Task 3 Assessment Commentary

Elementary Literacy
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 student work sample or feedback as a video or audio clip and you or your focus students cannot be clearly
heard, attach a transcription of the inaudible 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 that were assessed during the post-assessment is the student's
ability to write an Acrostic Poem. Students would then be assessed on their ability to use
the correct concepts and formats that correlated with an Acrostic Poem. This will also
show their progression from writing their first poem. Students will also be assessed on
their ability to draft and revise (and eventually publish) a poem that they have created;
whether or not they use the parts of speech appropriately; and their
ability to use correct spelling (sight words), punctuation, and capitalization. How students
collaborate with their peers during the process of creating their poems will also be
observed.
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
Assessment Task 3, Part D.
[Figure A - Whole Class Pre-Assessment of Poetry - Acrostic
Objective Student Ability
Correct Concept/Format based on poem 62%

chosen
Drafting and Revising 75%
Parts of Speech (nouns, verbs, 41%

adjectives)
Correct Spelling (Sight Words), 25%

Punctuation, and Capitalization
Figure B - Focus Group Students Pre-Assessment of Poetry - Acrostic

Objective Students Student Ability
Correct Concept/Format Student #1 - Below Incapable

based on poem chosen
Student #2 - Below - Average Somewhat Capable
Student #3 - Average Capable
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Elementary Literacy
Drafting and Revising Student #1 - Below Incapable
Student #2 - Below - Average Incapable
Student #3 - Average Somewhat Capable
Parts of Speech Student #1 - Below Incapable
Student #2 - Below - Average Incapable
Student #3 - Average Somewhat Capable
Correct Spelling (Sight Student #1 - Below Incapable

Words), Punctuation, and
Capitalization Student #2 - Below - Average Incapable
Student #3 - Average Incapable

The data shown in figure A (whole class) and figure B (focus group) represents the level
of understanding the students had prior to instruction. This data was taken during a
pre-assessment given by Ms. Frazer prior to the implementation of the 5-day poetry
lesson. Ms. Frazer provided students with a President Acrostic Poem template during
the month of February to celebrate Presidents Day. After looking at the information
gathered from this assessment, Ms. Frazer was able to identify that over half of the
students (66%) were able to follow the Acrostic Poem format when creating their
President poem. Based on this information Ms. Frazer had to make sure that she gave
an in-depth explanation of what an Acrostic Poem is and provide the class a chance to
create an Acrostic Poem about their first-grade class to help those who were still
struggling. Along with this explanation and group activity, she also allowed students the
opportunity to work with their peers in creating their family Acrostic Poem.
Figure C - Whole Class Results from Post Assessment of Poetry - Acrostic

Objective Student Ability
Correct Concept/Format based on poem 75%

chosen
Drafting and Revising 83%
Parts of Speech (nouns, verbs, 62%

adjectives)
Correct Spelling (Sight Words), 41%

Punctuation, and Capitalization
Elementary Literacy
Figure D - Focus Group Student Results from Post-Assessment of Poetry - Acrostic (6

students)
Objective Students Student Ability
Correct Concept/Format Student #1 - Below Somewhat Capable

based on poem chosen
Student #2 - Below - Average Mostly Capable
Drafting and Revising Student #1 - Below Somewhat Capable
Student #2 - Below - Average Capable
Parts of Speech Student #1 - Below Incapable
Student #2 - Below - Average Somewhat Capable
Correct Spelling (Sight Student #1 - Below Incapable

Words), Punctuation, and
Capitalization Student #2 - Below - Average Somewhat Capable
Student #3 - Average Mostly Capable

