Edtpa Task 3 5v60z

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 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 and standards measured by the assessment you chose for analysis. [ Objective: Fourth grade students will code a short biographic text about Woodrow Wilson to find the main ideas, interesting facts, ad any questions they might have. Using the codes they included on the article they will then write a 1-2 paragraph summary of the article. Standard: CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is ed by key details; summarize the 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 Task 3, Part D. [

] 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 AND  requisite 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 literacy strategy taught and practiced in this lesson is close reading and differentiating between main points and interesting facts using codes as a requisite skill to help clarify their thinking. Students have a difficult time differentiating between interesting facts and main points and tend to get caught up on the interesting details that catch their attention instead of the ones that the main point of a text. There is evidence of student understanding of Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 10 pages maximum All rights reserved. V3_0914 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the of a written license agreement.

Elementary Education - Literacy Task 3: Literacy Assessment Commentary

main points in the text in the sample from Student 1 in my samples. This student decided to only focus on main points using the codes discussed in class(star=main point, !=interesting fact, ?=question), which based on the directions given in class shows that he understood that in order to write a good summary, he needed to focus on the main points that he found in the article. On the opposite end of the spectrum, Student 2 was not clear in his coding of any of his articles. In his sample work it is clear that he did not focus on the article as a whole and instead only included information found in the first paragraph, and was not clear about which ideas were interesting and which were main points. He also didn’t include important aspects of the information he did underline in the article in his final summary. For instance, he says “he was responsibal for an agenda”, but does not explain what the agenda is. Lastly, students were expected to put the article into their own words as opposed to copying down the article word-forword. In Student 3’s summary it is clear that she is unable to take the information and put it into her own words. She struggled in this area for both Lessons 2 and 3. ] 2. to Guide Further Learning Refer to specific evidence of submitted to your explanations. a. In what form did you submit your evidence of for the 3 focus students? (Delete choices that do not apply.)

 Written directly on work samples or in a separate document; b. Explain how provided to the 3 focus students addresses their individual strengths and needs relative to the standards/objectives measured. [ The rubric is clear of what expectations are. The main expectation in this particular assignment was that students could differentiate between main points and main ideas and that they made this clear through their codes and what they chose to include in their summary of the article about Woodrow Wilson. For student 1 they chose to focus on main point in their coding and only included that information in their summary. I didn’t feel that there was any more they needed other than knowing that what they did was acceptable for the assignment. Student 2 also chose to only focus on main points, however, their coding was not as clear and did not include aspects from the entire article which led me to believe he didn’t read the text closely enough to understand what was the most important. He also did not meet the expectations of writing a paragraph that included at least 3 sentences and did not use proper conventions to separate his thoughts in his summary. In my I made sure to mention that he needed to improve his sentences, I also mentioned that he needed to make his coding clear so that connections could be made between the article and the summary. Student 3 also was unclear in their coding of the article. This particular student seemed to rush through the article instead of reading closely and clearly marking what the important details were and differentiating between those and interesting facts. I made it clear to students that I would be looking at their coding and their summaries, so the expectation was clear that I needed to understand their codes. I made a comment on the students rubric reminding them that they needed to be clear in their coding. Also, this particular student quoted much of the information directly from the article. This student struggles putting things in her own words and I wanted to stress the importance of this for students. As I reminded her that she needed to do this, however, she did use proper conventions for her work(complete sentences) so I made it clear which parts of that section of the rubric she did by underlining the parts. ] c. Describe how you will students to apply the to guide improvement, either within the learning segment or at a later time.

