Assessment Commentary Write the Assessment Commentary (no more than 8 single-spaced pages, including prompts) by providing your

response to each of the prompts below. 1. Analyzing Focus Learner(s) er!ormance a. Identify the lesson objectives from the learning segment measured by each daily assessment record. There were four lesson objectives that were measured daily with an assessment. They were !. "iven an e#ample of a rubbing of a coin$ learners will wor% cooperatively to complete a rubbing of a coin with &'( accuracy. ()C.*a) (a) ). "iven an enlarged coin and a series of +uestions$ learners will construct full sentence responses in order to demonstrate fluency of speech with &'( accuracy. (CC,,.-.A/ .iteracy.,..0.0$ CC,,.-.A/.iteracy.,..&.0) (a) *. "iven two +uantities of coins$ learners will select the larger +uantity in order to demonstrate awareness of mar%et prices with &'( accuracy. (!1.A.*a) (c) 2. "iven two items$ learners will compare the price and determine which is lower in order to demonstrate awareness of mar%et prices with &'( accuracy. (!1.A.*a) (c) I also wanted to gauge the students knowledge of coin identification, with a final assessment at the end of the learning segment. This I could compare to the initial probe taken, prior to the start of the learning segment. b. 3escribe any changes in the assessments$ daily assessment records$ and4or lesson objectives from what was described in the lesson plans$ and e#plain why changes were made. I made modifications to the second objective of my lesson$ going into the second and third lessons of the learning segment. I made this change because of the ability of my learners. In the first lesson$ I as%ed them a series of +uestions about the coin$ a penny. -very answer re+uired me to prompt them. I started offering them choices What is the shape of this penny5 Is it round or s+uare5 I still seemed unable to reach them. They were only repeating bac% to me what they thought I wanted to hear$ and I %new that I wasn6t helping them learn in any way. ,o going into the second and third lessons$ instead of as%ing them leading +uestions about the coins$ I put up a picture of the coin on the 7romethium 8oard and I had them draw it. And while they drew the coin$ I tal%ed about what they were drawing. 9.oo%: ;ou both drew a circle first$ very good. ;ou drew a circle first because a nic%el is in the shape of a circle.< 8oth learners enjoyed this method much more and were far more engaged in what they were doing than when I was as%ing them a series of +uestions.

c. If a wor% sample is an e#cerpt from video from Tas% ) Instructing and -ngaging the =ocus .earner(s)$ provide a time/stamp reference here.

d. ,ummari>e each focus learner6s progress toward the lesson objectives. This summary can be presented in a chart or described in several paragraphs. .esson ?bjective ?ne 8randon did very well after watching me model a coin rubbing with a penny. @e went immediately to creating the coin rub. @owever$ 8randon lac%s impulse control with writing instruments. I tried to provide him with additional tas%s (writing his name and writing the word penny)$ but he began coloring in the penny that he rubbed$ which created a poor rubbing. 8y lesson two$ 8randon hardly had to watch me do the coin rub. @e went immediately to doing it$ and I was able to divert him upon finishing to maintain the wor% sample. 8y lesson three$ 8randon was very enthusiastic about the coin rub. @e wanted to see the coin coming through the paper and he colored it in very dar%ly$ so that it loo%s just li%e a coin. @e truly seemed to enjoy doing this rub. Terrence struggled with the coin rub. 3uring the first lesson$ Terrence was having a very bad day and wanting attention badly. ,o after showing him what was e#pected$ I actually went and did hand over hand$ so he could complete the rub. 8y lesson two$ I tried to give him more freedom to complete the coin rub on his own$ but he still re+uired assistance. @e was having another difficult day$ as was 8randon$ and this was throwing off his mood and temperament. 8y lesson three$ Terrence actually pic%ed up the crayon and attempted to do the rub$ however$ he was not coloring over the coins$ but simply on blan% paper. I do feel that he made some improvement$ because he at least was attempting to do it$ rather than having a power struggle about it. .esson ?bjective Two 8randon did not respond well to the +uestioning during the first lesson$ and simply tried to parrot bac% words I prompted him with$ or say Coo%ie. =or the second lesson$ I let 8randon draw a picture of the coin. @e did so very enthusiastically. 8randon loves writing down words and using crayons$ so this was a special treat for him. @e too% his time$ draw the words on the coin$ and the head. 8ut then when he was finished$ he simply colored in the coin and destroyed most of his wor%. 8y the third lesson$ I was able to stop him when he finished$ and he did a very good job of recreating the coin. Throughout both lessons$ I described what he was doing while he did it. Terrence did not do well on the +uestioning during the first lesson. @e also did not do well on drawing the coins. 3uring the second lesson$ he did try to draw the coin$ but then turned it into a happy face for me. @e then drew his name and some words around it in circles. 8y the third lesson$ he didn6t even try to draw the coin. I wonder if there isn6t some issue with generali>ing across mediums. @e has always had issues with seeing a word and recalling its name. 7erhaps he has another issue with seeing an object and being unable to ta%e it out of its conte#t. .esson ?bjective Three 8randon had a very difficult time in telling the difference between two groups of coins. @e tended to choose the group that was closest to him every time and then rush bac% to his seat. I would bring him bac% up and count through each of the groups of coins with him$ so that he could choose the correct group. ?nce the two groups were counted$ 8randon tended to choose the correct group. There seemed to be no improvement with this s%ill from the first lesson to the last. Terrence too% more time in choosing and had no routine in which group he was choosing. @owever$ if he chose the incorrect group$ he didn6t seem to have the ability to self/correct$ li%e 8randon did. We would count through both groups and he would still choose the wrong group. 2

