Malone Task3 Ac

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 assessment I chose for analysis measures if students are able to write a narrative in
which they recount a well-elaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and
provide a sense of closure. This learning objective uses the exact language of the standard
ELAGSE2W3, which states that students will Write narratives in which they recount a well-
elaborated event or short sequence of events, include details to describe actions, thoughts,
and feelings, use temporal words to signal event order, and provide a sense of closure. The
pre- and post-assessment measured this learning objective as students were asked to write
a narrative piece. As a pre-assessment, students were asked to write about a time that they
were happy, whereas on the post-assessment, students were asked to write about a time
that they were surprised. The evaluation criteria for both assessments was a writing
checklist that mirrors the language of the standard in which each piece was worth 5 points
each (20 points total). For example, if students recounted a well-elaborated event or short
sequence of events, they received a check worth 5 points on their checklist. If they included
details to describe actions, thoughts, and feelings, they received a check worth 5 points on
their checklist and so on. Points were deducted as needed based on the elements students
neglected to fully incorporate in their narrative pieces. ]
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.
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Post-Assessment Analysis
Recounted a story or well elaborated event
(5 pts.)
Included details to describe actions, thoughts, and feelings (5 pts.)
Used temporal words to signal event order (5 pts.)
Provided a sense of closure (5 pts.)
25
20
15
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
[
In the chart above, students’ post-assessment results are shown. Significantly, each area
scored as part of the checklist is color coded on the bars in the graph. Again, on both the pre-
and post-assessment students were asked to write a narrative piece. For the pre-assessment,
students were asked to write about a time that they were happy, whereas on the post-
assessment, students were asked to write about a time that they were surprised. However, the
evaluation criteria for both assessments was equivalent. On both the pre- and post-assessment,
students were expected to write a narrative piece that recounted a story or well elaborated
event, included details to describe actions, thoughts, and feelings, used temporal words to
signal event order, and provided a sense of closure. As such, on the pre-assessment,
approximately 91% of students struggled to meet the previously mentioned expectations in their
narrative stories. On the other hand, approximately 9% of students were able to produce a
narrative piece that met the previously mentioned expectations for a plausible narrative story.
Following instruction, on the post-assessment, 35% of students were still unable to comprise a
narrative piece that recounted a story or well elaborated event, included details to describe
actions, thoughts, and feelings, used temporal words to signal event order, and provided a
sense of closure. In contrast, 65% of students were able to comprise a narrative story that
recounted a story or well elaborated event, included details to describe actions, thoughts, and
feelings, used temporal words to signal event order, and provided a sense of closure. Important
to note, two students were not able to take the post-assessment due to absence. Overall,
however, most students were able to comprise a narrative that met the outlined expectations
while some students displayed a need for continued instruction to strengthen their abilities to do
so. ]
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).
[ Patterns of learning are exhibited by the whole class, and more specifically, the three focus
students. These patterns illuminate that overall my students improved their ability to comprise a
narrative piece. Significantly, the assessment directly aligned with the specified standard as well
as the learning objective outlined for the learning segment. Therefore, students have shown an
increase in mastery of composing narrative stories, the essential literacy strategy as well as
using graphic organizers to do so, a related skill.
The first evaluation criteria required students to be able to recount an event or series of events
(worth 5 points). Initially, on the pre-assessment, 68% of students met this criterion, whereas on
the post-assessment, 80% were able to do so with the exception of the two students that were
absent. Significantly, as we read narrative stories, students became familiar with how to recount
an event or a sequence of events when telling a story to an audience.
The second evaluation criteria required students to be able to include details to describe
actions, thoughts, and feelings (worth 5 points). To begin, on the pre-assessment, 18% of
students met this criterion, whereas on the post-assessment, 80% of students were able to
meet this criterion apart from the two students that were absent. This prodigious improvement
can be attributed to the students and I reading narrative stories and pointing out different types
of details. Significantly, from continuous modeling and analyzation, students were able to grasp
how to provide details when applicable to fully engage their reader.
The third evaluation criteria required students to be able to use temporal words to signal event
order (worth 5 points). On the pre-assessment, 9% of students met this criterion, whereas on
the post-assessment 60% of students met this criterion. This significant increase can be
attributed to the utilization of the graphic organizer, a related skill in this learning segment, in
which temporal or transitional words were already present.
The fourth evaluation criteria required students to be able to provide a sense of closure (worth 5
points). Initially, on the pre-assessment 23% of students met this criterion, whereas on the post-
assessment, 75% of students met this criterion. This increase can be attributed to continuous
modeling of narrative stories in which a sense of closure was given. Each day, I read aloud
narrative stories to my students that had a clear sense of closure. Thus, students were able to
grasp how to close their stories from stories read aloud throughout the learning segment.
Although, there were gains in each area, there were still some students that did not master how
to comprise a narrative story incorporating each of the essential elements. This explains the