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Elementary Education - Literacy Task 3: Literacy Assessment Commentary

[ The main way I plan to improve student performance is first by having a checklist that they have ownership of that includes all expectations of the assignment. I verbally told students what was expected and wrote it on the board, but I think a teacher-created document that included directions and then lines for writing may have helped the students who struggled, in particular. These students have a hard time self-monitoring and making choices that make sense with the assignment, so having those written clearly in student friendly language should aid in that aspect of the assignment. Also, I think it is important for all students whose work is included, and all students included in the lesson, that they have practice rewording information so that it is clear that they have written it into their own words. This definitely needs more practice in the classroom as students at all levels struggle to do this. Lastly, I think some students struggle to form cohesive paragraphs in these assignments. Instead of following the expectations of the assignment they just throw information together. By making the expectation for complete sentences and complete paragraphs clear, I think students will improve and succeed. ] 3. Evidence of Language Understanding and Use You may provide evidence of students’ language use from ONE, TWO, OR ALL THREE of the following sources: 1. Use video clip(s) from 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 provide time-stamp references for student language use (this can be footage of one or more students’ language use). Submit the clip in Task 3, Part B. 3. Use the student work samples analyzed in Task 3 and cite language use. When responding to the prompt below, use concrete examples from the video clip(s) (using time-stamp references) and/or student work samples as evidence. Evidence from the clip(s) may focus on one or more students. a. Explain the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings. [ 1:05 in clip “Teaching 1” The student at this part of the video is referring to her codes using the symbols that we used as opposed to calling them questions, interesting facts or main points. She is aware of the definition of all of these codes from practice during class and also because we reviewed the meanings of these symbols in both large and small group. This is part of both the essential literacy strategy and the requisite skill. She is showing evidence of her coding in a text that she has had multiple exposures to and gives shares multiple codes she has included in her text. 3:57 in clip “Teaching 1” In this clip one of the students mentions that all of his codes were interesting facts. He shared the fact and I tried to clarify by asking him questions that would lead him to understand that interesting facts can turn out to be main points. I feel that this is evidence that he was struggling with the concept. However, through careful coaching and future lessons, the student was able to code more clearly and recognize the difference, especially with the main point of the entire text in mind. 2:05-5:05 in clip “Teaching 2” In this part of the video you hear students using genre specific vocabulary related to biography. This was an expectation for this lesson and they were very specific and thoughtful about the vocabulary they decided to share in class. This sharing time also followed a think-pair-share

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Elementary Education - Literacy Task 3: Literacy Assessment Commentary

which was included to try to help students build off each other’s knowledge and also add new ideas to students’ existing ideas. 5:13-6:26 in clip “Teaching 2” In this clip students are recalling the requisite skills required in all stages of the lesson. They are able to define the codes and help me recall them as I write them on the board. Although I do go into greater detail when writing the codes, I believe that students ing these codes helps me to know that students understand what the codes are for and how to use them in an article. ] 4. Using Assessment to Inform Instruction a. Based on your analysis of student learning presented in prompts 1b–c, describe next steps for instruction

 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/ (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 or challenge). [ I think that, based on the information in the chart included in 1b, that students need the most work on their summarizing. Students are showing evidence of progress in being able to differentiate between main points and interesting facts, but they’re ability to put the information they have found into their own words with an appropriate amount of information is lacking. I think it would be helpful for all students in the class chosen for this segment to have practice in these areas. Student 2 in particular shows difficulties in knowing the appropriate amount of information to include in his summary of the article. Other students in the small group and the whole class have also shown evidence that this is a area of struggle and could use some direction in how to not only include necessary information, but to organize their thoughts in a cohesive manner. ] b. Explain how these next steps follow from your analysis of student learning. your explanation with principles from research and/or theory. [ I think summarizing is the ability to find the main points of a text and putting it into your own words. I think that the students in this group have shown struggles when it comes to both of these ideas, so giving students ample practice in summarizing across content-areas will allow them to be able to make a more understandable and acceptable product. Also, according to developmental learning theory it is important to organize information in a manner that helps students to build off knowledge they already have. By ordering the lessons in the way that I have I think I have given students the chance to master the skill of close reading, and as a next step, students will be instructed and expected to push their skills in summarization. ]

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