Task 3 - Part C - Assessment Commentary

Assessment Commentary
Assessment Commentary Directions: Respond to the prompts below (no more than singlespaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.
1. Analyzing Student Learning a. Identify the specific standards/objectives from the lesson plans measured by the assessment chosen for analysis. [I will be analysing two assessments that I used. The first was an informal assessment where I wrote feedback on post it notes next to the students first drafts of their home poems. The second assessment that I am choosing for analysis is my formal assessment of the students final poetry book. It includes what they have learned throughout the entire poetry unit. Specific to this lesson segment, it will include a final copy of their Home poem with an illustration and border. The poetry book shows the students ability to meet standard CCSS.ELA-Literacy.W.3.4 which states that With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.] b. Provide the evaluation criteria you are using to analyze the student learning. [To informally evaluate my students learning (post it notes on Home poems) I will be checking to make sure their metaphors make sense individually and then as a coheasive whole. To evaluate my students learning formally on their final poetry book, I used a rubric that was aligned to a checklist that the students were given. The rubric is as follows:
1 I am missing most of the poems and they are not correctly formatted. I am missing my alliteration. None of my poems have titles. I did not edit my poems. I did not create a table of contents.
2 I only included 3 poems. I am missing my alliteration. Only some of my poems have titles.
I have a lot of mistakes.
My table of contents is incomplete or incorrectly numbered. I forgot to number I forgot to number I numbered my
3 I titled and included: 1 cinquain poems 1 haiku poems 1 acrostic poems 1 concrete poems My alliteration My home poem I used the poetryediting checklist with a partner. I created a table of contents.
4 I titled and included: 1-2 cinquain poems 1-2 haiku poems 1-2 acrostic poems 1-2 concrete poems My alliteration My home poem
I used the poetry-editing checklist with a partner and got the ok from a teacher. I created a table of contents. It is very neat and sets the tone for the rest of my book. I neatly numbered my
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my pages. All of my poems are hard to read. I did not write neatly. I did not illustrate my poems or illustrated them very sloppily. I left a lot of empty white space on my pages. I forgot the cover page. I did not put my name on my poetry book. I did not make a glossary or all my terms or defined incorrectly.
some of my pages. Most of my poems are hard to read because I did not write neatly. My illustrations lack color and are messy.
pages. I wrote neatly.
pages. I wrote neatly in my best handwriting. I carefully illustrated in color each of my poems. I created colorful borders so there is no empty white space on my page.
I illustrated each of my poems in color.
I have some I tried to fill most of empty white space the white space. on my pages. My cover page has messy writing and no color. My cover page is neatly written with my name on it.
I made a cover page. I neatly wrote my title and name and added lots of color. My glossary is not My glossary is in I have a glossary with at in alphabetical alphabetical order least 7 terms correctly order and I did not and most of my terms defined and in alphabetical define the terms are defined correctly. order. correctly.
My cooperating teacher and I examined each students final poetry book and evaluated it based upon the rubric above. The rubric above is aligned to the Poetry book checklist that the students were given. If the effectively completed all the tasks on the checklist, then they got all 4s on the above rubric.] c. Provide a graphic (table or chart) or narrative summary of student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above. [Most of the students feel in the 3 range on the rubric. The checklist really helped most students to make sure that they completed all of the components of the final poetry book. However, some students, such as Student 2, did not spend their time wisely and therefore did not complete all the necessary components of the poetry book. I was really proud of how much the students learned overall. Their poetry books exemplified what they were able to learn over the 6 week poetry unit. The Home poem showed what they learned during this 5 lesson segment. As can be seen in Student 1s Home poem, his work improved from what he had in his writers notebook which can be seen in the Task 3 Part 2 to when he completed his final draft which can be seen in Task 3 Part 1. Video Clip 2 also showcases the Home poems that the students were able to produce. While a couple were short a line or two, we were able to correct that before their Home poem went into its final format.
Assessment Commentary In previous assignments I had found that students had trouble making sure their illustrations were detailed and were all colored in no blank white space. I wanted this to be something that my students worked on improving and in anticipation of this problem, I brought in block crayons which can cover a large space in much less time. The students were thrilled with them and their work really showcased how well they could do when given better tools. The glossary was something that most students were worried about as well. But, I had all the terms posted on our poetry board and students were allowed to check in my sample poetry book to make sure they were putting the terms in the correct alphabetical order. Some of the students did not get to create a table of contents or a glossary because they ran out of time. The students had a week to complete the poetry book working on it an hour a day. So, if they worked hard, they were able to finish. We had some students who spent much of their time socializing instead and some who sat and waited for a teacher to tell them exactly what to do next. It was those 3-5 students who did not complete their glossary or table of contents.] d. 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 and requisite skills

Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge). [My essential literacy strategy was to use a graphic organizer as an aide in pre-writing. My requisite skill was using descriptive language. In terms of using the graphic organizer as an aide in pre-writing I found that my students who were struggling or who have an IEP needed assisstance filling out the graphic organizer but were then able to transfer those ideas into the Home poem with less assistance. For my ELLs, the graphic organizer really helped because sometimes figurative language is more difficult for them since they already have some difficulty comprehending English. Oddly, I found that the graphic organizer may actually have been restricting in some ways for my two gifted students. Their work is not show cased in my student samples because they ended up directly copying the ideas they had written in their graphic organizers. One of them was more interested in helping some ELLs effectively write metaphors while the other was more interested in completing the Home poem and then moving on to using the graphic organizer to create haikus, cinquain and acrostic poems about her home. Looking at my three student work samples, Student 1 really excelled in his ability to add detail through his use of metaphors and similes he effectively painted a picture of his home. Although I cannot locate his graphic organizer, each column was completely filled. He used it to write a whole slew of metaphors and similes about his home. He also met the requisite skill of using descriptive language. His extensive vocabulary was showcased throughout his poems as well as his overall understanding of poetry and the poetic devices that we learned about. Student 2 is an ELL but also a student who does not work very hard. His limited vocabulary can be seen in his work samples but in large part that is due to the fact that he rushes through everything because he wastes his time and then has to hurry at the last minute. You can see that he went to great effort in some of his pieces (Cinquain and Acrostic poems) to carefully illustrate them. And then you see how on the cover he drew a tank which had nothing to do with any of his poems and the mis-spelled poems and chose to just write over it in a different color. He has the ability to produce quality work and I did not realize until this project that he had to be more closely monitored in order to get that quality work out of him. Student 3 has an IEP and had a great deal of trouble filling out the graphic organizer. However, his special education teacher helped him create the Home poem. You will notice some parts of his poetry book that
Assessment Commentary are not consistent with the other students. His aide does not always listen to directions and often chooses to do things her own way. Hence, his glossary is not in alphebetical order or at the end of the book. I came over to check in on him at the time she was telling him it didnt matter what order it was in or where it went. My cooperating teacher and I therefore did not count him off for things like that when it came to the rubric. While student 3 did not have as many metaphors as student one, nor as complex of metaphors, he still successfully wrote 5 metaphors which was what the requirement for all students was. Overall, I think a common confusion was the difference between a simile and a metaphor. As I circulated the classroom I noticed a lot of students were writing similes instead of metaphors. When I asked them to read the line and tell me if it was a simile or a metaphor most all could identify if as a simile. So, when they thought about it closely, they knew the difference, but for the most part it seemed that writing similes came more easily to my students than writing metaphors. I think that in the future, I would give them more practice writing metaphors before we began the Home poem.] 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 the standards/objectives measured. [The informal feedback that I provided to students, as evidenced in Task 3 Part B, served as a way to check in with students and see how they were progressing. They were very excited to each get a personal note from me and Student 2 went right to work at fixing his poem. You cannot see his origonal because he erased it and fixed it on top. My objective for his note was to make him aware that his poem did not make sense and therefore he was not meeting standard CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. He was able to fix it and although it is still less advanced that Student 1, it at least makes sense now. The goal of my feedback on Student 1s poem was to make sure that he was aware that he was using both metaphors and similes in his poem. I decided it was okay as long as the students were able to identify the difference when asked. He was already meeting standard CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose, as well as meeting the requisite goal of descriptive language. The goal of the feedback on Student 3s poem was to make sure that he knew that I admired how hard he had worked. Congratulating him on small successes means a lot to him and I wanted him to know how proud I was for the poem he had written. He had also successfully met standard CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Although there is no handwritten feedback on the rubrics, they are written in student friendly language. The students can see how they match up to the checklist that they were given and I explained when I handed out the checklist that they needed to follow it to meet the requirments I had laid out in the rubric. My cooperating teacher and I circled where each childs work stood so that they and their parents will know how they were evaluated and what they need to work harder on next time. The graded rubrics can be found following each students work in Task 3 Part A Lesson 5.]
Assessment Commentary c. Describe how you will support students to apply the feedback to guide improvement, either within the learning segment or at a later time. [Students were able to use the informal feedback (post it notes) to revise their Home poems. This primarily occurred after the learning segment when the students were working on their final poetry books. The feedback that the students receive on the final formal assessment rubric will help to guide their understanding of how they will be graded on future projects. I can use it to help explain to them the purpose of the checklist and how those of them who effectively used it, were able to get a good grade on the final project. It helps to show the students that their grade is based on specific evidence and that there are no hidden criteria. Everything that is expected of them is clearly laid out and it is up to them to complete it with the help and guidance of both my cooperating teacher and myself.] 3. Evidence of Language Understanding and Use