65% success rate on the post-assessment as a collective.
Specifically, the following was found in the three student work samples:
Focus student 1: This student was able to recount a time that they were surprised with baby
chicks. However, they didn’t give any detail about the surprise, specifically. Instead, they talked
about how they felt once they got their baby chicks. The student did not give any details as far
as how or when they were surprised as well as how it made them feel and any thoughts that
they made have had when they were surprised with the baby chicks. Additionally, the student’s
writing sample lacked an appropriate closing.
Focus student 2: This student was able to recount their surprise trip to Dave & Buster’s.
However, they also neglected to include any details about the actual surprise. The reader was
not given any details about the events leading up to the surprise as well as how the student
found out about the surprise. On the other hand, however, the student did provide a sense of
closure for their narrative piece.
Focus student 3: This student was able to successfully recount a time that they were surprised
with a bike. This student included actions and a little bit of detail as they recounted this
experience and shared the color of the bike. However, I wish the student gave more detail about
how they felt or any thoughts that they may have had when they walked into the living room and
was presented with the bike. However, overall, this piece met the previously outlined
expectations as they recounted an event, included details to describe actions, used temporal
words to signal event order, and provided a sense of closure. ]
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.
[ A video or audio work sample did not occur in a group context. ]
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.
[ A video or audio clip of feedback did not occur in a group context. ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[ When providing feedback to the three focus students, I was sure to give a star as well as a
wish or a want. More specifically, I first informed the students of what I loved or enjoyed in their
narrative piece. I then informed the students of what I wish they would have included in their
piece. In this way, they were aware of the areas that they excelled in as well as their areas of
opportunity. Significantly, this is how I went about addressing their individual strengths and
needs relative to writing narratives in which they recounted a well-elaborated event or short
sequence of events, included details to describe actions, thoughts, and feelings, used temporal
words to signal event order, and provided a sense of closure (the learning objective
measured). ]
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.
[ At a later time, I will support each focus student by conferencing with them individually. In this
conference, I will share the feedback with the focus students. Significantly, the feedback
highlights how the students should improve areas in which they may have lacked an essential
element of a narrative story. As such, after reviewing this feedback with the three focus
students, I will reiterate how they should go about improving their narrative piece. In this way,
along with written feedback, I will also give students some verbal direction as to how they could
improve their narratives. ]
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.
[ As stated previously, in the three student work samples, each student was able to recount a
personal experience; recount being the essential language function. However, Focus Students 1
and 2 struggled to provide the appropriate details to thoroughly inform us of their experience. In
addition, in lesson 4, students effectively used the appropriate vocabulary as we analyzed my
model writing sample and looked for each essential element of a narrative story. For example, in
the videoclip from timestamp 0:08 to 0:17, I stopped as I read my writing piece aloud and had
students identify which elements I included, which were key vocabulary words details and
transition words. Additionally, from timestamp 1:50 to 2:14, I asked a student why my writing
was considered good. She stated that it was good because I included details, actions, transition
words, feelings, and thoughts. Significantly, she and her classmates were able to utilize key
vocabulary in their discourse. Lastly, all students utilized a graphic organizer to organize their
ideas before transferring them onto lined paper shown in the student work samples. ]
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).
[ For those students that achieved passing scores on the post-assessment and were able to
comprise a narrative piece that recounted a story or well elaborated event, included details to
describe actions, thoughts, and feelings, used temporal words to signal event order, and
provided a sense of closure, after conferencing with them and reviewing their assessment
piece, their next step would be to comprise an imaginative narrative piece in which someone is
surprised. The same expectations will apply. As stated previously, for the three focus students,
after conferencing with those students and going over their individual feedback, the next step for
those students would be for them to revise their assessment pieces so that it meets the
previously mentioned criteria. ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[ These next steps follow from my analysis of student learning. As such, the 65% of students
that were able to comprise a successful narrative piece that met the previously mentioned
expectations would then hone in on their writing skills to produce an imaginative narrative piece
on the same topic. The 35% of students that struggled to produce a narrative piece that met the
above-mentioned criteria will refine their narrative writing skills by internalizing their feedback
after conferencing and revising their narrative piece so that it meets the outlined expectations.
Best advised by Carl Anderson, conferencing is not the icing on the cake; it is the cake. With
this being said, it is essential that I conference with not only struggling students but each
student to ensure their either initial or continued success in comprising a plausible narrative
piece. ]
Name: ________________________________ Date: __________________________
Use a graphic organizer to write a narrative story about a time where you were surprised.

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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Name: ______ Date:

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