Donika Zherka EDUC 376 Commentary #3 1. Analyzing Student Learning a. LS.

5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context. b. Evaluation Criteria Rubric

The student was able to give four or more clear examples of the terms. It is evident that the student understands the lesson. No teacher intervention was needed to stay on task. The student was able to give 4 or more examples, but some of them did not show a clear understanding of the terms. Some or no teacher intervention was needed to stay on task. The student gave some or no examples of the terms. The few that were given were not clear. Teacher intervention was needed to stay on task.

c. Student Learning Student Name: Above Target + + + + + + + + 7 2 0 On Target

Below Target -

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Totals:

d. The majority of the students were above target for the exit slip assessment. There were a couple of students who were on target. It is clear that the students understood the lesson for that day. The students understood the concepts that were taught and were able to put the literary devices to use as was demonstrated to them throughout the lesson. The errors that were perceived were based off of illegible writing or due to the inability to put the concept to use in a well-structured sentence. The students were able to comprehend and make meaning from the lesson and were then able to interpret the examples that were given in the Prezi Presentation. The two student samples that received a check plus were more creative and challenged themselves in regards to using the literary devices. It was evident that these students had an advanced understanding of the lesson. Student #3 is a gifted student. This student was able to receive a check plus on the assessment a lot easier than the others. The examples this student wrote went beyond the examples of other students. This came naturally to the student. Student #1 is an on level student. This on level student was able to perform at an above target level with creative and challenging examples. This students work shows hard work throughout to excel as above target. The student sample that received a

check showed a basic understanding of the literary devices. Student #2 is an ESL student who has trouble understanding these complex concepts. Overall this student did well and was on target with the assessment. The student exemplified an understanding of the lesson and was able to respond with original examples. The gifted students/onlevel students were able to excel in the lesson while the ESL student was not able to reach their target but was on-target with the assessment. As a whole, student learning was a success. 2. Feedback to Guide Further Learning a. Evidence of feedback was given in a separate document for the three focus students. b. The feedback that is provided to the three focus students addresses their individual strengths and weaknesses by giving unique and individualized feedback. The feedback is not generic but is beneficial to the unique student. If needed, the students receive advice on how to better their work. For student #1 the feedback given was encouragement for the student to continue the good work. This student is an on-level student but exhibited above-target work. I would like to see this student continue in doing this exemplary work and provided the encouragement for him to keep trying. Student #2 was given feedback encouraging him but also advising him. This student is an ESL student and performed pretty well, but was not a part of the majority of the class in the above-target work. I advised the student to make sure his notes are correct. He may ask his classmates or he can ask me. I advised him to seek help if he has any questions concerning any part of the lesson or how to construct sentences with the literary devices. Student #3 was given feedback to congratulate on the very impressive work. This student is a gifted student and met the requirements that are set for her. She exhibited work that was above average and was given feedback to show the good work.

Student #1 and Student #2 went above what the standards asked. Student #3 met the standards for the assessment. Overall student learning in comparison to the standards were met as a class. c. The students improvement will be supported by allowing them to practice the feedback that they received. This will be able to happen during class time in the future through class room activities and homework. The day after this lesson the students will come in to class and will have a re-cap of what they learned the day before. If a student decides he/she needs extra help, he/she will be able to attend after school help with me or during free periods throughout the day. I want to focus on their strengths so that they have encouragement when doing work. By focusing on their strengths, the students will feel positive. Then the students will be able to work on any weaknesses that were pointed out to them in their feedback. Some of the students who exhibited work that needed some improvement will be able to practice making better examples throughout the rest of the lesson segment. Student #2 will practice constructing better sentences for the examples while Student #1 and Student #2 can move forward and practice including two literary devices in the sentences.