After the Acrostic Poem lesson was implemented, the students were assessed on their
final revised copy of their family Acrostic Poem. This assessment covered all of the
concepts that were learned within the poetry lesson. The students were once again
asked to create an Acrostic Poem, but this time about their own family. By comparing the
charts from the pre- and post-assessments, it can be clearly seen that the students
improved in their understanding of the Acrostic Poem format/concept; their ability to draft
and revise their own writing; correctly use the parts of speech; and use correct spelling,
punctuation, and capitalization. By looking at these results the teacher was able to
identify which students might need some additional assistance and reinforcement
activities to increase and strengthen their knowledge of Acrostic Poems.]
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 a greater challenge).
Elementary Literacy
[The students in my focus group represented the students who are considered below
average, below average to average, and those that are average. There are 3 students
represented in each of the following areas in the group I was assigned: Student #1 -
below average, Student #2 - below average to average, and Student #3 - average.
Students #2 and #3 represent the average student within the class. Student #2 however,
will sometimes fall below the average student in his class, and therefore fell within the
threshold of slightly below average to average on his post assessment than some of his
peers. Student #1 represents the struggling students within the class. There are no
students within the classroom who have an IEP, however, student #1 is a student who is
taken out of the classroom for Reading Intervention for at least 30 minutes on a daily
basis.
Throughout this assessment, one can see that that Student #3 grew in her ability to
correctly and accurately write an Acrostic Poem. Student #3 was able to successfully
create a poem that was based on the concept of family and followed the format of an
Acrostic Poem. Student #3 was also able to implement the correct parts of speech into
her writing; use correct spelling (sight words), punctuation, and capitalization; as well as
draft and revise a poem that she created. The teacher graded the final revised piece
(prior to publication and illustration) that was created by Student #3. This was because
Ms. Frazer would be handing this final revision back with corrections she had made
pertaining to format/concept; parts of speech; along with spelling, punctuation, and
capitalization. Ms. Frazer had to make very few changes/corrections to the final revision
of Student #3. The only area that Student #3 struggled slightly with was the use of
correct spelling, punctuation, and capitalization. She was unable to correctly spell the
word “family” on her own and would consistently put two l’s at the end.
Student #2 did alright on the assessment. He was able to successfully create his poem
using the correct concept/format and was successful in his drafting and revising of his
Acrostic Poem. He was mostly capable when creating a poem that followed the correct
format/concept and only missed starting a line using a word that started with the
corresponding letter once. He was also capable in his drafting and revising of his family
Acrostic Poem. These can both be seen when looking at his assessment. He was able to
apply what he had previously learned about drafting and revising when he created his
personal narrative to creating his Acrostic Poem. Student #2 showed a slight
improvement in his ability to correctly use parts of speech and his ability to correct
spelling, punctuation, and capitalization.
Student #1 did not pass the final assessment but showed some improvement between
his pre- and post-assessment results. The post-assessment showed an increase in his
ability to create an Acrostic Poem that followed the correct concept/format. It also
showed an improvement in his ability to draft and revise a poem that he had created.
However, it also showed that he made no improvement in his ability to properly use parts
of speech or correct spelling, punctuation, and capitalization. These results from this
assessment were also consistent with his classwork. Student #1 often struggles correct
spelling, punctuation, and capitalization. As well as the proper utilization of the parts of
speech.]
Elementary Literacy
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.
[There is no video or audio work sample that occurs within a group context that primarily
shows the focus group students during the Acrostic Poem lesson. There is however a
clip of the focus group students completing their Bio Poems. Student #3 is the student
(female) that is sitting directly to the right of Ms. Frazer. Student #2 (male) is sitting to the
left of Ms. Frazer. Student #1 will appear later in the short clip when the camera turns to
the left. This student is the young boy sitting two seats to the left of Student #2.]
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
[The feedback I am submitting includes the three writing samples from the students
in my focus group. I provided students with feedback by writing directly on their
papers before I handed them back. On each student’s paper, I made note of where
students had misspellings. I also verbally noted where each student did a good job in
how they chose to describe their family and how they used the newly introduced
vocabulary. For students who misspelled the words they used I wrote the correct
spelling and had them add it to their word banks.]
b. Explain how feedback provided to the 3 focus students addresses their individual strengths
and needs relative to the learning objectives measured.
[For all three students in the focus group, Ms. Frazer gave verbal and written feedback
on their Acrostic Poem about family. Feedback was also given by either Ms. Frazer or
Mrs. Semrau during the three remaining lesson days. For each day of the poetry lesson
students were given feedback on the poem verbally and written. The feedback that was
provided to the students in the focus group was used to help the student’s progress in
their abilities beyond the work that they provided during the time of the assessment. The
three students I chose for my focus group were on different levels of performance
(below-average, below-average to average, and average), which required a variety of
feedback.
Student #1 is a struggling reader and a student that typically performs below average.
This student also typically needs assistance from the teacher or his peers on
assignments. Student #1 was not able to entirely master the objectives presented in
lesson one. Which required him to be able to follow the format/concept when writing an
Acrostic Poem; drafting and revising his poem; correctly using the parts of speech; and
the use of correct spelling, punctuation, and capitalization throughout his writing. I
presented this student with verbal feedback during one-to-one correspondence. I began
this one-to-one conference by asking the student to read their poem to me. After the
student was done reading their poem to me, I asked him if there were any words that he
Elementary Literacy
was unsure about his spelling on. I then gave feedback by modeling how to correctly
spell the words he misspelled and had him add them to his word bank.
Student #2 is considered to be a student who performs below-average to average

