TASK 3: ASSESSMENT COMMENTARY – Write my paper

TASK 3: ASSESSMENT COMMENTARY – Write my paper

TASK 3: ASSESSMENT COMMENTARY – Write my paper

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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 evidence of learning, 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 Children’s Learning Activity for the common assessment you chose for analysis.

[ The class should know communication, vocabulary, literacy, pronunciation, and recollection. I seek to apply the interpretation of words from hints by the students, the correct pronunciation of the terms in English, correct labeling and coloring of each of the butterflies. I examined the two students on their ability to separate the body parts of the butterfly and their life cycle.]

b.         Provide a graphic (table or chart) or narrative that summarizes the class/group’s learning for the common assessment.

[ The group’s learning process consisted of interacting with one another to discuss information they learned and then compete in answering the questions that were asked. The students with low concentration spans had the opportunity to browse and give them time to bring their focus back to class. This gave me the opportunity to work with the quick learners effectively before shifting my attention to the slower students, most of whom failed to concentrate in the first section of the class. The whole class approach was effective because I used the KWL symbol to engage the students in recalling the information they learned, what they are learning presently, and what they want to learn.

 

Student B was able to point out the different parts of the butterfly. The student had memorized the content taught and actively participated in the learning session. The student had mastered both the appearance and shape of the butterfly and their lifecycles.

Student A had difficulties mentioning some part of the butterfly. She was able to correctly identify the head and the body but had forgotten the antenna. She at times confused between the antenna and the wings.

c.         Use the class/group summary you provided in prompt 1b to analyze the patterns of language and literacy learning for the class/group.

[ The patterns of language and literacy learning for the class I employed is the class-teacher interaction where everybody shouted their answers. I then used the teacher-student interaction by engaging the class in “fly like a butterfly” banter around the class. Lastly, I used the question and answer approach where I targeted specific students for specific questions to ensure the class moved together on the same level of learning/retention.  ]

d.         Analyze the patterns of learning for the 2 focus children. Reference the 3 sources of evidence you collected for each of the 2 focus children.

Consider children’s strengths (what children understand and do well), and areas of learning that need attention (e.g., common errors, confusions, need for greater challenge).

[Close teacher student consultation was an effective assessment method for analyzing the patterns of learning for Julian and Enzo. The patterns of learning involved are visual and verbal. One source of evidence is our conversation. Enzo, Julian, and I had verbal conversation and they had to point to written words as they read and pronounced. The use of pictures, images, and charts to signify the various parts of a butterfly is also an effective piece of evidence in analyzing their learning patterns. Another piece of evidence is the use of gestures. I noticed expressive gestures pique their interests in the subject matter being discussed and helps them to retain information. ]

e.         If video or audio evidence of learning or 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 children (e.g., position, physical description) whose work is portrayed.

[ The children in the class have various postures and ways of sitting that are comfortable for them. Giving them the ability to sit and face the teacher in their positions of comfort is important. Training the students to always look at the teacher and cooperate during class work is vital.]

2.         Feedback to Guide Further Learning: TASK 3: ASSESSMENT COMMENTARY – Write my paper

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 2 focus children. (Delete choices that do not apply.)

◼    Written directly on work samples or in separate documents that were provided to the focus children

◼    In audio files

◼    In video clip(s) 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 child (e.g., position, physical description) who is being given feedback.

[ Julian is a back bencher and has a low concentration span. He is held by posture issues throughout the class as the teaching continues. Enzo on the other hand sits at the front and competes to answer the questions with his peers. He is interactive and quick to respond.] ]

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

[From the work that Enzo and Julian did, I was able to identify their strengths and weaknesses. Based on our conversation and observation of the diagram, I can deduce that Enzo has a relatively comprehensive understanding of the butterfly and good pronunciation skills for the various parts. Enzo was also able to color most of the butterflies before our conversation. Julian, on the other hand, had a relatively low concentration span and low mastery of the topic at hand. He had a harder time finishing coloring the butterfly and wasn’t able to completely label all parts of the butterfly. However, through repetitive assistance, he was able to still read the labels with my help and pronounced all the words correctly as we reviewed the butterfly. Despite low mastery, Julian was very curious and specific in his desires to learn more about the butterfly, which showed me that he was still very much engaged in the lesson.

c.         Describe how you will support each focus child to understand and use this feedback to further their learning related to learning objectives, either within the learning segment or at a later time.

[For Julian, based on my observations, I will need to better engage his mind on learning the full body parts of the butterfly, so that he is able to properly label the right parts. In the future, I plan on working more closely with him on reading and pronunciation to help advance his ability to recognize and label appropriately. Enzo, on the other hand, struggles more with posture and remaining with a calm body to absorb and learn new information. I will need to work on providing Enzo more time between classes to walk around or even rest his body before reintroducing him to the classroom so that he is fully ready to learn more information. ]

3.         Evidence of Vocabulary Understanding and Use

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

  1. Explain how children were able to use the key vocabulary[1] to support their learning of the content.

 

As part of the formal assessment, the children were asked to cut out labels of the butterfly and paste the words to the corresponding parts of the butterfly, from the body, the wings, the antenna, and the head. This served as an important observation tool and enhanced the reading comprehension skills of the students. Before moving onto the next lesson, it was important for the students to be able to fully label and understand the different parts of the butterfly.

