Revised 5qTi5nvo EdTPA EAL Assessment Commentary (1)

English as an Additional LanguageTask 3: Assessment Commentary

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 video or audio clip of feedback or a work sample and you or the focus students are occasionally inaudible, attach a transcription (no more than 2 additional pages) to the end of this file. These pages do not count toward your page total.

1. Analyzing Students’ Development of English Language Proficiency through Content-Based Instruction

a. Identify the specific learning objectives and standards measured by the assessment you chose for analysis.

[The standards for this learning segment assessment were WIDA ELD Standard 5: The language of social studies and RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic. The specific content and language objectives are as follow; I can compare and contrast a locust to a grasshopper, I can identify key facts about migration, I can listen and answer questions about migration, and I can read multiple choice and true/false questions on a test.]

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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 Task 3, Part D.

[See table labeled Kahoot scores for whole class under student work samples and assessment results in task 3]



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 their development of English language proficiency within content-based instruction. Provide translations of home language used in the work samples as needed to support your analysis.

Consider what students understand and do well, and where they continue to struggle as they acquire English language proficiency and content simultaneously (e.g., common errors, confusions, need for greater challenge).

[The three samples are from Francisco, Inari, and Jinubi. All three of these students have different background knowledge, strengths and weaknesses that influenced their learning shown through the Kahoot quiz. Francisco is a student with (SIFE). His Kahoot scores look great only getting one question wrong. However, the simple scores don’t tell the whole story. I would read all the questions in English aloud for all the students. Mrs. Blanco for many of the questions would translate the questions and possible answer choices into Spanish for Francisco. Thus the quiz score of 10/11 didn’t accurately reflect Francisco English language development. I wasn’t able to see Francisco’s comprehension in regards to listening to English. I am glad Mrs. Blanco was there to help Francisco. I could tell his confidence was boosted when he saw he was successful answering the questions. When looking at Inari’s answers I can see that he struggled with vocabulary. He was easily confused between what a solid and liquid was. Also the other questions he answered wrong all had to do with the vocabulary of migration. The pattern of struggling with academic vocabulary about migration was evident with the class as a whole. Even with lots of hands on practice and implementation they could describe the migration process but could not put the correct vocabulary with it. When looking at Jinubi’s results he had trouble applying the vocabulary term to a different population. In the examples I used in the lessons prior to the Friday quiz it was all about animals. Thus this question took a higher order thinking skill to apply the vocabulary term of migration (travel) to humans. One question that was on the Kahoot quiz was from the reading the students did just before taking the quiz. After I read the question out loud to the students many were confused. I had to remind the students that some of the questions came directly from the last reading. Some students such as Joavanny and Fatna stated that they guessed on this question since they could not remember the previous reading. Lastly, after analyzing the Kahoot results I could see that comparing and contrasting two items is something I would still need to continue to review with them and provide more practice in order for all students to be successful. ]

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 3 focus students? (Delete choices that do not apply.)

Written directly on work samples or in a separate document;

b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to their development of English language proficiency within content-based instruction.

[Unfortunately I don’t have evidence of all the feedback I gave my students. I originally gave verbal feedback and went over the questions/ answers as a whole class. I also pulled students



aside to go over different questions they specifically got wrong. However, my flip camera cut off after 2 mins into my lesson instead of tapping the whole 30 min session of warm up, Kahoot game and individual feedback. Therefore I provided documents of written feedback from the vocabulary assignment I taught on Tuesday March 10th. When I handed back the worksheets I made sure to verbally go over the comments I wrote on their paper. In regards to my comments on Francisco’s paper I included the Spanish equivalents for the vocabulary words on the sheet. I confirmed that the Spanish words were correct with Mrs. Blanco. Going over the Spanish words with Francisco helped him make connection to the English words. On Francisco’s paper I also made sure to put positive comments. I know this activity was difficult for him and I could tell he put a lot of effort into the sheet. Also when I conferenced with him I made sure to help him connect the vocabulary words to his life. I tried to see if he had any examples of the different vocabulary words. (In his worksheet he copied exact pictures I presented on the board, down to the color.) That’s when I found out he has been in a car crash. I made sure to write that under “my meanings in pictures” section. This allowed him to have a personal connection to help him remember the vocab word accidents. On Jinubi’s paper I wrote “color?” On the assignment he was supposed to have a color detail picture to help him remember the vocabulary words. I made sure to state this direction many times during the activity. This tells me that he was either not listening or didn’t understand my oral directions. My background knowledge on Jinubi I know that listening is something he struggles with. Listening and accurately completing multistep directions is hard for him. I wish I created an example to have as a visual so he could not only hear but also see what the directions and expectations were of him. When conferencing with Inari I asked him to explain what he drew for his picture for thunderous. He said he drew a person covering his ears since he heard a gun shot. He told me that he hears gunshots in his neighborhood and they are loud. This gave me more insight to his home life and how it affects his learning. When I asked him about the word dramatic and what he drew he could not explain it to me. He didn’t know what the term meant. This told me that he was just copying down the information and has not fully comprehended it. This is consistent with his Kahoot data where he struggled with other vocabulary words about migration. ]

c. How will you support students to apply the feedback to guide the development of English language proficiency within content-based instruction, either within the learning segment or at a later time?