I wonder if his choice was completely arbitrary to begin with$ and it was just luc% that made him choose the correct group sometimes. .esson ?bjective =our 8oth students showed a much better ability at choosing between two numbers than they did between two groups of coins. 8randon was almost always able to choose the larger number or more e#pensive item$ and if he chose wrong and I verbally as%ed him which number was bigger$ he %new the answer. Terrence could always identify the price tags on the items$ but he did struggle with choosing the correct number. ,ometimes he would say one number while circling the other number. I feel that this is part of his issue$ with word recall. e. Analy>e what each focus learner appears to understand or do well and where s4he continues to struggle or need greater challenge$ including any patterns in misunderstandings$ errors$ confusions$ or needs. 8e sure to cite evidence from your summary (above) as part of this discussion. 8randon does very well when as%ed to copy an item or follow e#plicit directions. @e wants very much to please and do what is as%ed of him. -ven when he6s confused by a re+uest$ he tries to provide the answer that he thin%s the as%er wants. 8randon also has the ability to self/correct$ as mentioned in paragraph 1 above. When he chooses the wrong answer$ 8randon is able to step bac%$ e#amine what he did$ and correct his choices. This is important for growth as a learner. @owever$ 8randon does continue to struggle in choosing between groups of coins and between two numbers. Terrence appears to understand re+uests and what is being as%ed of him$ but has little ability or motivation to complete the re+uested tas%s. As mentioned in paragraph ) above$ Terrence had no desire to cooperate with the coin rub tas%$ and had to be guided hand/over/hand. -ven when as%ed to do something on the 7romethium 8oard$ Terrence had little interest in doing it right$ for most times. @owever$ when Terrence got the correct answer$ it is easy to see the joy and e#citement on his face at his success. I thin% that Terrence needs more opportunities for success$ in order to be motivated to continue to feel that way. In retrospect$ I thin% that my lessons were far too complicated and difficult for both of my learners. Aeeding to get my lessons planned and e#ecuted in three wee%s$ I had little time to get to %now both of my learners and their uni+ue needs. That understanding came closer to the end of my time at this placement. I wish I had more hands on activities$ li%e with the crayons and coin rubs. I wish I had time to hear their thoughts and let them e#press themselves in their own uni+ue ways. If I could change my lesson$ I would ma%e it much more basic$ much more simple$ and I would focus on letting the learners feel successful and accomplished at what they are doing. I feel this is where both learners struggle and need more of. f. Analy>e connections between each focus learner6s outcomes and instruction$ support$ and4or the learning environment. @ow did your instruction$ support$ or modifications of the learning environment lead to each focus learner6s progress on or attainment of lesson

By baseline data showed Terrence correctly identifying coins with a C'( accuracy on the first probe$ but giving up by the second and third probes$ and only identifying with a )1( or worse. @owever$ he was not putting any effort into the attempts. 8randon was identifying coins with a 2'( accuracy. With 8randon$ I truly believe that he was wanting to please me and to give me the right answer. When I didn6t correct him from one coin to the ne#t$ he would choose another 3