You may provide evidence of language use with your video clip(s) from Task 2 AND/OR through the student work samples analyzed in Task 3. Refer to examples from the clip(s) (with time stamps) and/or student work samples as evidence. Explain the extent to which your students were able to use language (selected function,
vocabulary, and additional identified demands) to develop content understandings. [All three of my student work samples Student 1, Student 2 and Student 3 show that they are able to write metaphors in their Home poems. It is also evidenced in their work samples overall that they are able to use various required formats to create different kinds of poems. Students 1 and 3 both successfully wrote Haikus which required them to be able to count the number of syllables in a word so that they could create the proper 5-7-5 syllable line pattern. Student 1 was particularly adept at using the requisite skill of descriptive language as is evidenced in all of his work (Task 3 Part A Lesson 5 Student 1) In terms of the selected function, I choose to use interpreting. My students abilities to interpret can be seen in Task 3 Part A Lesson 2. Here students were given a metaphor and had to work with a partner to interpret it. Both in a written form and an illustrated form. Student 1 and partner had the metaphor The teeth of the crocodile are little white knives. They drew a crocodile with sharp teeth and wrote He got sharp teeth which was a correct interpretation of the metaphor. Student 2 and partner had the metaphor The crab was a dancing pair of scissors, clicking across the sand. They drew the picture of the crab and his large claws snapping but were not able to explain it in their own words. Student 3 and partner also had the metaphor The teeth of the crocodile are little white knives. They drew a crocodile with sharp teeth and wrote He is feeling red and has knife teeth which means they are sharp. To put this explanation in context, we had just read Dr. Seuss My Many Colored Days and had talked about what color we are depending on our emotions. This two students thought that the crocodile would be angry therefore red since he was going to be using his sharp teeth.] 4. Using Assessment to Inform Instruction a. Based on your analysis of student learning presented in prompts 1cd, describe next steps for instruction
for the whole class for the 3 focus students and other individuals/groups with specific needs
Assessment Commentary Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge). [Lesson 5 was my last poetry lesson before we moved into working on our final poetry books. Based upon the analysis of student learning I presented in prompts 1c-d I made sure that I circulated and checked for understanding between metaphors and similes as my students were working on their poetry books. I made sure to help Student 2 re-evaluate his Home poem based upon my feedback before he wrote his final draft. I also worked with Student 3 one day when the aide was not available and helped him write out his poem he told me what to write and I wrote it so that he could copy it. He had written it but was not able to read his own handwriting and was confused. Based upon the final formal assessments, next time I would try to keep some of the students more on task. I was focused on helping the students who I knew needed help and surprised by some students such as Student 2 who needed more teacher guidance to get his work done. I think that it would also be helpful for some students if I hung the whole rubric up so they knew exactly how they were being assessed. I knew that it would confuse many of the students, which was why I developed the checklist. But I think that it would have been helpful for some - particularly one of my gifted students.] b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory. [I think the next steps that I would take follow the humanistic approach of Carl Rogers. His ideas necessitate a classroom where every student feels safe so that new ideas can be effectively explored and students can take risks without worrying about failure. It places the importance of learning on the teacher and requires them to create a safe, caring environment. I think that creating clear guidelines and helping students to reach them does exactly this. Students are able to feel comfortable and able to grow when they know what is expected of them. I also think that it would have helped some of my students if we had debriefed after each session of working on our final poetry book. I could have asked what was going well, what they needed help with. I think this would have helped to identify some of the students who were offtask or some of the students who were sitting quietly but actually needed help and were not asking for it. Having this discussion would have helped my students develop problem-solving skills. We could have talked about the problems they were facing and how we could go about fixing them together.]
Copies of Informal and Formal Assessments. Also include in Task 3 Part A Student Work Samples, and in Task 3 Part B Evidence of Feedback.
Student 1 Informal Assessment Lesson 4
Student 2 Informal Assessment Lesson 4 At left: Student 3 Informal Assessment Lesson 4
Student 1 Formal Assessment Final Poetry Book



Task 3 - Part C - Assessment Commentary

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Task 3 - Part C - Assessment Commentary

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Assessment Commentary

I have a lot of mistakes.

pages. I wrote neatly.

I illustrated each of my poems in color.

the essential literacy strategy and requisite skills

Written directly on work samples or in a separate document;

Student 1 Informal Assessment Lesson 4

Student 2 Informal Assessment Lesson 4 At left: Student 3 Informal Assessment Lesson 4

Student 1 Formal Assessment Final Poetry Book

Student 2 Formal Assessment Final Poetry Book

Student 3 Formal Assessment Final Poetry Book

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