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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
they need to become a better writer, which is this student’s area of need. For student 3, I wrote, “Good arguments, need to support them though” because this student has great ideas and thoughts, but tends to leave them at that, forcing the reader to make the connections themselves. Once again, the comment validates the student’s writing, but also guides the student to think about what else they need to add to make the letter stronger. While there are times when keeping things short and simple is necessary, there are also times to expand on your thoughts, so the feedback further develops the student’s thinking and writing. (REQUIRED) 6. Based on the student performance on this assessment, describe the next steps for instruction for your students. If different, describe any individualized next steps for the two students whose individual learning you analyzed. These next steps may include a specific instructional activity or other forms of re-teaching to support or extend continued learning of objectives, standards, central focus, and/or relevant academic language for the learning segment. In your description, be sure to explain how these next steps follow from your analysis of the student performances. (TPEs 2, 3, 4, 13) Based on the summary of student learning, the next step for instruction for all my students would be to re-teach counterarguments. The summary shows that 40% of the students received a 2 and 53% a 1, which means they either struggled with counterarguments or forgot about them altogether. As a result, they could use another lesson on counterarguments. To begin the lesson, I will ask the students in their groups to define counterarguments. As a class, we would then discuss the possible definitions and decide on a class definition that everyone understands. For an analogy, I will use the Courtroom, where the prosecution attempts to persuade the jury to find the defendant guilty. The defendant’s job then, with or without their lawyer is to come up with many counterarguments that would refute the arguments that the prosecution is making. To make it more personal for the students, an analogy could be where their parents argue that their bedtime should be at 9pm, but the students believe their bedtime should be at 10pm, so they must come up with several counterarguments to persuade their parents. With these analogies in mind, I will then divide the class in half to play the “Arguments vs. Counterarguments” game. I will call one student up for either half of the class and read them an argument and they must be the first to answer with a valid counterargument to receive a point for their team. For example, using the bedtime analogy, the argument parents would give is, “You need at least 8 hours of sleep every night and you will get those 8 hours if you are in bed by 9pm.” A possible counterargument would be, “I know I need 8 hours of sleep, so if I sleep by 10pm and get up at 7am, then I get more than 8 hours every night.” After the game, I will hand back their letters and ask them to rewrite or give more supporting details to their counterarguments. By re-teaching counterarguments, I will meet the needs of my students because their letters showed that they were unsuccessful in writing counterarguments and this lesson will support their understanding of counterarguments and also give them an opportunity to rewrite them.
Page 1 and 2: Form: "*PACT - Elem Literacy - 1. C
Page 3 and 4: 2 (REQUIRED) 4.4.c. How many studen
Page 5 and 6: Consider students prior knowledge,
Page 7 and 8: Form: "*PACT - Elementary Literacy
Page 9 and 10: Do you agree with the reactions by
Page 11 and 12: (REQUIRED) 6. Explain how the colle
Page 13 and 14: Describe any routines or working st
Page 15 and 16: Summary of Student Learning Categor
Page 17: apparent for some or most students.
Page 21 and 22: Form: "*PACT - Elementary Literacy
Page 23 and 24: Overview Lesson Plan Title: Taking
Page 25 and 26: Practice/ Application the students?
Page 27 and 28: Multicultural/Social Justice Object
Page 29 and 30: Overview Lesson Plan Title: Taking
Page 31 and 32: 10 arguments and counterargument in
Page 33: Rush Limbaugh Mocks Chinese Preside

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