Weber EdTPA ELE LIT Assessment Commentary

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 and standards measured by the assessment you
chose for analysis.
[Common Core Standard: Literacy

Produce clear and coherent writing in which the students development and organization
are appropriate to tasks, purpose, and audience.
Objectives:
I can develop and organize my writing clearly so my reader understands what I am trying to say.
I can develop and organize my writing to fit the task, purpose, and audience for which I am
writing. ]
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.
[
When using the rubric designed to evaluate students writing there are trends in areas
that need additional attention in the future. With more than sixty percent of students with spelling
errors it is important to continue to work on building word knowledge and practice the use of
resources that can support our writing and prevent spelling errors. Students also need to have
continued instruction on punctuation. Errors in punctuation that lowered the majority of students
scores were missing punctuation. Though punctuation was not explicitly covered on its own in
this learning segment, students are expected to be using grade level appropriate grammar and
punctuation. Without proper use of punctuation a reader can be confused by the message the
writer is trying to convey therefore it is important to the central focus.
The evaluation criteria showed students had the most success in staying focused on the
topic they chose. Almost eighty percent of students were able to clearly write about the topic
they chose and support the objective we have been working towards throughout the first two
writing units this year. Students also showed growth in their writing from where they started with
drafts to where they ended with final published texts. When comparing notes from the
conferences to students final published pieces it was evident that students had progressed by
clarifying confusing parts, adding appropriate words and phrases to enhance their writing and
taking into consideration the order and organization of their text.
Finally, students wanted to truly present their hard work in the best way possible. All but two
students attempted to write in their best handwriting. This does not mean that all but two
students had fully legible writing, however, all but two students produced their best handwriting
to date. Many students also spent their own free time creating illustrations and title pages to
complement their text. Their published products were something each individual was proud to
share with parents at conferences. ]
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
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
1 of 5 | 10 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

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).
[
Student ones work sample showed an understanding of writing to the original chosen
purpose and the use of clear handwriting for readability. However, the final published piece
seemed to contradict the conference discussion on where changes were identified and marked.
The student showed competence in applying the essential literacy strategy of self-evaluation
when discussing their work during conferences and during whole group discussions. Some
sentences that were marked to be changed or deleted did not get addressed and were left as he
originally wrote them. Also it seemed he decided not to use any resources to help with spelling
errors. He did not apply the essential literacy strategy of revision and seemed to have
disregarded the lesson from day four where we discussed how to make proofreading
corrections.
Student two was able to apply the requisite skills to improve their writing. There is evidence
they used synonyms to liven up their story and organized the order of events in a clear manner
for others to read. When conferencing with this student they had continued to write about the
events in the trip but ran out of time to reach the final day. He had gone into detail about
bouncing back and forth between two amusement parks. Through discussion he was able to
determine what should be edited out. Though this student was able to apply their skills when
writing, but did not share much in the whole group discussion.
With the third students work sample it is evident that they struggled to apply the requisite
skills. This student ended up changing the piece they had been working on before writing their
final draft. This showed that they were more interested in finishing something quickly rather than
put effort into a longer piece. The student did stick to one topic for the majority of their writing.
They also worked on using the correct punctuation when it was needed. It did not seem that
they student was applying the essential literacy strategy by self-evaluating their work and
revising it to be clear for their audience.
The whole class summary suggests that two of the three students were like their peers.
They were able to show some sort of understanding of the literacy strategy of self-evaluation to
make sure their text was clear for their audience. The whole class also showed they understood
how to apply some of the requisite skills. ]
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;

In video clip(s) from the Instruction task (provide a time-stamp reference) or in a
separate video clip
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[
With student one the feedback was a way to help build his confidence in his work. The
student often would get frustrated with their work in writing and in other content areas. By
having small conversations about ways to solve their frustration and making a plan to complete
the assigned task this student would often be able to stay on track. It also boosted student ones
V3_0914