3. Evidence of Language Understanding and Use 1. Throughout the lesson students exhibited a great understanding of the topic and appropriate vocabulary to deeper their understanding. In the Prezi Presentation there were many examples given to the students for each literary device. The students were able to identify the literary devices or they were able to identify the components for the literary device. At 2:30 in the video clip, a student was able to answer the question regarding what a simile is. This student was able to demonstrate language use by

stating the correct definition for what a simile is. At 2:53 a student was able to point out where the simile in the sentence is and how it was used. For the term symbolism a student was able to give a very advanced example regarding a symbol from a novel. This shows that this student was truly able to understand the use of the term. At 4:28 the student was able to employ the vocabulary that is connected to onomatopoeia. This continues throughout the rest of the Prezi Presentation. The students were able to give great examples and put the language to use while they were learning them. Later on in the lesson after the students finished the worksheet for the group work the students exhibited the knowledge for literary devices. While going over the sheet the students used the vocabulary that was required to answer the questions. For example, at 12:48 a student was able to use the vocabulary word simile correctly. At 13:27 a student was able to employ the vocabulary word personification to answer the question correctly and then was able to identify what was being personified and how. The students as a class were able to show a great understanding of the language and the vocabulary that goes along with this lesson. 3. Throughout the video the students were able to employ the vocabulary excellently. This is also exhibited throughout the student sample assessments. All three student samples were labeled by each student with the vocabulary word for each sentence. By labeling each example with the vocabulary word shows that the student was able to grasp the concepts and the vocabulary to be used in everyday context. For example, Student #3 labeled the sentence Bens bees buzzed beautifully with the vocabulary word alliteration. This indicates their understanding for the word. Student #1 and Student #2 did the same thing in the exact same way.

4. Using Assessment to Inform Instruction a. The class as a whole was either on target or above target. The next steps for instruction would be to continue on with the lesson segment. The class understood what was taught and was able to put to use the new knowledge for the formative assessment that was given. By displaying their understanding of the topic, the class as a whole is able to move on to the next step and use their knowledge of literary devices in a more complex way. For the few students who did not exceed expectations in the way their classmates did, they will receive a quick review at the beginning of the next class. The beginning of the next class will have a quick re-cap of what was learned just to answer any questions that any of the students may have. Student #1 exhibited a great understanding for the lesson and will be able to move on to the next lesson with no problem at all. This student is ready to use the concepts in a complex way. Student #2 as an ESL learner had some difficulty with forming structured sentences while also putting to use the concepts that were learned. Overall he showed a basic concept of the lesson and will be able to move on to the next lesson. I would like for this student to check his notes against one of his classmates to make sure they are correct so there are no confusions for the future. I would also like for this student to follow up on the feedback I gave and ask questions at the beginning of the next class. This student will benefit from the re-cap. Student #3 will be able to move on to the next lesson without a problem. This student as a gifted child will be able to use these concepts for the next lesson without difficulty. As a whole the students did great on the assessments. Because of this, the class will not be setback and will be able to continue on in their learning experience. b. These next steps follow from my analysis of student learning due to observation. Throughout the lesson I was able to observe student learning before the formative

assessment was given out. The students were able to engage with the Prezi Presentation and were able to answer questions that I asked. Through the knowledge that I have received from observations, the next steps that I have stated earlier will be able to be achieved. The student assessments are also another indication of how well the students will do by moving on to the next step. The group work contributed to their understanding of the concepts because they were able to work together and build off of each others knowledge to form a collective knowledge. In an article from the Stanford University Newsletter on Teaching called Cooperative Learning: Students Working in Small Groups, the benefits of group work are indicated. This article states, Small group work, used both in and out of class, can be an important supplement to lectures, helping students master concepts and apply them to situations calling for complex applications of critical thinking skills. As it states here, group work is beneficial for students in the learning process. They are able to use each others thoughts and help each other apply the concepts. This is also a great tool to increase student participation and better understanding for the ESL students. This article states, But the benefits can be substantial, including increased participation by students in all components of the course, better understanding and retention of material, mastery of skills essential to success in the course or in a career, and increased enthusiasm for self-directed learning. This will improve the confidence of students and will prove to be beneficial for the ESL learners. By working with students who are gifted or on-level, the ESL students will be able to continue on in the lessons as well. The students were able to collaborate with each other and help one another. They exhibited that the group work activity was beneficial throughout their exit slip assessment. Student #2, the ESL student, was able to learn from his peers because of the group work. The next steps for these students will be to continue on with the lesson because of the great job they exhibited.

Assessment Directions for Exit Slip -Having just learned ten new literary devices, compose five examples of how these can be used in context on the index card provided.