Revised 5qti5nvo EdTPA EAL Assessment Commentary

English as an Additional Language
Task 3: Assessment Commentary
TASK 3: 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 video or audio clip of feedback or a work sample and you or the focus students are occasionally inaudible,
attach a transcription (no more than 2 additional pages) to the end of this file. These pages do not count toward your page
total.
1. Analyzing Students Development of English Language Proficiency through ContentBased Instruction

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[The standards for this learning segment assessment were WIDA ELD Standard 5: The
language of social studies and RI.3.9Compare and contrast the most important points and
key details presented in two texts on the same topic. The specific content and language
objectives are as follow; I can compare and contrast a locust to a grasshopper, I can identify
key facts about migration, I can listen and answer questions about migration, and I can read
multiple choice and true/false questions on a test.]
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

1 of 6 | 10 pages maximum
All rights reserved.
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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.

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.
[See table labeled Kahoot scores for whole class under student work samples and assessment
results in task 3]

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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 their development of
English language proficiency within content-based instruction. Provide
translations of home language used in the work samples as needed to support
your analysis.
Consider what students understand and do well, and where they continue to struggle as
they acquire English language proficiency and content simultaneously (e.g., common errors,
confusions, need for greater challenge).
[The three samples are from Francisco, Inari, and Jinubi. All three of these students have
different background knowledge, strengths and weaknesses that influenced their learning
shown through the Kahoot quiz. Francisco is a student with (SIFE). His Kahoot scores look
great only getting one question wrong. However, the simple scores dont tell the whole story. I
would read all the questions in English aloud for all the students. Mrs. Blanco for many of the
questions would translate the questions and possible answer choices into Spanish for
Francisco. Thus the quiz score of 10/11 didnt accurately reflect Francisco English language
development. I wasnt able to see Franciscos comprehension in regards to listening to English.
I am glad Mrs. Blanco was there to help Francisco. I could tell his confidence was boosted when
he saw he was successful answering the questions. When looking at Inaris answers I can see
that he struggled with vocabulary. He was easily confused between what a solid and liquid was.
Also the other questions he answered wrong all had to do with the vocabulary of migration. The
pattern of struggling with academic vocabulary about migration was evident with the class as a
whole. Even with lots of hands on practice and implementation they could describe the
migration process but could not put the correct vocabulary with it. When looking at Jinubis
results he had trouble applying the vocabulary term to a different population. In the examples I
used in the lessons prior to the Friday quiz it was all about animals. Thus this question took a
higher order thinking skill to apply the vocabulary term of migration (travel) to humans. One
question that was on the Kahoot quiz was from the reading the students did just before taking
the quiz. After I read the question out loud to the students many were confused. I had to remind
the students that some of the questions came directly from the last reading. Some students
such as Joavanny and Fatna stated that they guessed on this question since they could not
remember the previous reading. Lastly, after analyzing the Kahoot results I could see that
comparing and contrasting two items is something I would still need to continue to review with
them and provide more practice in order for all students to be successful. ]
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 their development of English language proficiency within
content-based instruction.
[Unfortunately I dont have evidence of all the feedback I gave my students. I originally gave
verbal feedback and went over the questions/ answers as a whole class. I also pulled students
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aside to go over different questions they specifically got wrong. However, my flip camera cut off
after 2 mins into my lesson instead of tapping the whole 30 min session of warm up, Kahoot
game and individual feedback. Therefore I provided documents of written feedback from the
vocabulary assignment I taught on Tuesday March 10th. When I handed back the worksheets I
made sure to verbally go over the comments I wrote on their paper. In regards to my comments
on Franciscos paper I included the Spanish equivalents for the vocabulary words on the sheet. I
confirmed that the Spanish words were correct with Mrs. Blanco. Going over the Spanish words
with Francisco helped him make connection to the English words. On Franciscos paper I also
made sure to put positive comments. I know this activity was difficult for him and I could tell he
put a lot of effort into the sheet. Also when I conferenced with him I made sure to help him
connect the vocabulary words to his life. I tried to see if he had any examples of the different
vocabulary words. (In his worksheet he copied exact pictures I presented on the board, down to
the color.) Thats when I found out he has been in a car crash. I made sure to write that under
my meanings in pictures section. This allowed him to have a personal connection to help him
remember the vocab word accidents. On Jinubis paper I wrote color? On the assignment he
was supposed to have a color detail picture to help him remember the vocabulary words. I made
sure to state this direction many times during the activity. This tells me that he was either not
listening or didnt understand my oral directions. My background knowledge on Jinubi I know
that listening is something he struggles with. Listening and accurately completing multistep
directions is hard for him. I wish I created an example to have as a visual so he could not only
hear but also see what the directions and expectations were of him. When conferencing with
Inari I asked him to explain what he drew for his picture for thunderous. He said he drew a
person covering his ears since he heard a gun shot. He told me that he hears gunshots in his
neighborhood and they are loud. This gave me more insight to his home life and how it affects
his learning. When I asked him about the word dramatic and what he drew he could not explain
it to me. He didnt know what the term meant. This told me that he was just copying down the
information and has not fully comprehended it. This is consistent with his Kahoot data where he
struggled with other vocabulary words about migration. ]
c. How will you support students to apply the feedback to guide the development of English
language proficiency within content-based instruction, either within the learning segment
or at a later time?
[I think it is important to continue to provide positive and motivating comments to these students.
All three struggles with self-confidence and helping them boost their self-confidence will help
their overall learning of the language and content. I will continue to help Francisco find the
Spanish equivalents for the vocab words we learn for the next weeks journey story. When we
do vocabulary logs the next Tuesday I will make sure to go over the directions and expectations
for what needs to be on the log. Along with verbally telling the expectations I will show a log that
I will have filled out. We will go over as a class how the log example meets the expectations. I
will make sure to check in with students and see if they need to add anything before they turn it
in. For next week I will make sure to provide times/ opportunities for students to go over the
vocabulary terms and their meanings. This will allow the students like Inari more exposure and
practice with the vocabulary.]
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 clips from Task 2

