Example 1

that I have chosen for further analysis are from students 2 and 3. Student 2 is also an
English learner, but students 2 and 3 collectively represent a microcosm of the entire
classroom because like the class as a whole, their literacy strengths are reading and oral
language comprehension, but struggle with writing and composing their own text. Based on
their literacy strengths and area of need, their letters highlight their reading and oral
language comprehension, but show their continuing need for support in their writing. For
example, student 2 wrote, “Making fun of others makes you look like a fool. Also it looks
like you’re a person that have no manners and is not nice at all.” These two sentences
exemplify the fact that student 2 clearly understands the assignment and requirement of
giving arguments as to why Limbaugh should apologize for mocking the Chinese language.
This student is drawing upon their own experience as a bilingual student as well as class
discussions to support their writing. However, there are a few grammatical errors and the
language that this student decided to use gives the letter an angry tone. While this student
has every right to be angry with Limbaugh’s actions, in order to persuade him to apologize,
the letter needs to be a bit more subtle and have more sophisticated word choices.
Nonetheless, I have learned that student 2 is an active listener and comprehends extremely
well. On the other hand, student 2 could use additional support in writing. Perhaps a minilesson
on words with multiple meanings would help this student learn and use more
sophisticated language in their oral and written language. Looking at student 3, this
student wrote, “Think of children listening to your radio show. They may be mocking you
and the mocking the Chinese culture. What if someone did that to [you?] Wouldn’t you be
mad [?].” Once again, this student displays an understanding of the prompt, more
specifically, the act of persuasion. The student wrote, “Think of children listening to your
radio show.” While short, this sentence is powerful because it forces the reader to reflect
for just a bit and “think of children” and what their reaction might be. The challenge for this
student to expand their thoughts and make their connections explicit for their readers.
Simply stating “They may be mocking you and mocking the Chinese culture,” does not
make it clear for the readers why they would be mocking the Chinese culture. The
assumption could be made that children are mocking Chinese people and culture because
they imitate what they see and hear, but that is not the role of the reader, but the writer.
Like student 2, I learned that student 3 comprehends extremely well, but needs additional
support with more detailed writing. To assist student 3, a mini-lesson on brainstorming
would help this student expand their thoughts and ideas before they begin their writing.
(REQUIRED) 5.
What oral and/or written feedback was provided to individual students and/or the group as
a whole (refer the reviewer to any feedback written directly on submitted student work
samples)? How and why do your approaches to feedback support students further learning?
In what ways does your feedback address individual students needs and learning goals? Cite
specific examples of oral or written feedback, and reference the three student work samples
(or documentation of student work) as evidence t o support your explanation
In regards to oral feedback during the persuasive letter writing, I noticed that some of the
students took a little longer than others to start, so I reminded them and the class as a
whole to use the arguments and counterarguments that we came up with as a class to help
them write their letters. By doing so, the feedback refocused the students and supported
them in completing their task to further their learning by demonstrating their ability to write
effective arguments and counterarguments. For written feedback, I wrote, “It looks like you
are trying to make a counterargument” for student 2 because this student was attempting
to make a counterargument, but was just off target. The comment acknowledges the
student’s effort, but also forces that student to reexamine what they wrote and how they
can make it a valid counterargument. The feedback also gives this student the guidance