Durham 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 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 assessment that I chose for analysis comes from Lesson 3, Day 3 in which students
compete a graphic organizer to determine their skill in organizing informational text. The
learning objective of the assessment is: I can analyze cause/effect informational text and use
that information to complete a graphic organizer for cause/effect text structure using signal
words. The standard being addressed is: ELAGSE4RI5: “Describe the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.”]
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.
[
Mastery Level Number of Students
3 (Mastered) 9
2 (Somewhat Mastered) 7
1 (No Mastery) 5
Note: 1 student was absent
The assessment given required that students read an informational text about Rosa Parks and
the Montgomery Bus Boycott. After reading they were to use the information from the text to fill
in a cause and effect graphic organizer. The Montgomery Bus Boycott was identified as the
cause for students. Students had to list effects utilizing signal words or the concept of signal
words discussed for cause and effect. As seen in the results above, 9 students showed mastery
of the skill, 7 students somewhat mastered the skill, and 5 students had no mastery of the skill.
This assessment shows that the majority of students could identify all or most of the effects of
the cause given. Students who identified 2 or fewer effects often made the mistake of identifying
the effects of Rosa Parks giving up her seat instead of the Bus Boycott.
All 9 students in the mastered level were able to correctly identify the causes of the Boycott and
use appropriate signal word language. These students could have been more effective in using
their wording as opposed to copying sentences directly from the text. Also, I believe students
could be more explicit in their use of signal words making the effort to use them more often. Two
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of the focus students fell under this level. 7 students somewhat mastered the skills. The final
focus student, who was the struggling reader fell in this category. All of the students on this level
either incorrectly identified 1 of the effects by giving the effect of Rosa Parks giving up her seat
or giving a fact that was not an effect at all. The 5 students who did not show mastery of the skill
identified 1 or none of the effects. 3 of the students incorrectly listed effects. 1 student had 1
correct effect. 1 student left the diagram blank. ]
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).
[The essential learning strategies required students to recognize the informational text as using
cause and effect text structure and outlining the information for the appropriate graphic
organizer. Students are to use signal words and the concepts of signal words learned when
discussing them in instructional time in their outline. The related prerequisite skill students
should know is how to fill out a graphic organizer and identifying causes and effects correctly by
knowing that the cause is the reason why something happened and the effect being what
happened as a result of the cause.
Both Students 1 and 2 were part of the level that mastered the skill. Both of these students
correctly identified and outlined all 3 effects of the Montgomery Bus Boycott and used signal
words and signal word concepts. Students 1 and 2 identified these effects as the federal court
ending segregation on buses, people who supported Rosa Parks walking or carpooling to work
and school, and bus companies losing money when people started to boycott. Other students
on the same level also identified people sending coats and shoes to the boycotters and taxi
driver reducing their fares as effects. These effects were all listed in the passage as effects of
the Boycott. Student 1’s effects showed that they copied exactly from the text. She could more
effectively show mastery of the skill by describing the effects in her own wording. One other
student on this level did this as well. All other students used sentencing and phrasing in their
own words. Student 1 used signal word phrasing concepts by telling the reasons why the
boycott was effective. Student 2 used a signal word by wording her second effect using the
word “when” in the first part of her sentence and listing the effect. One other student on this
level used a signal word as well using “instead.” Students should have utilized more signal
words in their effects using one in every square of their graphic organizer. The other students
followed a similar format of Student 1. These students all utilized and completed the graphic
organizer correctly and showed that they made proper connection between the cause and its
effects.
Student 3, the struggling reader, was a part of the level that somewhat mastered the skill.
Student 3 used the correct signal formatting in listing the reasons how the Boycott was effective.
However, this student incorrectly identified one of the effects of the boycott. This effect was
listed as people realizing how damaging the boycott could be to their businesses and reputation.
This was an effect of bus companies losing money as a result of the boycott. This showed that
the student understood how to identify and use signal words or phrases from the text but
needed more support in effectively identifying and connecting the correct effect to the cause.
This was the case with all students on this level. Students gave 2 correct facts but the third fact
did not connect to the cause given. All of the students properly utilized the graphic organizer.