For prompt 3a, refer to the evidence of children’s vocabulary use from ONE, TWO, OR ALL THREE of the following sources:

1.      Video clips from Instruction Task 2 and time-stamp references for evidence of vocabulary use

2.      Additional video file named “Vocabulary Use” of no more than 5 minutes in length and cited vocabulary use (this can be footage of one or more children). See Assessment Task 3 specifications in the Early Childhood Evidence Chart for acceptable file types. Submit the video clip in Assessment Task 3, Part C.

3.      Children’s work samples analyzed in Assessment Task 3 and cited vocabulary use

[ Using the video clip for the assessment of the two children, it is evident that with vocabulary mastery and proficiency, the children are able to label the diagram of the butterfly they drew and read their labels effectively. Having the students repeat the vocabulary brings familiarity with those specific words, and with that they are able to advance their oratory skills and their word recognition skills. Julian forgets to include the word ‘antenna’ in his labeling, which indicates a clear sign that the word was new to him. Enzo, on the the other hand, has an understanding of the word ‘antenna’ but has difficulty pronouncing it, telling him to pronounce the word repeatedly gives him the ability to eventually read it out in full ]

4.         Using Assessment to Inform Instruction

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

◼    For the class/group

◼    For the 2 focus children and other individuals/groups with specific needs

Consider the active and multimodal nature of children’s learning and the variety of learners in your class/group who may require different strategies/supports (e.g., children with IEPs or 504 plans, English language learners, children at different points in the developmental continuum, struggling readers, and/or gifted children needing greater support or challenge).

[ There are a few steps I plan taking for future classroom and individual instruction. By implementing the KWL procedure, I hope to help students take more ownership of their learning. When students feel like they have a voice and a say in learning various information, such as ‘the lifespan of a butterfly’ from Enzo (one of the two focus children), they will feel a sense of contribution to the classroom learning environment. This type of self-confidence is very important in their development and will help them to remain engaged in the current learning topic. In my focus videos, I review the labeling that my students did; in addition to this, in the future, I would provide a visual of my own, so the students can better understand what they missed or spelled incorrectly. This will help enhance letter recognition as well as assist my more visual learners. Finally, when applicable, I’d bring in live demonstrations of the topic at hand. In this case, if the situation allowed me to, I would bring in a butterfly, or the early stages of one, so that we can experience the life cycle of the butterfly in real-time. I believe this will help the students remember what they learned in a more engaging manner.

 

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.

[ After reviewing the work of my students, it is vital that I find a way of restructuring my instruction plan in a way that caters to the best possible level of learning for them. The orders of steps followed are the KWL method which stand for the following: K signifies what the students already Know (What I Know), W stands for the things they Want to know (What I Want to Know), and L stands for what they will know eventually (What I Learned). For children’s education, it is essential that there is a recap of what students already know when entering into a new topic, so that children can feel a sense of familiarity before venturing into the unknown. In addition, this method is also helpful in determining the number of students who understood the concepts learnt and how effective the previous class was, since I, as the teacher, can compare it to what they had discussed with what they already knew before the class. The coloring and labeling of a butterfly and its body parts were essential to building up the student’s vocabulary and improving in their overall comprehension of the butterfly. The next phase should focus on a recap of this and advance then to the forms taken by a butterfly in its life cycle, followed by the order of the life cycle of a butterfly. This will heighten the class requirements to bring order and valuation to the study. Students are expected to produce results of life cycle in a chronological order from numbers one to four by the end of the full lesson. ]

 

Not Yet In Process Proficient  
Student does not draw any picture picture of the butterfly Students independently drew pictures of the butterfly cycle but not in order. Students drew the butterfly cycle in order.  
  –OR– –OR–
  Students independently drew only one or two pictures of the butterfly cycle and did not complete all 4 stages. Students drew the butterfly cycle in order with missing details.
Example:

 

Example:

 

 

 

Example:

 

 

 

 

The assessment chart adopts the full scale proficiency test in numbering, vocabulary and order. The students who shall have correctly matched the life cycle of the butterfly are assessed as proficient while those that shall have named without order are assessed as being in process. The student categories who cannot order the work through drawings and the labels are assessed as not yet proficient. This table is a tool for full assessment of the students in line with language; reading and vocabulary, labeling and order. The students are well assessed in line with dictation, correct drawings and mastery of the order of the life cycle of a butterfly by using the assessment table. A able to pinpoint the student who needs help and the magnitude of help to give various students in various cases of the assignment. This is only possible because the chart offers a view at a glance for all the students’ work and evaluating them is made easier and comprehensive.]

 

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