coin name. -ach time$ I was holding up the same coin$ and he would just try different coin names. By final assessments allowed me to gauge$ somewhat more accurately$ how the learners performed and what they too% from my series of lessons. 8randon answered with !''( accuracy$ both the coin names and the coin +uantities. ,ince %nowing coin +uantities is part of his I-7$ I was so pleased to see that he had ta%en some information from the lessons. In my third lesson$ I decided to try to ma%e the coin +uantities physical for both students$ by placing the coins in their hands$ one nic%el and five pennies. Then telling them they were e+ual. I let them see the two different +uantities$ let them feel the +uantities$ and told them again$ how they are e+ual. I was trying to ma%e connections for them$ between the +uantities and the two coins. =or 8randon$ I do believe it had some impact. =or Terrence$ it was much harder to gauge. @is final assessments were at 1'( for identification of names. I don6t %now if he %new the correct names and wrote the wrong word$ however$ because he struggles with word recall. I provided corrections on the paper$ telling him the correct names of the two coins and congratulating him on a job well done. =or the +uantity identification$ I helped him with each one$ so that he could complete it satisfactorily. Terrence very much wanted to do well and I could tell this and I wanted him to be successful. I do thin% that supporting the students$ helping them answer the +uestions that they struggle with$ is helping them ma%e connections. Terrence needs to be successful in order to %eep trying. Too often he6s clearly doing a poor job or a wrong job$ and when its pointed out$ he loses any interest or motivation in doing the job at all. When I let him complete the paperwor% with !''( accuracy$ he beamed at me$ so proud of himself. This will help him feel more capable of trying again and in other academic areas. Cite evidence from the learner wor% sample(s)$ the baseline data$ daily assessment records$ and final assessment (if different from the daily assessment record) as needed$ to clarify or illustrate your summary and analyses. ". Feed#ac$ to %uide Further Learning Defer to specific evidence of submitted feedbac% to support your e#planations. a. In what form did you submit your evidence of feedbac% for each focus learner for the final assessment5 Written directly on wor% samples or in a separate document In audio filesE or In video clip(s) from the instruction tas% (provide a time/stamp reference) or in a separate video clip5 I am providing my evidence of feedbac% in the form of video clips$ ta%en directly from my video. Time stamps Fideo Clip ! ) *0 b. -#plain how feedbac% provided to each focus learner addresses their individual strengths and needs relative to the lesson objectives. 4

Fideo Clip ! ) *0 0C G 8randon incorrectly counts an amount of pennies. I point out that now he has too many and point again to the price tag to as% him what it says. I %now that 8randon is capable of self/correction$ when he ta%es the time to analy>e his wor%. I6m using this strategy$ so that 8randon can analy>e and correct his wor%$ as well as ma%e the connection between the price tag and the four coins on his des%. I count the coins again with him$ when he isn6t able to ma%e that connection. 2 !* G Terrence is counting nine coins with me. @e counts incorrectly. ,o I as% if he has nine and he tells me yes. I get up and move around behind him to count the coins with him$ so he can see the nine coins. I do this because Terrence desperately wanted attention that day$ it had been very difficult. I hoped by providing him with hand/over/hand instruction$ it would let him %now that he had my full attention and he would be more motivated to participate. 1 !! G 8randon is as%ed to circle which group of pennies is bigger or has more pennies. @e gets up and slowly circles the first group of fewer pennies. I as% him how many pennies are in the group. I as% him how many pennies are in the group he didn6t circle. I then as% him which is bigger$ three or two. @e insists that two is bigger$ so I circle the group of three and say$ Three is bigger. 0 1! G 8randon is as%ed to circle which group of pennies is bigger. @e chooses "roup !$ which has 2 pennies$ instead of group )$ with 1 pennies. I have him remain at the board and I as% him how many pennies "roup ! has. We count through the pennies. I as% him how many pennies "roup ) has and he immediately tells me five. I as% if five is bigger than four$ and he changes his answer to group ). Fideo Clip ) 1 '* G 8randon responds to a +uestion about what he sees with a single word. I prompt him with the response I want to hear$ which is a full sentence. I see a nic%el. @e says only nic%el. ,o I as% him to use a full sentence$ and then I wal% him through the full sentence$ I see a nic%el. This allows him to complete my re+uest$ to construct a full sentence$ without being confused or frustrated by not having the words. I then immediately tell him Fery good$ for constructing the sentence. C ') G 8randon completes his coin rub. @e is upset at having to relin+uish the crayon$ and I immediately praise his coin rub. @e did a great job on the coin rub$ and I am hoping that by praising his good wor%s$ it will ma%e him forget his anger at losing the crayon. C !2 G Terrence tells me that he drew me a special happy face for me to ta%e home with me. This is something very unusual for Terrence$ and he only does this for people that connect with him. I ma%e a point to praise this$ and I6m sincerely very touched by his gesture. Though it isn6t accomplishing one of the main objectives of the lesson$ it is accomplishing a very personal connection with a student and praising his strengths. H '' G Terrence completed his drawing of the nic%el$ but had very few details. I tell him he6s doing a good job$ but to ma%e sure he6s included everything he can see on the board$ in his drawing. c. @ow will you support each focus learner to apply the feedbac% to guide improvement5

I ma%e sure to model e#actly what I re+uire from them$ whenever I6m providing feedbac%. If the student has made an incorrect choice$ I model the correct choice$ or give them options that lead them to the correct choice.