There are 5 students who did not master the skill. Of these 5 students, 2 of the students listed
effects but these effects did not apply to the Montgomery Bus Boycott. This showed that
students did not properly analyze the text and did not make the connection between the cause
of the Montgomery Bus Boycott and its effects. These students appeared to write random facts
from the text. 2 students in this group correctly identified one effect only but did not list other
effects correctly or at all. These students showed that they could make some connection to what
the effects of the cause were but not enough to show mastery of the skill. These students did
show that they could use signal word formatting but because they could not utilize this
formatting in combination with listing the effects of the cause, they cannot be said to even have
somewhat mastered the skill as they did not properly identify, describe, and outline cause and
effect text structure. 1 student on this level left their diagram blank. With the exception of this
student, all students in this group utilized the graphic organizer correctly. ]
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.
[The feedback given to the 3 focus students was to strengthen their skills in future work on
cause and effect text structure. The 3 focus students are on varying ELA levels so the feedback
given was individualized to their needs. The feedback given to students was written directly on
their work samples and given back to them at the beginning of the next day’s lesson to review.
Student 1 is a gifted student in this class and is on the highest reading and comprehension level
in the class. This student showed mastery of the learning objectives of this lesson by correctly
identifying, outlining and describing the effects of the cause given. This student also showed
proper signal word usage. The feedback I gave praised the student for being able to correctly
identify the effects of the boycott correctly. As a point of improvement, I told the student that it is
better to use their own wording when outlining text information and that they should not copy
directly from the text. Because this student is gifted, I believe she could have been more
effective in presenting the effects incorporating the signal wording by paraphrasing.
Student 2 is also a gifted student but is on an average reading and comprehension level. This
student also showed mastery of the learning objectives for this lesson. The feedback given to
this student praised them for using their own writing style and writing when listing their effects. I
challenged this student to look for more ways to incorporate signal words in their effects by
giving them an example using an effect that they outlined: “As a result of the boycott, federal
court ended segregation on buses.” As this student is also gifted, I wanted to her to actively
seek how to make her work excellent and not just good. To do this, a student should utilize
signal words in every part of their organizer, paraphrase properly, and correctly identify the
effects of the cause.
Student 3 is considered a struggling reader and has reading intervention on a weekly basis.
Considering this, this student did very well in showing mastery of the skill of properly utilizing
signal words and phrasing. This student identified 2 of 3 effects correctly but incorrectly listed
one. In my feedback I made sure to praise the student by letting them know how proud I was of
them for identifying 2 of 3 effects correctly. Because she is a struggling reader, I encouraged
her to take their time identifying the effects by listening carefully when the passage is read aloud
and going back to reference the passage to make sure that the effect is connected as a result of
the cause. ]
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.
[Before the beginning of the next lesson the next day, I allowed students to read the written
feedback on their work samples and to ask questions if they needed to. The feedback, while
specific to the cause and effect graphic organizer that students completed, could be applied to
work done for future work done on graphic organizers for other text structures. This was done
purposefully because we would not be revisiting cause and effect for the remainder of the
learning segment but students would be analyzing text and outlining information on a graphic
organizer utilizing signal words. The feedback given equipped them with skills that they could
use to master the completion of future graphic organizers such as making sure students know
not to copy directly from the text but to use their own wording, incorporating more signal words
into their responses, listening carefully to the text read aloud, and referencing the passage to
make the correct connections.]
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
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 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.
[The selected language function for this learning segment was to analyze. In every lesson of the
learning segment, students were to analyze a different informational text and its text structure.
This was modeled for students by reading the text with students and identifying the signal words
or phrases contained within the text. Students further analyzed the text by identifying the
elements of the given text structure of that lesson and properly outlined these elements on a
graphic organizer. Students analyzed without necessarily knowing the term analyze and using it
in oral or written form. An example where a student struggled to analyze can be seen in student
3’s literacy work sample. This student improperly analyzed the text when seeking connection
between the cause of the Montgomery Bus Boycott and its effects. I know that the student read
the text as the incorrect fact given was information taken from the passage but this information
was not analyzed as it did not apply to the cause given. This example was seen on both the
level of somewhat mastering the text and no mastery of the text. Students who mastered the
text properly analyzed the text and correctly outlined the elements of cause and effect.
The language demand of discourse lines up with the language function as students utilize
discourse when locating and utilizing signal words and completing a graphic organizer. As
students read the passage, they looked out for signal words, phrasing, and concept to help
them identify and describe the text structure and the elements of that text structure. They then
used these elements and information to fill out a graphic organizer. Students did this in every
lesson. An example of discourse utilization is best seen in Student 2’s literacy work sample.
This student used the information from the text and placed it into the organizer properly using
paraphrasing and signal words and phrasing.
The signal words were also utilized as the vocabulary as students were introduced to some of
the words that they encounter in an informational text to identify signal words. They applied this
knowledge in their graphic organizers by writing sentences in their effects that used signal
words. Everyday students were asked to repeat after me when I listed the signal words and left
them on the board. I also gave students examples of how these words were used in an
informational text. In every lesson except lesson 2, students had to identify and underline signal
words in a text and use signal words to complete their graphic organizer. This is seen in Student
2’s literacy sample in which she used the word “when” in listing an effect. ]
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).
[The feedback given to the 3 focus students reflects what students need to work on as a whole.
Students 1 and 2 needed to be more explicit in use of signal words and use of their own
wording. Although students utilized signal words, phrasing, and formatting, students used them
sparingly. Students should use the signal words and phrases in each section of their organizer. I
will continue to model word usage for students and initiate activities for them to reinforce their
signal word usage. I will also give students the opportunity to have discussion in which they
utilize the signal words in conversation with each other. To get students to paraphrase, I will be
more cognizant of modeling paraphrasing as we create a graphic organizer as a class and
making it clear to students that they should not copy directly from the text as this is plagiarism.
Including Student 3, students on the somewhat mastery level and no mastery level had trouble
identifying the effects of the Montgomery Bus Boycott. These students need more practice in
making connections between an event occurring and the results of that event occurring.
Students will have more time to analyze the text by collaborating with a partner. Students can
work with a partner to read the text together to have another viewpoint and additional feedback.
This will enable students to benefit from discussion and to write down applicable answers.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[In helping students to strengthen vocabulary use with signal words, I will teach a lesson in
which students utilize Marzano’s six steps (Alber 2014). The first step is explaining the new
word by relating it to students in a personal way. For signal words this would include explaining
the way this word works in a particular text structure. The second step is having students
explain the word in their own words. Third, Students would create a picture showing their
representation of the word. Fourth, students would analyze text looking for and identifying the
words. Students would then discuss the word with a partner. Finally, students would play a
game to review the vocabulary words. This is an engaging way for students to be actively
involved in vocabulary learning.
To strengthen students’ paraphrasing skills, I will model for students in a lesson what
paraphrasing looks like showing them how to reword, rearrange, and replace words within a
sentence. I will give students the opportunity to practice this on their own. Cause and effect
strengthening will also occur in this same lesson where students pair up with a partner to
identify cause and effects in an informational text. According to an article by Cornell University,
collaborative learning increases student retention and responsibility. They are exposed to
different perspectives with their partner so this will cause them to use higher level thinking. ]
References:
Doing It Differently: Tips for Teaching Vocabulary. (2014). Retrieved from

https://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber
“Collaborative Learning: Group Work.” CTI - Collaborative Learning,

www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html.
Directions given to students: Write down the cause as the Montgomery Bus
Boycott. Write 3 effects in the boxes referencing the informational text “The
Montgomery Bus Boycott” using signal words.

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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Note: 1 student was absent

Doing It Differently: Tips for Teaching Vocabulary. (2014). Retrieved from

“Collaborative Learning: Group Work.” CTI - Collaborative Learning,

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