Assessment Commentary Template



Assessment Commentary Directions: 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; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

1. Analyzing Children’s Learning

a. Identify the specific language and literacy standards/objectives measured by the assessment you chose for analysis.

[ During this learning segment I taught mathematics. The lessons were interdisciplinary because they focus of oral language and some literacy skills. The literacy standards of the common core that are associated with this lesson are; K.RF. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. K.L. 1. f. Produce and expand complete sentences in shared language activities. 6. Acquire and use accurately grade-appropriate

conversational, general academic, and domain specific words and phrases, including those that

signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). These standards are found in all of the lessons. Lessons 1 and 2 are heavily focused on oral language and the growth of conversational and academic language skills while lesson 3 focuses more on the literacy skills and reading behaviors.

For the assessment that I chose the standards are focused on the reading behaviors of pointing to each word and saying the word. Additionally, the assessment focuses on number reading and one-to-one correspondence. ]

b. Provide the evaluation criteria you used to analyze the children’s language and literacy development.

[This is the rubric that I used to evaluate my students. Each child was given a pre-made number book. The students were to match the written number with the number of pictures on a page. The student needed to put the pictures on each page. Once finished the students were to read me their books. This table shows the students ability to perform the tasks in which the standards state.

|Can the student point to |Can the student point|Can the student count|Can the student make the |What level of teaching |

|the number on the page. |to the word on the |the pictures on the |one-to-one correspondence |involvement did the |

| |page. |page. |while creating the number |student need. |

| | | |book. | |

|Yes/No |Yes/No |Yes/No |Yes/No |1 2 3 4 5 |

]

c. Provide a graphic (table or chart) or narrative that summarizes children’s learning for your whole class. Be sure to summarize children’s learning for all evaluation criteria described above.

[

|Can the student point to |Can the student point|Can the student |Can the student make the |What level of teaching |

|the number on the page. |to the word on the |accurately count the |one-to-one correspondence |involvement did the |

| |page. |pictures on the page.|while creating the number |student need. |

| | | |book. | |

|18 Yes/4 No |18 Yes/4 No |15 Yes/7 No |15 Yes/7 No |1 2 3 4 5 |

Overall, my students were able to make the books and complete the tasks. Those students were marked as a NO in some categories were done so because of the level of teacher support that was needed. They have not yet mastered the concept yet so they were not marked as a Yes. For the final criteria, the overall level was a 2. 1 meaning the student needed very little support and 5 meaning the child was unable to complete the task without teacher support. The class was able to do the work at a level 1 or 2 with some needing more help in the 3 or 4 category with two students needing level 5 help. ]

d. Use the whole class summary provided above and 3 sources of evidence for each of the 2 focus children to analyze the patterns of learning for the whole class and focus children relative to

← language and literacy development

Consider what children understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge).

[ For my two focus students I collected three sources of evidence in the forms of video clips, work samples, and observation notes. These three sources allow me to compare the students to the whole class and measure their development. The assessment is reading their book aloud and displaying their appropriate reading behaviors. The video clips show each of the focus students reading their books to me and displaying the behaviors measured in the rubric. The work samples show the students ability to complete the one-to-one correspondence between numbers and pictures. Finally, the observation notes are anecdotal notes during their process of making their number books. ]

2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.

a. In what form did you submit your evidence of feedback for the 2 focus children? (Delete choices that do not apply.)

← Written directly on work samples or in a separate document

b. Explain how feedback provided to the 2 focus children addresses their individual and developmental strengths and needs relative to language and literacy development.

[ Feedback was given to the students in the form of written and oral feedback. The feedback was written on my anecdotal notes and then shared with the students when their books were returned. The feedback included the good strategies they used when reading and what strategies they need to remember when reading. The feedback was given on a one on one basis and we talked about how they read their books. ]

c. How will you support children to apply the feedback to guide improvement, either within the learning segment or at a later time?