&. '(idence o! Language or Communication )nderstanding and )se

;ou may provide evidence of understanding and use of the targeted language4communication with your video clip(s) from Tas% ) A*+,-. through a learner wor% sample(s) provided in Tas% *.
Defer to e#amples from the clip(s) (with time stamps) and4or each focus learner6s wor% sample as evidence.

-#plain the e#tent to which each focus learner had opportunities to understand and use the targeted language4communication demands (function$ vocabulary$ symbols$ and other demands) to access the learning tas% and to demonstrate
By lesson objective for language was 1. i!en e"amples on the #romethian $oard, learners will choose which item costs more with 5%& accurac'. (c) -ach lesson$ I gave both students the ability to choose between two items$ both with different costs$ and to choose the more e#pensive item. I used the language when ma%ing my re+uest$ and also on the 7ower7oint screen$ I used some of the academic language that we were covering. 8oth students were allowed to come up to the board and to point or circle which price tag had the higher price. If a student chose incorrectly$ which occurred about half of the time$ I would give them immediate verbal feedbac%. I would tell them the number they chose and then point out the correct answer. I would as% them if they believe that one number was bigger or smaller than the other. Isually$ they would ma%e the correct choice at this time$ and circle the price tag with the higher price. Also$ in order to assist them with the academic language$ I gave them student/friendly definitions of the words I was using. I also provided most of the words$ either on my 7ower7oints$ or written on the bac%s of enlarged coins. This way$ they were constantly being e#posed to both the verbal and written language$ in different mediums. In the 7ower7oint$ the students6 choices are circled. In some cases$ I as%ed the student to circle the correct choice$ either by having them self/chec% or directing them to the correct answer. In some cases$ I circled the correct answer for them$ if the students were having a bad day or a bad time of getting an incorrect answer. Aeither student too% well to choosing wrongly$ so it was important that I always remain positive and I simply point out the more correct answer for them. /. )sing Assessment to 0n!orm 0nstruction Consider what you %now about each focus learner and the effectiveness of your instruction4intervention and the learning environment when designing ne#t steps. Connect your ne#t steps to your analysis of each focus learner6s performance for both learning targets. ,upport your decisions with principles from research and4or theory$ particularly as it relates to evidence/based practices$ when appropriate.

3escribe ne#t steps for instruction to reinforce current progress toward or attainment of the lesson objectives and4or to support further progress$ generali>ation$ maintenance$ and4or self/ directed use of %nowledge$ s%ills$ or future learning. Consider all aspects of instruction$ including support and environmental modification$ as appropriate.
If time allowed$ I would plan several e#tended activities to help strengthen the students6 %nowledge of a penny$ nic%el and dime. I would have students draw coins$ first from pictures$ then from memory. -ventually$ I would have them compare it to the rubbings of the coins that we made together. By Cooperating Teacher remar%ed that by the end of the year$ they would probably be able to do these lessons with ease$ if they did them daily. If time allowed$ I would do lessons li%e this daily$ or at least$ have them wor%ing with coins and counting and comparing numbers on a daily basis. I would also allow them to practice buying or selling items$ using pennies$ nic%els and dimes in e#change$ in order to introduce them to trade. There is already a system in place$ in the classroom$ where they earn +uarters for random acts of behavior$ and then periodically$ they are allowed to spend their +uarters on toys. @owever$ the +uarters are not counted or added$ and the toys have no actual prices. They just hand over whatever they grab from their dish to pay for it$ and it isn6t meaningful. I would want to see each of the items have price tags$ and then to award them specific amounts of money for specific types of behavior. Then they would have to determine how much they had and how much they wanted to spend. ?f course$ the final step that I would li%e to ta%e with these two students would be an actual trip to a grocery store or Bc3onalds. The students would be given actual money and allowed to go up and re+uest what they wanted. They would have to pay for their items$ and count out the change. I thin% it would be the most effective end product for the learning standards in this unit.