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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 clips and/or
student work samples as evidence. Evidence from the clips may focus on one or more
students.
a. Explain and provide evidence for 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.
[One language demand I identified in Task one was using language to communicate with
peers. Students in the start of the video clip labeled language use had to talk with their
partners to communicate what they observed about the grasshopper and locust picture
on the board. Not only did they have to speak to their peers using descriptive words they
had to listen to their peers. Students had to listen to each others observations, which
allowed them to gain more knowledge about the physical features of a grasshopper and
locust. During this time I made sure to listen to the different partners and see what they
were able to say in English about the two insects. This also allowed me to see who was
struggling and what background knowledge the students had. When I asked students to
share what they observed about the features they did that and much more. They gave
examples of features that both a grasshopper and locust had. They used the word both
thus demonstrating the language function of compare and contrast. In regards to
vocabulary some students were able to use vocabulary specific to locusts and
grasshoppers, which are both insects that migrate. Jinubi was able to verbally say that
both a grasshopper and a locust have antennas. When I asked him to identify them on
the body he was able to go up to the board and correctly identify the antenna. In video
clip two from Tuesday March 10th students were required to read about the locust and
grasshopper and compare the two insects in regards to habitat, behavior, and physical
features. Students were then able to take what they read and to write down information
about either a grasshopper or a locust. Thus students had to identify what characteristics
pertain to each insect. Students then placed their facts on the T-chart. As a whole class
students listened as we read the facts about each insect. We went over whether the fact
pertains to both insects or to just one of them.
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 English language learners in your class who may require different
strategies/support, such as students with IEPs or 504 plans, Students with Interrupted
Formal Education (SIFE), readers who struggle in their first language, students at varying
levels of language proficiency, long-term ELLs, underperforming students or those with gaps
in academic knowledge, and/or gifted students.
[After looking at the Kahoot assessment results I know there are many aspects I can add to my
future instruction. One aspect would be to integrate the Spanish terms for the vocabulary
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throughout my instruction. This would help not only Francisco but also the other students whose
first language is Spanish. It would then allow me to not rely on Mrs. Blanco to translate during
future quizzes but I could implement the Spanish vocabulary. In regards to the whole class I
would want to make sure to provide opportunities throughout future learning segments to
demonstrate their knowledge of the academic vocabulary besides the vocabulary log. If
students are given the chance to implement the vocabulary into a task it will help them
remember the words. It will also allow me to have a chance to see where students are in their
learning of the vocab words. If I see they are not using the words correctly in a writing task I
know I need to go back and reteach those words. Thus students will be able to transfer this
vocabulary knowledge to the readings in their general education classroom. I would also
continue to work on the concept of comparing and contrasting two items. I would want to make
sure to have students practice using the academic words compare and contrast in different
tasks. Lastly, for a future assessment I think having students display their knowledge via
speaking or writing would be beneficial. This would help them practice and feel more
comfortable with those skills. The kahoot game allowed them to practice listening and reading.
However, many tests they perform in their general education classrooms are written tests. I
want the students to be set up for success and be able to use their knowledge of comparing and
contrasting the content in written form. ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from theory and/or research relevant to ELL education.
[The next step in my instruction of providing the Spanish words for Francisco would allow
him to add the English vocabulary equivalent terms to his schema. Also providing more
individual tasks that allow students to implement their knowledge of the academic content
vocabulary follows the gradual release of responsibility. Students participating in written
informal assessment would be considered a higher order task than the Kahoot quiz on
Blooms Taxonomy. Another suggestion for future learning that is considered a higher order
task would be having students implement the academic vocabulary during different tasks.
These tasks would more than simply know the definition of the word, but also being able to
use it correctly in writing or speaking.]

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English as an Additional Language

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Students Development of English Language Proficiency through ContentBased Instruction

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

English as an Additional Language

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

English as an Additional Language

Written directly on work samples or in a separate document;

English as an Additional Language

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

English as an Additional Language

For the whole class

English as an Additional Language

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

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