[Feedback given to the focus students and to all students will guide further feedback during different learning segments. The feedback to the whole class and to each student was very similar. This allows for group repetition and reminders of good reading behaviors and what they may look like. For the students who have mastered those reading behaviors, repetition and reminders are still needed to keep the student on task and are good to practice especially when advancing to higher level reading. The behaviors that are instructed and practiced are pointing to the number or word as you read it and pointing to the pictures as you count them. Additionally, underlying factors as to how you hold a book and the reading from left to right are also talked about. ]

3. Evidence of Language Understanding and Use

You may provide evidence of children’s language use from ONE, TWO OR ALL THREE of the following sources:

1. Use video clips 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 children’s language use (this can be footage of one or more children’s language use). See the Task 3 specifications in the Early Childhood Evidence Chart for acceptable file types. Submit the video clip in Part C of Task 3.

3. Use the children’s work samples analyzed in Task 3 and cite language use.

When responding to the prompt below, use concrete examples from the video clips (using time-stamp references) and/or children’s work samples as evidence. Evidence from the video clips may focus on one or more children.

← Explain the extent to which children were able to use vocabulary[1] to develop content understandings.

[In this evidence, focus student 2 is the focus. Focus student 2 is the high level student. My evidence for the use of language is her work sample and her reading the book she made. She is able to say the number words and the words of the pictures she made. This is able to point to the numbers and words and pictures. This shows her understanding of language, but unfortunately not her ability to use language herself. She has good fluency with her reading which is imperative in building reading skills. Her work sample also displays her ability to comprehend language. She is able to read the number, recognize how many that is, and then produce that many pictures on the page. The vocabulary use in the videos from Task 2 are unable to be dictated. However, they show the process of using language and using vocabulary such as, how many, how much, match, count, and same number. These times are noted as video clip 1- 4:25-4:48 and video clip 2- 2:44-3:45, 4:32-5:42. In these video clips the students are talking with partners to discuss what they have, whether it be a number, picture, or how many marbles they predict there to be in the sock. This interaction is less structured and allows for the students to speak freely in either or both academic language and conversational language. However, the students are still able to use the vocabulary that is needed to talk about the topic.

]

4. Using Assessment to Inform Instruction

a. Based on your analysis of children’s learning presented in prompts 1c–d, describe next steps for instruction

← for the whole class

← for the 2 focus children and other individuals/groups with specific needs

Consider the active and multimodal nature of young children’s learning and the variety of learners in your class who may require different strategies/supports (e.g., children with IEPs, English language learners, children at different points in the developmental continuum, struggling readers, children who are underperforming or those with gaps in academic knowledge, and/or gifted children).

[ The next step in instruction is starting to count and recognize teen numbers. Number 11-19 are sequentially next and allow for the same activities to be done so a routine is established but still challenging the students. The students that have mastered the one-to-one correspondence are ready for this step and should transition smoothly. The students who struggled with the one-to-one correspondence will be placed in a small group to get extra help and still move on with the class. These students will receive more individualized instruction from the teachers during these lessons and during independent practices in the future.

My focus students were high and low students. Focus student 1 is a low student and will be placed in the group to receive extra help as he has not yet mastered one-to-one correspondence. Although he can count, he does not have the concept of matching numbers and quantities. Therefore, the group will allow more practice in recognizing one-to-one correspondence.

Focus student 2 is a high student. She will be moving on with the rest of the class. She will receive differentiation in her homework that is more advanced than others. During large group instruction she will receive higher numbers to challenge herself and to model to the rest of the class. ]

b. Explain how these next steps follow from your analysis of children’s learning. Support your explanation with principles from research and/or developmental theory.

[ These next steps follow my analysis of children’s learning because young children’s learning is a building block effect. Each new idea that is learned corresponds with the next. If the student is struggling with the current task, than the next task will not be successful until the student builds a solid foundation of the current task. This follows Vygotsky’s theory of the zone of proximal development. Putting Focus student 1 in a group to receive extra help will allow for that zone to shrink and he will be able to move on to the next building block. Focus student 2 is at a higher thinking level than others. She is more likely to be thinking at a concrete operational level as Piaget categorizes stages. She is able to like about logical topics with spatial awareness, such as time, quantity, and space. However, these topics are not independent thoughts yet. They still need teacher interventions. ]

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[1] Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that children use or create to engage in the learning experience.

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