This paper will be focused on the state standards LAFS.1.RF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words. The blank template provided is what will be used to complete the assignment and the answers should be very detailed and informative with examples. It should be written in an 11 size font. This paper should be written like it is from an elementary teacher who is focused on her 1 student in her 1st-grade classroom. It should state how well the student is developing in literacy in the subject of phonics after the lesson plan has been implemented in the classroom. Included are the guidelines to follow on the PowerPoint presentation, the blank template to use to complete the assignment, a screenshot of what my professor stated that needed to be corrected in my first assignment that is also a part of this assessment and a copy of my own answers and why it was marked wrong and what needs to be improved etc. So in other words, the more detailed about the imaginary student, the better, Please add examples such as the student was able to recite words such as bun and was scoring a 50 percent increase in the provided assessment sheet etc.
TASK 3: 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.
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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 Assessment Task 3, Part D.
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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).
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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.
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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
- In audio files
- In video clips from Instruction Task 2 (provide a time-stamp reference) or in separate video clips
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.
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b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the learning objectives measured.
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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.
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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 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 Assessment Task 3, Part B.
3. Use the student work samples analyzed in 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 the
- selected language function,
- vocabulary or key phrases, AND
- discourse or syntax
to develop content understandings.
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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).
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b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.
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