Brown 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 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 specific learning objective measured was to use key details and the main idea in a story to
construct an independent writing piece.]
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 four students who did not meet had great writing. However, many of them did not follow the
instructions. Two of them wrote about seeing a leprechaun and being its friend. The main goal
was to have a picture of a leprechaun trap and to write about how their trap will catch a
leprechaun. For the students who met the learning goal, majority of their sentences have a
capitol letter at the beginning. The students use proper punctuation marks. Also, they use
spaces between their words. For the student who exceeds, they did the same requirements and
use information from both stories to guide their writing.]
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).
[From reading the students’ writing, they understand the key to trapping something. Many of
them discussed having whatever they are trying to catch favorite food and water. Some students
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aim to make their trap look like a home. Majority of the students’ details relates back to the skills
from the two reading on what worked and did not work to catch a leprechaun.]
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
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.
[N/A]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[For my feedback, I want to start off positive. Then I will point out something simple first. For
example, if a student did not put spaces between words or did not end their sentence with a
punctuation mark. My feedback is read to the students and they go back to try to fix their
mistakes. In Kindergarten, they are advised to try to sound out the words they want to spell. If
they spell a sight work wrong, that is a negative oral feedback. Something like, “you need to
look at the word wall.” After students are done, I will write the correct spelling under the words
that they wrote. I chose to not erase their words because it tells me that they are practicing their
sound recognition.]
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.
[Many of their mistakes were putting capital letters in the wrong place and/or not ending their
sentences with a punctuation mark. In order to support each focus student to understand their
specific feedback, I need to allow them more time to practice writing sentences. When they are
writing more sentences, they will start to see their continuous mistakes being made.]
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
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.
[Students were able to use key phrases and syntax in their writing. They wrote about how to
catch a leprechaun and what to use for their traps. Many of the key phrases were guided by the
readings. For example, sample #1’s paper talked about using corned beef in the cage because
it was the leprechaun’s favorite food. Another student talked about using gold coins and the
color green because it represents the leprechaun. By showing key evidence in their writing, I
know that they made connections from the story.]
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).
[A next step for instruction to impact student learning is to get them writing more small pieces
about what they read. There were a lot of good writings. The four students who did not meet
had a good sentence structure. However, it was not what was asked for. When students
continue to practice their writings, they form their letters and sentences better. Students with
IEPs and/or struggling readers will not be scored as hard as an advanced writer. Advanced
writers need to have more than two sentences containing strong details from a reading.]
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 follow from my analysis of student learning by seeing how well they are
expressing themselves. By going over the stories each day and comparing the stories, students
were able to orally explain their ideas. Students who are capable of writing did not have such a
hard time with writing because they were given some ideas as a whole class. Repetition of a
subject led to growth in their writing.]

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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

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