compared to his peers. On this assessment, the student was able to successfully master
the learning objective that involved his ability to draft and revise his own writing. The
student, however, was unable to fully master the learning objectives of using the correct
format/concept when writing an Acrostic poem; using the parts of speech correctly; and
how well he used correct spelling, punctuation, and capitalization. The feedback I
provided this student was both verbal and written. Like student #1 I asked this student to
read their Acrostic poem to me and asked about any words that they were unsure about
their spelling. I helped this student sound out each word they were unsure about the
correct spelling. When we had the correct spelling I wrote it on the students draft/revision
and then had them add it to their word bank for future use.
Student #3 is an average performing student who typically performs average compared

to her peers. This student was able to successfully master three of the four learning
objectives that were evaluated during the Acrostic Poem lesson on day one. The only
area that Student #3 did not completely master, but came close to mastering, was the
use of correct spelling, punctuation, and capitalization. For this student I had them read
their family Acrostic poem out loud and double-checking their spelling on their own.
There were only a few words that this student wrote incorrectly but was able to fix
relatively quickly. These words included: aunt’s, uncles, family, and siblings.
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.
[To help support the students in my focus group apply the feedback they received during
our one-to-one correspondence that followed the time of the pre-assessment. In this
classroom, there are four students who receive these services on a daily basis. There is
also one student who is an English-Language Learner who also receives support outside
the classroom. I met with each student in a one-to-one correspondence as a way to
deliver feedback and to meet their individual learning needs. The students were given
time to revise their Acrostic Poem during this meeting. Students brought their original
draft with the revisions that they had previously made. If the objectives were met, the
students were given the opportunity to start the Publishing process.
If the learning objectives were not met, the students were guided in the process of
making their final revisions to help them meet the requirements of the learning
objectives. During each one-to-one correspondence, students were asked to read their
poems out loud and then identify any words that they were unsure about the spelling of.
If students were unsure about the spelling I encouraged them to break the word apart
and sound it out. If the student continued to struggle with spelling then I assisted them
and had them add the word to their word bank.]
3. Evidence of Language Understanding and Use
Elementary Literacy
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 Instruction Task 2 and provide time-stamp references for
evidence of 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 Assessment Task 3, Part B.
3. Use the student work samples analyzed in 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 the
[The selected language functions found in this learning segment were seeking
information, inform, analyzing, and synthesizing. Prior to the start of this five-day lesson,
students used the seeking information function to learn about their families. Students
then used the inform language function to describe and report what they discovered
about their families. The third language function that was used during this lesson was
the analyze language function where students identified the relationships and patterns
they found within the different generations of their families. The final language function
that was used during this lesson was the synthesize language function. Students used
the synthesize language function as they took the information that they gathered about
their families and integrated it into the poetry that they were creating. This was also the
language function that students used the most throughout this writing lesson. This
concept was modeled by the teacher as she took the information about her own family
and then integrated it into a poem that she was creating about her own family. The
students were then allowed to practice this function by creating a poem as a class about
their Daring Dragon class with the information that they already knew about their class.]
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
[After analyzing the patterns of student learning throughout this lesson, I will
continue to elaborate on the main idea (poetry). There were 18 of the 24 students
who were able to master the learning objective of using the correct concept/format
for writing each poem; 20 of the 24 students who mastered the process of drafting
and revising a poem that they created; 15 of the 24 students who were able to
correctly use the parts of speech; and only 10 of the 24 students who were able to
master the use of correct spelling, punctuation, and capitalization. From this, I was
Elementary Literacy
able to properly build on the student knowledge of the main idea (poetry) by
modeling how to create each type of poem throughout each lesson. Each lesson
identified a different type of poetry format. In order to make connections to previous
lessons, students were asked to recall the information they previously learned about
their own families as well as how they drafted and revised their personal narratives.
By helping students make these connections to previous lessons, students will be
better able to recall information that they previously learned. Throughout this lesson,
I modeled examples, guided instruction, and allowed students to collaborate with
their peers as a way to help support student learning while they are creating their
family poems. There will also be differentiated instruction and assessments for
students on a variety of different levels. It is important to teach to each students’
learning needs in order to see any progress that students have made.]
◼ For the 3 focus students and other individuals/groups with specific needs
[Student #1 did not fully master any of the four learning objectives for lesson one.
This student struggled to follow the format/concept of the Acrostic Poem they are
creating and the drafting/revising process when writing their poem. The same
student was unable to master the learning objectives of properly using the parts of
speech; and the use of correct spelling, punctuation, and capitalization. In order to
support Student #1 and other students that did not master any of the learning
objectives. I will have the students collaborate in future discussions with students
that are above their level of ability. It will be beneficial for the students to work with
their peers that are at a higher level of thinking and reasoning. Student #1 and other
students who are struggling will be provided with modeling and detailed instruction
during future lessons and assessments. They will also have the opportunity to have
support from their instructor during lessons and after assessments.
Student #2 (below-average to average) only mastered one of the four learning

