Student 1 Work Sample

Student 1 Work Sample

Student 2 Work Sample
Student 2 Work Sample
Student 3 Work Sample

(Student Signature)
(Student Signature)
(Student Signature)
(Student Signature)
 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 learning objectives for the assessment of Lesson 4 are measured by the correct
pronunciation of the words, vowels are placed on the correct lines, and at least one sentence is
formed by using one of the long o words. In this assessment, students use prior knowledge of
the long o to correctly identify and pronounce the long o words. The assessment evaluates the
students on the Georgia Standards of Excellence outlined in the learning segment. ]
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.
[ Figure 1

Figure 1 is assessment data from each student, comparing raw scores on the pre-assessment
compared to the assessment at the end of the unit in Lesson 4. The evaluation criteria of both
pre-assessment and Lesson 4 Assessment, In Assessment Criteria for the pre and post-
assessments, the students were to spell ten words that were orally spoken and write a sentence
using one of the words previously spoken. This would be meeting the standard. The criteria for
approaching the standard means that one third of the required components of the students’
work outlined in meeting standard are missing. Not at standard indicated that the students were
missing half of the required components outlined in meeting the standard. These requirements
remained the same for the Lesson 4 Assessment. ]

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 Elementary Education - Literacy
Task 3: Literacy Assessment Commentary

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).
[ Based on the analysis of the whole class data, the class showed significant growth. However,
in the Student Work Sample 1.1, the student did not complete the work. This is because the
student spent a significant portion of the time reading the words and identifying how to sort the
words. Student Work Sample 2.1, this student, along with many others were prompted in
sounding out the words by saying “What letters do we have in this word? What does each letter
sound like?” These questions allowed the students to think more clearly and critically. Student 3
worked independently during the work session. There were many students that were able to use
their prior knowledge. ]
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.
[ ]
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.
[ ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[ Although the feedback was written on student work, I obtained individual conferences with
each of the students to verbally and visually explain critiques and places where improvements
can be made. During my conferencing with the focus students, I discussed elements that the
students executed correctly and the learning target that need more practice. For example, in
Feedback 1, I praised the student on sorting the words on the reverse side. Then I addressed
the errors of backwards letters, sentence structure, and the incompletion of the task. In
Feedback 2, I also praised the student on correctly sorting the words, but I also addressed the
need for space between every word and the use of a smaller period. In Feedback 3, the student
completed the task independently and correctly, and I reinforced that punctuation is necessary
at the end of every sentence. Once the feedback was read and explained. I gave the students
the opportunity to ask any remaining questions they had about the learning task. By providing
additional support in the conferences, I could monitor how the student feels about the task. After

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 Elementary Education - Literacy
Task 3: Literacy Assessment Commentary

answering the questions, the students signed their named, providing evidence that feedback
was given. ]
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.
[ After conferencing with the students, it was revealed that Students 1 and 2 understand the
learning strategies, but they need additional support such as prompting in order to complete the
task. In this case I will work with them repeating the strategy by using different vowel sounds
and onset blends. This will allow the students to see that the rule always applies, even in the
instance of there being different sounds in the words given. Student 3, however, is confident in
the learning strategies. For this student, sentence structure and composition will be reinforced.
The student knows of the required components for a sentence, but practice and repetition is
essential. ]
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 demonstrate interactions with the word “identify” in Video Clip 2 in Task 2. Student
awareness of the language function is found in Video Clip 2 at 11:18. The student uses the
language function by shouting the vowel sound while reading the word “tote.” Because the
student has knowledge of the “sneaky e” “scaring” the vowel and making it shout its name, the
student also knew that the vowel sound in the word would be long. Key phrases like “sneaky e”
are evident in Video Clip 2 at 1:15. After the student reads the word “cut,” the we discuss how
the “sneaky e” is added and makes the vowel long. Also in this clip, the student has difficulty
identifying the word, in which I prompt him to identify the sound of each letter in order to finally
blend the word. Video Clip 2 at 9:36 demonstrates developing contextual understandings by

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 Elementary Education - Literacy
Task 3: Literacy Assessment Commentary

creating nonsense words to sound out and spell. When the e is added on the end, the same
rules apply. ]
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).
[ Based on the analysis of student learning, additional instruction is required to take the next
steps to mastery. As a whole, the class needs guided practice until independence is achieved.
The students are familiar with the learning targets but are discouraged when asked to work
independently. As for the focus students, I believe that Student 1 need additional one-on-one
practice in order to master the strategy. Student 2, however, needs some prompting, but will
reach independence with more practice and repetition. Student 3 meets the standard and is
ready for the next steps of instruction. To differentiate learning, I will have the student physically
arrange letters into words and have them practice composing text with the words. For higher
learners, I can have students identify the long o words on a coloring page and have the students
match a color to a specific word. ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[ By following these steps, it allows the students to have a kinesthetic aspect to their learning.
Kirin Sinha stated in Kinesthetic Learning: Moving Toward a Model for Education that “because
movement allows a student an alternative approach to the information, it can help put students
in the receptive state required for learning” (2014). In allowing the students to physically form
words, students have the freedom to be creative, and the content will also be retained faster. By
having the higher learners color code the words after identifying them, it allows the students to
practice following directions. This is major in a kindergarten classroom because it establishes
independence in preparation for first grade. ]

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 Lesson 4 Instruction Materials
Assessment
Name

Name the sound of the long vowels. Read the words. Color a star each time you read them.

hose pose nose

a e i o u rose dose chose
Read the word family.
those close
o s e -ose

p s d

n s d

h s d

r s d

Pick an "-ose" word from above and use it in a sentence.

^ 2017 Classroom Shenanigans

teacherspayteachers.
com
Pre and Post Assessment
Evaluation Criteria

Name: ___________________________________

1. ________________________
blow

2. ________________________
mat

3. ________________________
cone

4. ________________________
mop

5. ________________________
fine

6. ________________________
told

7. slow
________________________

8. ________________________
home

9. ________________________
gap

10. bold
________________________

Write a sentence with one of these words.

____________________________________________________
Answers will vary. Sentences must begin with a capital letter,
have finger spaces, and punctuation at the end.
____________________________________________________

____________________________________________________
Lesson 1 Instruction
Evaluation
AssessmentMaterials
Criteria

Highlight Long O Words

hope fog phone broke
pot pope dog home
hot hog boss mop
dome chrome tote pop
got zone dot poke

Rainbow Write the Long O Words

hope phone

dome tote

pope broke

chrome home

zone poke

teacherspayteachers.com
 Assessment
Lesson 2 Instruction
EvaluationMaterials
Criteria

Vowel Sort
(Short O and Long O)

Short O Long O

stop blow

off told

lot nose

frog froze

shop hope

bold

snow

coat
blow stop hope frog

sock
told froze soap
bold shop

nose off lot snow

teacherspayteachers.com
 Lesson 4 Instruction
EvaluationMaterials
AssessmentCriteria
Name

Name the sound of the long vowels. Read the words. Color a star each time you read them.

hose pose nose

a e i o u rose dose chose
Read the word family.
those close
o s e -ose

p o s e d
pose
n o s e d
nose
h o s e d
hose
r o
s e
d
rose
Pick an "-ose" word from above and use it in a sentence.
^ 2017 Classroom Shenanigans

Answers will vary. Sentences must begin with a capital letter,

have finger spaces, and have punctuation at the end.
teacherspayteachers.com