Partbliteracyinstructioncommentary

Elementary Education
Task 2: Instruction Commentary
TASK 2: INSTRUCTION COMMENTARY

Respond to the prompts below (no more than 6 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. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages
may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions.
These pages do not count toward your page total.
1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by
lesson plan number.
[ The lessons shown in the video clips demonstrates the main components of writing an
argumentative writing piece. The first lesson shown in video clip 1 introduces the strategy of
writing an effective claim along with the purpose of having a claim and being able to identify a
writers claim through writing and sharing. The second lesson shown in video clip 2 focuses on
the factual evidence that supports the claim as well as the importance of elaboration of the
evidence. ]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and
responsiveness to students with varied needs and backgrounds, and challenge students
to engage in learning?
[ During clip 1:20 of video clip 1, as a whole class we were going over each sentences on the
board and what each student thought whether it was a claim or not a claim. I did not read the
first sentences correctly so the students were able to correct me without being afraid to speak
up. This provided positive learning environment because we already established that student to
teacher relationship and we can communicate with each other and laugh about it because we
understand each other. In clip 5:00 of video clip 1, while I was waiting patiently to go over the
next task while they were talking, the whole class led themselves to quiet down and listen. One
student knew what was going on and reminded the class to quiet down. This showed a positive
learning environment because they showed they want to learn. In clip 6:23 of video clip 1, we
were going over a paragraph and I chose one student to read it aloud and another to figure out
which sentence is the claim in the paragraph. I provided a positive learning environment to that
student because I asked questions to break down his thinking and he answered the question
one part at a time. Then at the end he was able to identify a claim in the paragraph as well as
tell what was all the components in order to make an effective claim. In video clip 2 during clip
0.18, it showed that the students are in a positive learning environment because they can turn
and talk to their elbow partners about what they learned and not be afraid. ]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing an essential

literacy strategy and related skills.
[ In the beginning of the clip, I chose students to come up to the board and read an assigned
sentence and they needed to tell whether it was a claim by writing C next to the sentence or it
was not a claim by writing NC. This made it engaging to the students because with a positive
learning environment, they could actually come up to the board and practice identifying claims in
front of their peers. In clip 1:20-8:32 of video clip 1, as a whole class we would collaborate over
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the examples to practice identifying claims in an argument. This showed students engaging in
their learning because we are giving support to each other and developing our skills in order to
write an effective claim. It made it meaningful to the students because at the end of this unit
they are to write an argumentative letter. In video clip 2 during 0.20, it showed that the students
are engaged in learning because when I asked a question and share it with their elbow partners,
they were excited to share what they remembered from last class. ]
b. Describe how your instruction linked students prior academic learning
and personal, cultural, and community assets with new learning.
[ In the beginning of video clip 2, as a whole class we reviewed what was a claim and the main
components of how to write a claim. I referred back to their prior knowledge of what they
learned last class about a claim in order to move on to the next part of this unit. In video clip 2,
during clip 1:43, we talked about the exit tickets that were completely done at the end of the last
lesson along with a student checklist and rubric to see where they are at about claims so far.
After looking at each students exit ticket, I shared what they needed to work on overall as a
whole class. I also showed students work on the board anonymously and as a class we were
able to collaborate on what that student could have done in order to make their claim effective.
After identifying what the students needed to fix and write as a claim they can now move on to
learning more about evidence and reasoning in order to support their claims. ]
4. Deepening Student Learning during Instruction
Refer to examples from the video clips in your explanations.
a. Explain how you elicited and built on student responses to promote
thinking and apply the essential literacy strategy using related skills to comprehend OR
compose text.
[ In the beginning of video clip 1, I chose students to come up to the board and read an
assigned sentence and they needed to tell whether it was a claim by writing C next to the
sentence or it was not a claim by writing NC. This shows students demonstrating what they
learned about claims and being able to identify it as a sentence. It deepened their learning
because after teaching the components of how to write an effective claim they can practice what
they learned with this activity. Also, this shows that the students were interacting with the lesson.
Instead of giving the answer right away, each student used their critical thinking skills. In clip
5:52 of video clip 1, it shows another activity with the whole class to practice identifying claims in
a paragraph. I called on students to deepen their learning and provided questions to break down
their thinking and overall they was able to identify a claim in the paragraph as well as tell what
was all the components in order to make an effective claim. In clip 8:40 of video clip 1, the task I
assigned students to do next was to go back to their Do Now activity and using the same topic
they chose in the beginning, they are to write an effective claim using what they learned and the
structure they were given and should have written down in their notes. They will use that
structure to guide their thinking and apply it to their topics. Then, I went over a students
shoulder to look at his claim because he wanted me to give him feedback on his written claim. ]
b. Explain how you modeled the essential literacy strategy AND supported
students as they practiced or applied the strategy to comprehend OR compose text in a
meaningful context.
[ In clip 2:00 of video clip 1, I read over a sentence and as a whole class, some of them came
up with the answer NC for not a claim and some said C for claim. When I asked students
why this sentence was not a claim, they explained their thinking and reasoning. I supported their
explanation because they were able to tell with facts and what they learned about claims, why it
was not a claim. After going over the last sentence in clip 3:41 of video clip 1 the class came up
with the answer that it was a claim because it had all the components of an effective claim. I
furthered their thinking by applying real world situations in another perspective so they can think
about it differently. In clip 8:42 of video clip 1, the task I assigned students to do next was to go
back to their Do Now activity and using the same topic they chose in the beginning, they are to
write an effective claim using what they learned and the structure they were given and should
have written down in their notes. They will use that structure to guide their thinking and apply it
to their topics. One student called me over to look at his claim and I asked him to go back to
check whether he applied the structure into his claim. ]
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of
the central focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different
strategies/support, such as students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students.
[ One thing I would change is the way I use my words to make it clear for the students to
understand. In video clip 2 during clip 1:43, when I was describing the exit tickets and what I
saw as a class that they needed to work on, I would pause and think about how to say it then it
would come out different than what I expected. I find myself stumbling over my words and not
making it clear to the students, so then I rephrased what I just said to make it better. I have to
actually know what I am saying before I teach or give instructions. Another thing I would change
is to challenge students who grasp on to the content fast and have them think beyond their
learning ability. Also, after going over the exit tickets I should have put students into groups
according to how well they know how to write a claim and give them activities to deepen their
understanding. ]
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
[ When I find myself stuttering in front of the students or saying a phrase that I know it sounded
weird when it came out, I see confusion in their faces. So, I try to rephrase what I say and make
it sound better and clearer to satisfy the students. I know I need to change this because just like
when teachers plan and has to know the content before teaching it, we also need to know what
to say in order to make it easier for students to understand. The more were together with the
students and building that relationship, we can be ourselves and it will be easier for the teacher
and students to understand each other. I definitely need to challenge students and give a little
more support to the ones that need it the most. I feel that the exit ticket in the first lesson was a
great way to assess the students about what they learned in that lesson, so that when I look at
them individually I can know what steps to take before we start the next lesson. According to
edutopia, Teachers can then use this data for adapting instruction to meet students' needs the
very next day. I can identify each students strengths and weaknesses and adapt to their needs.
I can also differentiate the lesson based on student needs, and group them according to their
level based on the exit tickets for the next day. Before moving on to the next part of the unit, I
would spend time and go in depth of what they missed in the last lesson for those who need
support. For the students who need a little more challenge I would have them write a paragraph
including a claim for the first lesson in video clip #1. ]
Transcript:
Video Clip #1:

