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]
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
main points in the text in the sample from Student 1 in my samples. This student decided to only
focus on main points using the codes discussed in class(star=main point, !=interesting fact,
?=question), which based on the directions given in class shows that he understood that in
order to write a good summary, he needed to focus on the main points that he found in the
article. On the opposite end of the spectrum, Student 2 was not clear in his coding of any of his
articles. In his sample work it is clear that he did not focus on the article as a whole and instead
only included information found in the first paragraph, and was not clear about which ideas were
interesting and which were main points. He also didnt include important aspects of the
information he did underline in the article in his final summary. For instance, he says he was
responsibal for an agenda, but does not explain what the agenda is. Lastly, students were
expected to put the article into their own words as opposed to copying down the article word-forword. In Student 3s summary it is clear that she is unable to take the information and put it into
her own words. She struggled in this area for both Lessons 2 and 3. ]
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.)
[ The main way I plan to improve student performance is first by having a checklist that they
have ownership of that includes all expectations of the assignment. I verbally told students what
was expected and wrote it on the board, but I think a teacher-created document that included
directions and then lines for writing may have helped the students who struggled, in particular.
These students have a hard time self-monitoring and making choices that make sense with the
assignment, so having those written clearly in student friendly language should aid in that
aspect of the assignment. Also, I think it is important for all students whose work is included,
and all students included in the lesson, that they have practice rewording information so that it is
clear that they have written it into their own words. This definitely needs more practice in the
classroom as students at all levels struggle to do this. Lastly, I think some students struggle to
form cohesive paragraphs in these assignments. Instead of following the expectations of the
assignment they just throw information together. By making the expectation for complete
sentences and complete paragraphs clear, I think students will improve and succeed. ]
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.
[ 1:05 in clip Teaching 1
The student at this part of the video is referring to her codes using the symbols that we used as
opposed to calling them questions, interesting facts or main points. She is aware of the
definition of all of these codes from practice during class and also because we reviewed the
meanings of these symbols in both large and small group. This is part of both the essential
literacy strategy and the requisite skill. She is showing evidence of her coding in a text that she
has had multiple exposures to and gives shares multiple codes she has included in her text.
3:57 in clip Teaching 1
In this clip one of the students mentions that all of his codes were interesting facts. He shared
the fact and I tried to clarify by asking him questions that would lead him to understand that
interesting facts can turn out to be main points. I feel that this is evidence that he was struggling
with the concept. However, through careful coaching and future lessons, the student was able to
code more clearly and recognize the difference, especially with the main point of the entire text
in mind.
2:05-5:05 in clip Teaching 2
In this part of the video you hear students using genre specific vocabulary related to biography.
This was an expectation for this lesson and they were very specific and thoughtful about the
vocabulary they decided to share in class. This sharing time also followed a think-pair-share
which was included to try to help students build off each others knowledge and also add new
ideas to students existing ideas.
5:13-6:26 in clip Teaching 2
In this clip students are recalling the requisite skills required in all stages of the lesson. They are
able to define the codes and help me recall them as I write them on the board. Although I do go
into greater detail when writing the codes, I believe that students remembering these codes
helps me to know that students understand what the codes are for and how to use them in an
article.
]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction