Hoey Task3 Ac

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 feedback 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 measured by the assessment you chose for
analysis.
[In the post-assessment of my learning segment, I implemented the same test as the pre-
assessment in order to collect data to show student growth and improvement over time and to
analyze where students require more assistance or instruction. Like the pre-assessment, the
post-assessment consisted of seven questions that tested the students’ knowledge on the
theme of a poem, as well as other structures and elements of poetry. The first question on the
pre-assessment asks the students to write the theme of the poem “Life Don’t Frighten Me At All.”
Question 2 asks students about how many stanzas there are. Question 3 asks students to write
how many lines there are in the poem. Question 4 has students give an example from the poem
of two lines that rhyme. Next, Question 5 asks students to find and write the rhyme scheme of
the poem. Question 6 has the students give an example of repetition from the poem, and
Question 7 has students give an example of alliteration from the poem. The Georgia Standard
of Excellence that is associated with this learning segment and determines the learning
objective is ELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the
text; summarize the text. Therefore, the learning objective of this learning segment is for
students to be able to determine the theme of a poem. With this in mind, I created a pre- and
post- assessment that followed this expectation of fourth graders. Although only the first
question asks explicitly about the theme of a poem, it is pertinent for students to know the
structures and elements of poetry in order to help them do just this. My assessment addresses
the standard and learning objective of this learning segment and provides comparable evidence
to see what knowledge my students have gained over the course of the lessons.]
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 Literacy Assessment Task 3, Part D.
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The figure above shows the compiled data outcomes of the pre- and post-assessments for the
whole class of 28 students. According to the evaluation criteria I created, students either
demonstrate understanding or do not show understanding. Students received one point for
answering the question correctly and showing present knowledge of the question being asked
(demonstrating knowledge), or received zero points for answering incorrectly, not answering
fully, or not giving an answer (does not show understanding). As shown in the bar graph,
Question 1 shows a large increase in correct answers from the pretest to the posttest. This
question asked students to state what the theme of the selected poem was. On the pre-
assessment, only 4 students were able to answer correclty, but after the post-assessment that
number jumped to 15 students, which is more than half of the class. Questions 2 and 3 also
show improvement from the pre-assessment to the post-assessment. On the pre-assessment
for Question 2, 18 students answered correclty and on the post-assessment, that number
increased to 23 students. Likewise with Question 4, 20 students answered correclty on the
pretest and then on the posttest, the number boosted to 26 students. These questions pertained
to the number of lines and stanzas in a poem, which is one of the easiest concepts that students
catch onto quickly. Because of this, the starting number of correct questions was high and after
just three days of instruction, almost the entire class had mastered this concept. Questions 4
and 5 show a slight decrease in correct answers. For question 4, 23 students were able to
answer correclty on the pre-assessment, while on the post-assessment that number fell to 20
students. Similarily for Question 5, on the pre-assessment 11 students gave the right answer,
while on the post-assessment only 7 students gave the correct answer. These questions asked
students about rhyme and rhyme scheme, respectively. Since these questions are not multiple
choice, I know that students were not able to randomly guess on the pre-assessment; they are
knowledgable about these concepts. After looking at the post-assessment, I saw that many
students seemed to put answers that should have been switched for Questions 4 and 5. For
example, a student put the rhyme scheme for Question 4, and then gave an example of rhyme
for Question 5, which is backwards. Therefore, I belive that students are knowledgable about
this concept just as much or even more than the pre-assessment, however read the questions
wrong or got the two mixed up. Unfortunately, according to my evalutation criteria, I was
obligated to give the points that they earned. Next for questions 6 and 7, both show
improvement over time. 15 students answered Question 6 correctly on the pre-assessment, and
then 19 students answered right on the post-assessment. For Question 7 on the pre-
assessment, 11 students answered correclty, and then that number jumped to 18 students on
the post-assessment. Overall, there was improvement on almost every question from the pre- to
the post-assessment, while some questions that decreased can be attested for. Over just a
three day period, which is how long my learning segment lasted, I believe this to be an
incredible growth, especially for Question 1 which relates directly to the standard and learning
objective of the learning segment. Question 1 proved to have the most growth in mastery of
content, and I believe that after another week or two a majority of the class will master the
concept of theme in poetry.]
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).
[Patterns of learning as demonstrated by the performance of the whole class, as well as the 3
focus students, show that students have improved in their ability to determine theme and other
features of poetry. My assessment aligns with the Georgia Standards of Excellence, as well as
the learning objective for the lessons of this learning segment. Therefore, students have overall
gained an increase in mastery relative to the essential literacy strategy and related skills.
Question 1 on the assessment relates directly to the standard, learning objective, and essential
literacy strategy for this learning segment, which is being able to determine theme of a poem.
The data from both assessments (the bar graph above) shows that student comprehension and
ability of this skill increased from 4 students to 15 students. Theme is one of the more difficult
and abstract concepts for young students have to grasp out of the 4th grade Georgia standards.
The fact that student ability jumped to more than half of the class shows that students are
displaying a high level of comprehension for this skill. Student 3, who is a gifted learner, shows
that she has a strong hold on this skill with her answer of “Don’t let life frighten you” for the
theme of the poem “Life Doesn’t Frighten Me At All.” Student 2, who has an IEP, shows that he
is approaching understanding of this skill with his answer of “The theme of the poem is it is okay
to be scared.” This was a close answer, but the theme is more about bravery and not letting
your fears take over, and Student 2’s answer reflects how many other students in the class
answered. Student 1, who is a struggling student, appears to not understand what theme is. Her
answer more or less summarizes the poem, albeit slightly incorrectly. With these three student
work samples, one can see the whole class patterns. In the post-assessment, 15 students out of
the class have mastered determining theme, while the rest of the class still requires more
instruction time, as can be seen with Student 1 and 2’s sample work.
Question 2 and 3 relate to structures of poetry, line and stanzas. These two questions proved to
be the highest amount of correct answers with 23 and 26 students answering correctly out of 28
students, respectively. All three of the focus students answered this question correctly,
displaying that whole class patterns suggest that the large majority of the class have mastered
these skills.
Questions 4 and 5 on the post-assessment show a slight decrease in the amount of correct
answers, with the pre-assessment showing 23 and 11 students, respectively, and the post-
assessment showing 20 and 7, respectively. These questions about rhyme and rhyme scheme
refer to structures of poetry. All three focus students answered Question 4 correctly, while only
Student 3 answered Question 5 right and Students 1 and 2 did not. This information paired with
the data of whole class performance in the bar graph above show that whole class patterns
suggest that students do have a solid basis of these concepts. As I stated above in prompt 1b, I
believe that students mixed up these two questions, or misread them. The 3 focus students also
show this pattern of learning. Student 3 answered both Questions 4 and 5 correctly. Student 2
answered 4 correctly, but for Question 5 he showed understanding of what rhyme scheme is,
but did not give enough information by answering “AAA, bb, dd” as the rhyme scheme. Many
students in the class answered similarly to Student 2. Student 3 gave the correct answer for
Question 4, but for Question 5 she gave another example of rhyming lines instead of the rhyme
scheme. There were also several students in the class that made the same error as Student 3.
Again, this information tells me that whole class patterns are that the students are
knowledgeable of this content, but misread or misunderstood the question.
Questions 6 and 7 ask students to give examples of repetition and alliteration from the poem,
which refer to elements of poetry. Out of the 28 students, 19 and 18 students, respectively,
answered these two questions correctly. Once again, Student 3 answered both of these
questions correctly. Comparing Student 3’s post-assessment with other students’ on the same
level tell me that the gifted learners in my class have mastered these skills. Student 2 gave an
accurate example of repetition by writing “ex: Life doesn’t frighten me at all.” Unfortunately,
Student 2 did not give an answer for Question 7 and I had to consequently mark that incorrect.
Student 1’s answer for Question 6 shows a common error made by many students in the class.
Student 1 answered “All is repetition more than once.” Before and during the learning segment,
repetition was taught that repetition could a be a words, line, phrase, or stanza from poem,
although if it is just a word it is usually not insignificant words, such as “the, him/her, but, a…”.
This information of Student 1’s work coupled with the information from whole class performance
tell me that whole class patterns are that while many students understand and can display
comprehension with repetition, there are still misconceptions about what can appropriate for
repetition. Student 1’s answer for Question 7 was also incorrect because she answered, “it
doesn’t fright me at all so he not scared.” With this answer, Student 1 gave me another example
of repetition instead of an example of alliteration, which also shows another common error made
by other students in the class. Frequently during the learning segment, and consequently on the
post-assessment, students would mix up the definitions of repetition and alliteration. Whole
class patterns of this question, as analyzed from whole class development and my 3 focus
students, show that a large level of mastery was gained, however some students still require
some instruction to correct their misconceptions with the definitions of alliteration and repetition.
Overall, the evidence from the 3 focus students and whole class summary show that students
have shown a significant increase in understanding and ability for the concepts relating to the
essential literacy strategy and related skills. ]
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.
[No video clip was submitted.]
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
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.
[No video clip is given.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[ The feedback that was provided to the 3 focus students addresses their individual needs and
will help them understand any gaps in their knowledge that are relative to the learning objectives
measured. For Students 1, 2, and 3 I gave feedback on their assignment of determining the
theme of “The Road Not Taken” by Robert Frost (Work Sample The Road Not Taken under each
students’ file). I made sure to acknowledge their strengths, make a note of what could improve,
and then end on an encouraging note in order to build my students’ confidence in performing
the skills. For example, on Student 3 Work Sample The Road Not Taken, I made a point to tell
her that her theme “is spot on” and that her work shows she “truly understands how to
determine theme!”. I also aimed to give her constructive feedback by writing, “In the future, I
would like to see more annotations.” I then ended on a positive note, with “Keep up the great
work!”. Because this is my gifted student, I wanted to be sure to give her a suggestion that
would improve her work and push her ability in her future work. Students 1 and 2 have similar
feedback on their work samples that are also tailored to their needs. For example, on Student 1
Work Sample The Road Not Taken, I especially wanted to make sure that I gave her a positive
reception from my feedback because she wasn’t able to determine a correct theme, and being
that she is one of my lower ability students and typically does not perform well. So, along with
giving her pointers on how to improve, such as “Next time, I would like you to try to use
different/your own words for annotations,” I also gave her words of encouragement, such as
“Your theme is on the right track!” and “Your hard work is exceptional.” Using this language with
Student 1 helps me to keep challenging her at her level, while holding a positive attitude that
won’t discourage her. Student 2 has similar feedback on his work sample. On Student 2 Work
Sample The Road Not Taken, you will see the same method of giving feedback as the two other
focus students. Student 2 is a student with average ability, and tends to not fully complete his
work. As you can see on his work sample, I kept a positive tone by addressing that his theme is
“spot on!”, and then followed by constructive feedback that pushes him to where his ability
should be by saying “I would like to see how you got there through annotations.” Again, I closed
my remarks with an upbeat tone by writing “Have another try with this, I know you can do it!”.
With Student 2, I kept my feedback appropriate to his level that simultaneously addresses his
strengths and areas needing work, while upholding a positive tone.
By giving feedback of this nature, I am able to address each students’ individual strengths as
well as provide details on how to improve their work, while maintaining an optimistic
environment that will keep students wanting to push themselves.]
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.
[The support I will give to each focus to student so that they can use their feedback to further
their learning is twofold and takes place after the learning segment. First, the feedback is written
directly on their work, so when I pass their work samples back, the students are able to
immediately read my feedback. By passing by their work samples with the feedback directly on
it, the focus students are able to instantly see how well they did on their work as well as
internally process what I wrote to them. Writing the feedback in an age-appropriate manner
helps makes this part of my support possible. Second, my additional support comes the same
day that I pass back the work samples, in which I call the focus students over to conference
about their work and the feedback given. Doing this the same day that I pass back the work
samples makes the feedback and conference much more meaningful and relevant to the
students. During conferencing, I will first go over the positive aspects of the students’ work and
the strengths of their performance, as indicated on their written feedback as well as going into
deeper detail. Then, I will target each students’ weak points and areas for improvement while
giving them suggestions and guidance as to how they could perform better in the future and
reminding them of the strategies taught during the learning segment. Next, I will ask each
student if they have questions for me about their work, the feedback I wrote, or any concerns
they might have. Doing this after my initial debrief might help answer questions students already
had or help raise questions students might not have thought to ask, as well as streamline the
conferencing process. Using the combination of written feedback along with verbal feedback
from the conferencing helps support my learners understand and use their feedback instantly,
helps clear up any confusion their might be on their work samples or from the lesson in general,
and creates an environment in which students can further their learning of the learning
objectives.
Additional daily support was given to all students, including the 3 focus students, as can be
seen in the Daily Exit Ticket (Work Sample Daily Exit Ticket under all students’ files). With the
Daily Exit Ticket, students closed each lesson by answering a question on the Ticket that
pertained to the day’s learning objective. The students would turn in these Tickets at the end of
the lesson for me to check. Brief feedback is written for each lesson and given back to the
student the next day for them to read and help them understand mistakes if there were any. This
is another example of how the feedback is made more impactful because of the promptness of
the said feedback.]
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 Literacy Instruction 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 cite language use (this can be footage of one or more students’ language
use). Submit the clip in Literacy Assessment Task 3,
Part B.
3. Use the student work samples analyzed in Literacy 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
 selected language function,
 vocabulary or key phrases, AND
 discourse or syntax
to develop content understandings.
[ Students demonstrated their ability to apply and perform the language function, “determine,”
through their sample works of The Road Not Taken and the Disney Song lyrics sheet. The
language function “determine” was to be applied to determining the theme of a poem. As shown
in Focus Students 2 and 3’s The Road Not Taken sample work (Student 2 Work Sample The
Road Not Taken and Student 3 Work Sample The Road Not Taken), they both were able to
determine the theme of the poem. Student 2 determined the theme to be “If you don’t do things
different you will never learn,” while Student 3 stated “The theme of this poem is that you don’t
always have to do what other people do.” Both of these determined themes are correct and
acceptable. However, Student 1 struggled slightly with determining the theme as can be seen in
her writing, “I have learned that going the [wrong] way is the [wrong] thing.” While Student 2
accurately used the vocabulary associated with this learning segment, which was the theme is
the message or lesson learned and Student 3 wrote what she learned, her theme shows some
understanding of the poem, yet doesn’t quite present a correct theme to the poem. Determining
theme is a typically challenging concept for children to grasp and takes time to master due to its
abstract nature. The Student Work Samples of The Road Not Taken show the range of mastery
of the whole class and like is shown in the whole class performance data above, about half of
the class is able to demonstrate the language function of “determine,” while the other half
requires further instruction. By applying and practicing their knowledge of the language function,
the class was able to develop their understanding of the content.
Students were able to explicitly use the vocabulary for this learning segment in the Daily Exit
Tickets, as shown for Focus Students 1, 2, and 3 (listed under each students’ file as Work
Sample Daily Exit Ticket). Please focus your attention to Day 3 of the Exit Tickets. On this day, I
had the students answer the questions of what the definition of theme is and what strategy they
use to determine theme. You can see that Student 1 and 3 were both able to define the key term
of this learning segment (theme) by answering that theme is the message or lesson of a poem.
Student 2 answered the second question, but seems to have not defined what theme is, which
tells me he misunderstood the question that day. While in other work samples, the class was
able to indirectly apply their learned vocabulary since they have to know what theme is in order
to determine it, in the Exit Tickets the class was given the opportunity to explicitly use the key
terms. The Exit Ticket also gives the class the chance to connect the idea of their vocabulary
with their essential literacy strategy, which they wrote with TRAP. The purpose of the Exit Ticket
is to quickly evaluate students about the lesson objective that day, but it also gave the class an
additional chance to practice their vocabulary and expand or build up their understanding of the
said vocabulary.
In all Student Sample Work, my focus students, along with the entire class, demonstrated
syntax through their participation of all classwork, which allowed for students to write about
theme and take annotations of poems. Most of the syntax or writing that was accomplished by
the students was through their annotations of the poems. This can be seen in Student 1, 2, and
3’s Work Samples Disney Songs (listed under each students’ file as Work Sample Disney Song-
back and front). On these worksheets, the class wrote their annotations from each Disney song
excerpt. As you can see on Student 3’s sample work, she wrote detailed and frequent
annotations for the lyrics of each song. For example, Student 3’s annotations for “Let It Go”
include “tell people about your problems” and “it doesn’t matter what they say,” which are all
accurate annotations of the underlying meanings of the song. Student 1’s sample work also
shows numerous and detailed annotations of all Disney song lyrics, however Student 1’s
annotations are not as accurate at deciphering the underlying meanings as Student 3’s
annotations, as some annotations are more descriptions of the line rather than referring to
deeper meaning. Student 2’s sample work reflects the work of a small percentage of the class.
This student made minimal annotations while his determined themes were relatively on target.
You can see that he also struggled to make annotations on “The Road Not Taken,” but his
determined theme was, again, on target. Student 2, and a few other students in the class,
showed the same kind of struggle to make quality annotations. This tells me that Student 2 and
other classmates need further instruction on how to correctly annotate a poem. Overall,
students were given the chance to demonstrate syntax through their ability to write annotations
on their poems, as well as write their determined themes of poems, and take notes on graphic
organizers. While a few students struggled with this, most were able to perform positively. ]
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).
[Based on my analysis of whole class learning and 3 focus students, the next steps I would take
with my students will include supporting the variety of learners I have in my class. The main
instruction I will provide will pertain to determining theme, as assigned in the learning segment.
While half of the class made an enormous jump in mastery in determining theme, the rest of the
class still requires instruction and practice. Since this jump in mastery was made after three
lessons, I believe that it simply requires more time and practice with the rest of the class for
them to master the content as well. I will also focus on the difference between rhyme and rhyme
scheme and repetition and alliteration, as some errors and misconceptions arose from my
analysis of the post-assessment in prompts 1b-c. Specifically how I would do this is mini-
lessons combined with differentiated group work, centers, and pulling small groups. This way, I
can reach all levels of learners in my classroom and provide the instruction and practice they
need. For the gifted students, as Student 3 is, they require further practice with added challenge
to reinforce their skills and progress them to the next level. How I would do this is to give them
more difficult poems to independently read and determine theme based off of the learned
strategy from the learning segment. They can then discuss in groups the answers that they got
with one another to learn from one another, and I will conference with the groups to check for
understanding and growth, and to provide prompting questions if needed. With the average
group of students in my room, like Student 2 is, I would provide further mini-lesson instruction
pinpointed on solely determining theme with the strategy that was taught in the learning
segment, and review of the difference between rhyme scheme and rhyme and alliteration and
repetition. I would also have these students work independently after the mini-lesson on poems
of the same difficulty as the poems from the learning segment, and then convene in groups or
partners to discuss and learn from one another. To help make review more engaging for
students, I would use the Plickers app with this group to help hone their understanding of the
common errors and misconceptions that were made while using a game-like activity to keep
them interested. For the lowest group of students, like Student 1 is, I would pull them for small
group instruction to give them much more concentrated practice. Along with the mini-lesson
similar to the average-performing group, I would use more modeling, “You do, I help” approach
with guiding questions. To practice and improve skills, I would use poems that are on this group
of students’ level so that they can accurately practice the skills being taught and find success.
When I see that they are progressing, then I would give more challenging poems to help boost
their ability.
It is important to continue to practice mastered skills, so all groups will have some additional
practice on counting lines and stanzas. Overall, this continued support that is differentiated to fit
the different needs of students will allow for gaps in knowledge to close and for additional
growth to occur in all students.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[The next steps for the whole class and 3 focus students are a product of my analysis of student
learning and knowledge of best instructional practices. As seen in the bar graph of whole
student learning from prompt 1b, Questions 2 and 3 scored the highest on the post-assessment
and the majority of the class has mastered these skills. Therefore, I did not make these
concepts, repetition and alliteration, to be a main point of the next steps, simply built-in quick
review. Question 1, which directly relates to determining theme of a poem, had the most
significant increase in mastery; however, there is still half of the class that requires further
instruction. Therefore, I made this the main focus of the next steps of my learning segment. As
for the rest of the questions from the post-assessment, whole class performance requires
further remediation and instruction which is why I included these aspects on the elements and
structure of poetry in my next steps.
The best way to implement my next steps, as written above in prompt 4a, is with my focus on
differentiated groups and small group instruction that targets on the specific needs of my
students on different ability levels. The differentiated instruction I provide is beneficial on
numerous levels. First of all, without differentiated instruction, students easily become bored or
unable to comprehend what is being taught. Subban (2006) would agree with this statement.
Subban (2006) claims that “to differentiate instruction is to acknowledge various student
backgrounds, readiness levels, languages, interests and learning profiles… [and] sees the
learning experience as social and collaborative.” By differentiating my instruction, I am providing

instruction that is targeted to their specific needs by taking into consideration their level of
readiness. For example, I know that my highest ability group needs challenging and difficult
material, otherwise they grow bored and restless in class; therefore, I am providing direct
instruction to meet their styles and interests. Additionally, I am providing an opportunity for
collaboration and discussion when I allow time for the groups to talk amongst each other to
confer about their work.
Specifically, what I am taking into consideration when implementing and differentiating my next
steps are the students’ Zones of Proximal Development (ZPD). Shabbani (2010) explains
Vygotsky’s (1978) term of ZPD as the “current or actual level of development of the learner and
the next level attainable through the use of mediating semiotic and environmental tools and
capable adult or peer facilitation.” I display this practice when I structure my lessons for each
groups of students’ ability levels. As mentioned above, the highest ability group will be given
poems that are on a more challenging level than they have previously encountered so as to
push them to a stronger level that I know they are capable of. The middle ability group will be
given more explicit instruction during the mini-lesson followed by determining the theme of
poems on the same level of difficulty that they have experienced during the learning segments,
for many of these students have not quite mastered this level yet. The lowest ability group will
be pulled for targeted small group instruction, in which they will be given poems that are on a
simpler level than was taught during the learning segment, so as to build up their proficiency
before progressing them to more difficult poems.]
References:
Subban, P. (2006). Differentiated Instruction: A Research Basis. International Education Journal,

7(7), 935-947.
Shabbani, K. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and

Teacher’s Professional Development. English Language Teaching, 3(4), 237-248.
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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

2. Feedback to Guide Further Learning

learning experience as social and collaborative.” By differentiating my instruction, I am providing

Subban, P. (2006). Differentiated Instruction: A Research Basis. International Education Journal,

Shabbani, K. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and

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