[I think it is important to continue to provide positive and motivating comments to these students. All three struggles with self-confidence and helping them boost their self-confidence will help their overall learning of the language and content. I will continue to help Francisco find the Spanish equivalents for the vocab words we learn for the next week’s journey story. When we do vocabulary logs the next Tuesday I will make sure to go over the directions and expectations for what needs to be on the log. Along with verbally telling the expectations I will show a log that I will have filled out. We will go over as a class how the log example meets the expectations. I will make sure to check in with students and see if they need to add anything before they turn it in. For next week I will make sure to provide times/ opportunities for students to go over the vocabulary terms and their meanings. This will allow the students like Inari more exposure and practice with the vocabulary.]

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 clips from Task 2



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 clips and/or student work samples as evidence. Evidence from the clips may focus on one or more students.

a. Explain and provide evidence for 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.

[One language demand I identified in Task one was using language to communicate with peers. The following description is from the video labeled “language use” which is attached to task 3. Students in the start of the video had to talk with their partners to communicate what they observed about the grasshopper and locust picture on the board. Not only did they have to speak to their peers using descriptive words they had to listen to their peers. Students had to listen to each other’s observations, which allowed them to gain more knowledge about the physical features of a grasshopper and locust. During this time I made sure to listen to the different partners and see what they were able to say in English about the two insects. This also allowed me to see who was struggling and what background knowledge the students had. When I asked students to share what they observed about the features they did that and much more. They gave examples of features that both a grasshopper and locust had. They used the word “both” thus demonstrating the language function of compare and contrast. In regards to vocabulary some students were able to use vocabulary specific to locusts and grasshoppers, which are both insects that migrate. Jinubi was able to verbally say that both a grasshopper and a locust have antennas. When I asked him to identify them on the body he was able to go up to the board and correctly identify the antenna. In video clip two from Tuesday March 10th students were required to read about the locust and grasshopper and compare the two insects in regards to habitat, behavior, and physical features. Students were then able to take what they read and to write down information about either a grasshopper or a locust. Thus students had to identify what characteristics pertain to each insect. Students then placed their facts on the T-chart. As a whole class students listened as we read the facts about each insect. We went over whether the fact pertains to both insects or to just one of them.

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 English language learners in your class who may require different strategies/support, such as students with IEPs or 504 plans, Students with Interrupted Formal Education (SIFE), readers who struggle in their first language, students at varying levels of language proficiency, long-term ELLs, underperforming students or those with gaps in academic knowledge, and/or gifted students.



[After looking at the Kahoot assessment results I know there are many aspects I can add to my future instruction. One aspect would be to integrate the Spanish terms for the vocabulary throughout my instruction. This would help not only Francisco but also the other students whose first language is Spanish. It would then allow me to not rely on Mrs. Blanco to translate during future quizzes but I could implement the Spanish vocabulary. In regards to the whole class I would want to make sure to provide opportunities throughout future learning segments to demonstrate their knowledge of the academic vocabulary besides the vocabulary log. If students are given the chance to implement the vocabulary into a task it will help them remember the words. It will also allow me to have a chance to see where students are in their learning of the vocab words. If I see they are not using the words correctly in a writing task I know I need to go back and reteach those words. Thus students will be able to transfer this vocabulary knowledge to the readings in their general education classroom. I would also continue to work on the concept of comparing and contrasting two items. I would want to make sure to have students practice using the academic words compare and contrast in different tasks. Lastly, for a future assessment I think having students display their knowledge via speaking or writing would be beneficial. This would help them practice and feel more comfortable with those skills. The kahoot game allowed them to practice listening and reading. However, many tests they perform in their general education classrooms are written tests. I want the students to be set up for success and be able to use their knowledge of comparing and contrasting the content in written form. ]

b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from theory and/or research relevant to ELL education.

[The next step in my instruction of providing the Spanish words for Francisco would allow him to add the English vocabulary equivalent terms to his schema. Also providing more individual tasks that allow students to implement their knowledge of the academic content vocabulary follows the gradual release of responsibility. Students participating in written informal assessment would be considered a higher order task than the Kahoot quiz on Bloom’s Taxonomy. Another suggestion for future learning that is considered a higher order task would be having students implement the academic vocabulary during different tasks. These tasks would more than simply know the definition of the word, but also being able to use it correctly in writing or speaking.]


Revised 5qTi5nvo EdTPA EAL Assessment Commentary (1)

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