confidence enough to participate in later group discussions. With prior experiences pointing out
that student one would get frustrated it also meant that they would often take short cuts to
complete the assigned task. What this learning segment tries to reinforce is a strategy of closely
looking and self-evaluating one piece of writing multiple times. By setting a plan in place on how
to execute writing a quality final text the feedback should show him how each of the requisite
skills will help him and be worth the time it takes to do it right (Student1_feedback video).
Student two is a student who needs to be challenged at times. During the conference the
student brought questions and concerns to me which guided our conversation. I was able to ask
the student appropriate questions and suggestions to help them make their own decisions on
the areas they were struggling with. The student was able to internalize their own editing as I
had them read their piece aloud. There is evidence the student listened to the feedback and
made improvements when working on their final draft (Student_2_feedback video).
The third student is one that has an IEP and struggles to stay on task. Their feedback was
not captured on video but noted during small interventions to keep the student on task. Also
feedback was written on their rubric for assessment and to be used for future writing pieces.
The student struggles to stay focused on one task and struggles to complete a task on time.
The student is easily distracted because of behavior issues and also misses portions of writing
to work on social skills at the end of the day. The student was receiving consistent feedback on
the alphabet piece they selected to write about. Each day the student was given the goal to
write about at least five animals with a minimum of one sentence for each animal which would
match a letter of the alphabet. The student was reminded of the basic writing skills such as
capital letters and punctuation at the end of the sentence. Since student three was given several
prompts throughout the independent work time and they were often pulled at the end of the day
to prepare to leave with the special education teacher time was not dedicated to an individual
conference. The student was asked to turn in their final writing piece and they decided to turn in
a piece about getting ready for school instead of the alphabet piece. This was allowed since
students had choice in what they wrote. Student three did write with a specific purpose and
used proper punctuation throughout their final text. ]
c. Describe how you will support students to apply the feedback to guide improvement,
either within the learning segment or at a later time.
[
With student one I was able to meet during independent time on the fourth day of the
learning segment. Student one had already written and marked his text in a way that seemed
they were well on their way to making the proper changes in making their writing more clear. I
believed that by day five of the learning segment student one would be able to apply the
discussion we had about transferring our draft into a final copy. By modeling and being coached
on how to use a draft in writing a final piece I believed students would follow my model. Student
one was one student among several others that were given feedback far enough in their writing
process to make the appropriate corrections before publishing.
Conferencing with students throughout the learning segment allowed me to see how well
they were transferring each of the requisite skills as the week progressed. There was a
limitation on how many students I could meet with each day of the learning segment. For
students that I was unable to check back with a second time before the published piece was
turned in I would have to supply feedback at a later time. Based on the results I will need to
make it a priority that I review specific areas of struggle with certain students. Knowing that we
will have another chance to practice the requisite skills from this learning segment in future
writing units makes it important that I keep my notes not only from conferences but also from the
assessment. It will be at another round of writing conferences that I can discuss with individual
students about ways they need to improve on their writing.
For whole class issues I was able to take samples from the conferences during the week to
create my example for the last mini lesson where we reviewed the requisite skills that had been
V3_0914

taught during the previous mini lessons. I used that opportunity to have students identify errors
they were making in their own work. I noticed that students were making suggestions similar to
what we had discussed in during our conferences. This was a chance to remind students of the
feedback they had already received and see how it can be applied to a piece of writing. ]
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 clip(s) 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 clip(s) (using
time-stamp references) and/or student work samples as evidence. Evidence from the clip(s)
may focus on one or more students.
a. Explain 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.
[
During individual conferences I continued to model the use of the academic language
needed in this learning segment. When I used the terms that had been discussed at the
beginning of the week students were able to understand what I was saying and respond
appropriately (Student1_feedback time: 00:00). Students struggled to use the language
themselves during our sharing times at the end of the lessons. The use of sentence frames to
help prompt students when discussing the actions they were taking were not utilized as much as
originally planned. ]
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 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).
[
As students progress into the third unit of writing they will continue to create published
pieces. It will be vital to continue their instruction on self-evaluation and revision with a focus on
spelling and punctuation. This will not only be addressed coinciding with the writing lessons but
also in other content areas where students are exposed to new spelling and the use of
punctuation in a variety of ways. Instruction will include new ways punctuation is used and
having them determine the purpose of the punctuation. By understanding the meaning behind it
they will be more likely to use it successfully on their own.
V3_0914

Student one needs additional instruction and guidance in transferring their draft with editing
marks to a final product. This student is very similar to most their peers in needing more
instruction on spelling and grammar. Supports to put into place for this particular student is a
location to work where they will not be easily distracted and can stay calm when frustration
starts to get in the way of learning. A specific support to help this student stay focused and
confident in their work would include a daily checklist of simple tasks to remind them of how
simple tasks can go very far in creating a successful piece of writing.
For student 2 there are continuous ways for them to grow and be challenged. Their future
instruction should include having them take on the task of adding more figurative language. This
student can be very articulate when they choose use their strengths orally. I would work to
encourage their strengths to be written as well as spoken. The individual conference helped
them open up to adding more details and I would help them create a timeline which would allow
for more time to add the language they truly wanted.
Student three shows a further instruction in many areas. Beyond the instructional needs that
are provided in their intervention he needs continued language support. Due to time and
schedules this student does not receive the ESL support that has been suggested. Altering
instruction in the classroom to meet their needs would include oral language support to match
written language support.
]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[
For the whole class instruction students should also be challenged appropriately and
have successful struggles to truly learn. This is what theorist Lev Vygostky encourages with the
Zone of Proximal Development (ZPD). With exposing students to punctuation in a variety of
ways where they have to discover the purpose of it will have them at the right ZPD to learn.
Most students have been exposed to punctuation so they understand it, but they have not been
challenged to discover what specifics ones means which is the part where they will be struggling
successfully to comprehend.
In respect to the steps that should be implemented with student one there has been
research that supports the connections between oral and written language. Students are often
encouraged in reading to say something aloud to see if it makes sense to their ears. If this
student can improve on their use of syntax of the English language orally then there should also
be growth in their written language.
Student one should be provided a comfortable setting to boost confidence. When a child
has their needs met and are less concerned about other distractions then they can focus on
their confidence and learning. This thought process is influenced by Maslovs hierarchy of
needs. I believe when he is more comfortable he will be more successful at achieving his goals.
]

V3_0914

Weber EdTPA ELE LIT Assessment Commentary

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Weber EdTPA ELE LIT Assessment Commentary

Încărcat de

Drepturi de autor:

Formate disponibile

Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

[Common Core Standard: Literacy

Elementary Education - Literacy

the essential literacy strategy AND

Written directly on work samples or in a separate document;

Elementary Education - Literacy

Elementary Education - Literacy

for the whole class

Elementary Education - Literacy

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

S-ar putea să vă placă și