objectives completely. The other three learning objectives that this student was able
to somewhat master were the use of the correct format/concept when writing an
acrostic poem; the proper use of the parts of speech; and the use of correct
spelling, punctuation, and capitalization. In order to improve his abilities, Student #2
will have opportunities to collaborate with his peers who are at the same level and
above his own abilities in future discussions and lessons. Other students who also
did not fully master the learning objectives, like Student #2, will also have the
opportunity to collaborate with other students during discussions as well in order to
help them develop more appropriate responses. These students will also be given
the opportunity to revise their poem prior to publishing with the support of their
teacher as a way to help them by giving them the guidance they need in order to be
successful in future lessons and on future assessments.
Student #3 and those considered to be at the average level subgroup demonstrated

their abilities when mastering the learning objectives during the poetry lesson.
These students and the others at their level will be given opportunities to work with
peers who are at their level; as well as those above and below, in future discussions
in order to give all students the benefit from peer-to-peer collaboration.]
Elementary Literacy
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).
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[The accommodations that could be made for students who do not know how to count
syllables within a variety of learning styles during the lesson on Haikus (day 3). Howard
Gardner’s Multiple Intelligence Theory allows a teacher to give their students a variety of
opportunities to understand the concepts being taught. This can be done by having
students clap or tap when practicing syllables (Musical a nd Bodily-Kinesthetic
Intelligence) . Students also interact with other students during their peer-to-peer
collaborations (Interpersonal Intelligence) when creating their poems.
Additionally, having students verbalize their final published poem in front of their peers
will allow the teacher to assess their level of Linguistic Intelligence. By having students
share the process of creating their poem with the teacher the teacher will be able to also
assess their metacognition. This will also help the teacher to know if the students were
properly scaffolded through their Zone of Proximal Development. If the students are
unable to verbalize the process of creating their family poem, the teacher will then know
that the student might need to provide the students with more examples of creating a
poem about family.
Through having the students create their own family poems, they will be able to access
the higher levels of Bloom’s Taxonomy. This includes the ability to analyze or draw
connections between ideas/concepts; to evaluate or support their decision of what they
are putting in their poem; and the ability to create or produce new or original work that
shares a story about their family. This framework was created by Benjamin Bloom as a
way for teachers to see if students truly understand a concept that has been introduced.
These students are also able to practice the skill of critical thinking that they can apply to
other areas of their learning.]

Task 3 Assessment Commentary

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Elementary Literacy

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Correct Concept/Format based on poem 62%

Drafting and Revising 75%

Parts of Speech (nouns, verbs, 41%

Correct Spelling (Sight Words), 25%

Figure B - Focus Group Students Pre-Assessment of Poetry - Acrostic

Correct Concept/Format Student #1 - Below Incapable

Student #3 - Average Capable

Drafting and Revising Student #1 - Below Incapable

Student #2 - Below - Average Incapable

Student #3 - Average Somewhat Capable

Parts of Speech Student #1 - Below Incapable

Student #2 - Below - Average Incapable

Student #3 - Average Somewhat Capable

Correct Spelling (Sight Student #1 - Below Incapable

Student #3 - Average Incapable

Figure C - Whole Class Results from Post Assessment of Poetry - Acrostic

Correct Concept/Format based on poem 75%

Drafting and Revising 83%

Parts of Speech (nouns, verbs, 62%

Correct Spelling (Sight Words), 41%

Figure D - Focus Group Student Results from Post-Assessment of Poetry - Acrostic (6

Correct Concept/Format Student #1 - Below Somewhat Capable

Student #3 - Average Capable

Drafting and Revising Student #1 - Below Somewhat Capable

Student #2 - Below - Average Capable

Student #3 - Average Capable

Parts of Speech Student #1 - Below Incapable

Student #2 - Below - Average Somewhat Capable

Student #3 - Average Capable

Correct Spelling (Sight Student #1 - Below Incapable

Student #3 - Average Mostly Capable

Student #2 is considered to be a student who performs below-average to average

Student #3 is an average performing student who typically performs average compared

Student #2 (below-average to average) only mastered one of the four learning

Student #3 and those considered to be at the average level subgroup demonstrated

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