations
may not accurately match what is presented on the plot diagram. Student 3 illustrations match
the description of the exposition, climax, and resolution; however, be more specific of what
characters are being discussed. By providing feedback to students, I am able to address their
strengths as well as strengthen their weaknesses.]
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.
[The first step that I would take to support focus students is by allowing them to first see the
feedback from each of the three day lessons. I will hand back the rubric each day with the
feedback written on it for that specific day, take it back up, and add on for the next day. This
allows students to instantly see how well they did on their work. This also allows students to
view that specific day feedback and the previous day feedback, to compare and see have they
made progress. I will then schedule a conference with each student to discuss the feedback and
answer all questions that need to be answer. Additionally, during this conference, we will create
a plan for the next step that the student will need to take in order to strength the areas where
they lack.]
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.
[The selected language function for this learning segment was for the students to describe. In
lesson 1, all three students presented moments where able to use the selected language
function and moments where they struggled. Student 1 did a great job describing the theme of
the story, The Ant Bully, as this student said, “Treat others the way you would want to be
treated.” Student 2, effectively described the characters of the story, as he described Lucas as a
character who “takes his anger out on someone who is smaller than him.” Student #3,
accurately describe the problem, as “Lucas destroyed the ant colony because he was angry”.
Although, these are effective examples of the application of describing, there are examples in
the student work samples where these students struggled. For example, Listed the characters,
“Lucas” and “Sid,” instead of describing the characteristics of each. Student 2 description of the
falling action was not accurate as this student wrote, “He is returned to his normal size.” This is
incorrect as this is a description of the conclusion. Student 3, wrote that the “setting is outside
and it is hot.” This talks about one of settings, but does not provide support as to how would the
reader know that it is hot outside. In reference to vocabulary, in video clip 1 of lesson #1, when
the students were first introduced to the word “characteristics,” a student answered, “the
features of a character.” However, I noticed that a lot of other students were quite puzzled with
that response. However, when the picture of the minion appeared, and I asked the students to
“tell me some of the characteristics of a minion,” the students understanding of characteristics
deepened. Student 2 responded, “minions are silly little helpers and help one of the main
characters do crimes.” He demonstrated knowledge of vocabulary by applying personal cultural
knowledge to new learning. In reference to syntax, all students, including my three focus
students demonstrated syntax through their participation of completing graphic organizers. In all
three lessons, graphic organizers were the man supports used to guide instruction. Lesson 1
include a story map graphic organizer, where the students were expected to describe the
characters, setting, theme, problem, and solution. Lesson 2 includes a plot diagram graphic
organizer, where the students were expected to describe the exposition, rising action, climax,
falling action and resolution. In lesson 3, the students completed the same graphic organizer
from previous lesson; however, also completed a comic strip template, illustrating each element
on the plot diagram. Overall, students demonstrated syntax through their ability to describe the
elements in the graphic organizer.]
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).
[The next steps for instruction for my class as a whole is to create a mini lesson that focuses on
plot story elements. This will include a color-coding activity where the students will be reading a
story and underlining the different elements of the story different colors. For example, if the key
says underline the exposition red, the students would read the story/passage and underline
everything that belongs in the exposition, red. For my three focus students, a re-engagement
mini lesson will be taught in a small group, focusing on theme, rising action, and falling action. It
will included mixed-up cards of an unfamiliar story, where the students have to read each card
to place them in order (exposition, rising action, climax, falling action, and resolution) to
summarize the story. This allows the students to enhance the essential literacy strategy and
related skills.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[The next steps for the whole class and three focus students are a result from my data analysis.
As the whole class mastered question #4 and #8, the elements of solution and climax will not be
my focus. However, the elements of theme, rising action, and falling action will need further
remediation and instruction. The best way to implement these next steps is through Madeline’s
Hunter Model of modeling, guided practice, and independent practice. Additionally, I would use
small groups to focus on specific needs of my students.]
Name ______________________ Date ________
Story Elements (pre/post test)

Directions: After reading the story Destiny’s Gift, refer to the text and describe the
characters, setting, theme, problem, solution, and plot (exposition, rising action, climax,
falling action, and resolution).
1. Name and describe the main character of the story.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Describe the setting of the story
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
3. Describe the problem/conflict in the story.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What was the solution? How was the problem solved?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Describe the theme or life lesson that someone could learn from this story.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6.
7.
8.
Plot Diagram
9.
.
10

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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

Story Elements Pre/Post Test

Pre-Test Post Test

Name ______________ Date

Story Elements (pre/post test)

1. Name and describe the main character of the story.

2. Describe the setting of the story

3. Describe the problem/conflict in the story.

4. What was the solution? How was the problem solved?

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