Literacy in Context Assessment - Science
Education
Literacy Context Assessment -- Science
Literacy in Context Assessment -- Science
Brief Student Profile -- Student Unnamed
This student is in year 3. Compared with other students from this year, the student's handwriting is clear and neat. The student exhibits basic to intermediate understanding of the assignment and the information that is vital in order to complete the task. The child is like not at the top of his/her class, due to spelling issues and problems in sentence formation. It is additionally unclear as to what to degree science interests this student.
Analysis of Student's Work Sample
The paper will analyse the student sample is from a child in Year 3 and how the sample demonstrates the demands for since in Year 3. The work sample takes the shape of a work sheet. On the left half of the sheet, there are squares meant for illustration. To the right of each square, there are blank lines for student descriptions, observations, and captions.
In the first square, the child drew a natural landscape with grass, the sun, hills, and a tree. The tree casts a shadow because of its position relative to the sun, as illustrated in the child's first square. Next to this square, the sentence reads, "At Mid afternoon, the shadow is a liltte bigger." This shows that the child understands that the sun appears to move across the sky over the course of a day. This sentence additionally shows that the child understands that factors such as the Earth's rotation and the relative position of the sun affect the shape and position of shadows from objects on the Earth's surface. There are some minor spelling and punctuation issues in this sentence, but not so severe that the errors interfere with comprehension by the reader/grader nor do they reveal severe deficits in comprehension in the student.
The second square shows strong evidence of understanding of linear time. This drawing also shows understanding of movement of celestial bodies, and some of the effects of those movements as perceived from the Earth's surface. The student retained and applies the information learned from the lesson fairly well. The caption on this square reads, "In the Evenng the shadow are long again." Again, there are some mechanical errors in the writing.
There is also some subject verb agreement problems in the sentence. Regardless of these errors, the handwriting is very clear and despite the mechanical problems, there is still some clarity to the student's writing. The mode of the text is appropriate for the task at hand. The student writes general yet descriptive statements for each square. In the section of the paragraph, the mode changes, and this affects the quality and the nature of the students writing, in addition to revealing more complex literacy issues that need attention.
Below these squares is a paragraph. The instructions are to "Explain the results." In this space, the child recapitulates the visual and written information above, and continues to elaborate upon what has already been written for additional context. The child explains how he/she understands the Earth's rotation relative to the Sun's position. The child understands that planet Earth rotates on an axis. It is unclear whether the child understands that the Earth additionally rotates around the sun. The child understands that the side of the Earth that faces the sun as it rotates is the side where it is daytime. The child furthermore comprehends that as the Earth rotates away from the sun, it becomes darker and the side that is not facing the sun during rotation experiences night.
Overall, the child demonstrates understanding that these facts are directly related to how we perceive and experience shadows on Earth because of rotation. The child writes that the sun stays still and the Earth is the object that moves. It is not unclear as to whether the child does not understand that the sun also rotates on an axis and around the center of the galaxy, or that this material has simply not be gone over as part of instruction yet. Finally, the child writes that it is the movement of the sun and the positioning of the Earth relative to the sun that produces shadows and causes them to move. The sentences are either very short and choppy, or they are run-ons. There are little spelling errors, and minor grammatical issues. The child makes a sincere effort to reproduce appropriate surface features, though does not consistently succeed.
Student's literacy learning needs as demonstrated by this work sample:
Field Knowledge
This student seems to have very clear thinking and a strong grasp on the concepts learned in science class, yet the students writing and
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