- During clip 1:20
Teacher: ok number one, claims are not cool.
Students: are cool! are cool!
Teacher: oh! sorry. *laughs
Students: *laughing
- During clip 3:41

Teacher: Smartphones are the best. Is that an opinion?
Students: Yes.
Teacher: Some people like older people whose not exposed to technology yet, or a lot, they
probably think that smartphones are a waste of time.
- During clip 5:00

Teacher: *waits patiently
Student to the whole class: quiet!
- During clip 6:23

Teacher: Jaycee, what sentence is, states the claim in this paragraph?
Student: The last sentence
Teacher: What does it say?
Student: High school is more difficult than middle school because there are way more people,
teachers are more strict, and the work is more harder.
Teacher: Mm. Why do you say thats the claim?
Student: Because theres three reasons
Teacher: What else?
Student: And its a opinion.
Teacher: What was the authors opinion about high school?
Student: Its difficult than middle school
Teacher: Good.
- During slip 8:42

Teacher: Now youre going to go back to your do nows, right? and using the same topic you
chose for your do now you are going to write a claim. And you will use the structure that I gave
to you guys to write an effective claim. Yes any question?
Student: Can you check mine? I might have done it in the beginning before you gave us the
structure.
Video Clip #2:

- In the beginning of the second video clip
Teacher: We are going to talk about identifying evidence and reasoning. So can anyone tell me,
lets review, what is a claim? I want you to talk with your elbow partners about this.
- During clip 1:07-8:03

Teacher: Ok can anyone tell me what is a claim?
Student: A statement that is argued, defended, and supported in an essay.
Teacher: Ok what else?
Student: A claim is one sentence and has three reasons to support it.
Teacher: Yes. Ok can anyone tell me another thing about claim?
Student: It appears in the intro and the conclusion.
Teacher: Good.
Student: It doesnt say how you feel.
Teacher: Mm. Ok so were going to talk about your exit tickets. So, with the ones that you turned
in I noticed that you guys started off with I think or I feel well some of you guys did. So um
sounds like you guys didnt know how to start it. And you guys didnt write, how many reasons to
support your claim? Three right? So I only seen like two or one. And how many sentences in a
claim? One right but some of you guys put like multiple sentences. So were going to look at it.
*Projects a students exit ticket to share to the whole class on the board. Teacher repeats the
claim this student wrote.
Teacher: So what are some things that this person could have done to make this claim better?
Student: Not put I think.
Teacher: Ok thats one thing. What else?

Student: Make it one sentence.
Teacher: Good. Does this person have three reasons? *refers back to the claim and repeats the
reasons. So, theres four reasons. Is that good? And you dont have to worry about the spelling
or grammar.
*Goes over two more student examples.
Teacher: So with that being said, lets talk about the reasons and evidences. Everyone take out
your writers notebooks and make two column notes.
- During clip 0.18

Teacher: I want you to talk with your elbow partner about this.

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Elementary Education

Task 2: Instruction Commentary

TASK 2: INSTRUCTION COMMENTARY

a. Explain how your instruction engaged students in developing an essential

including a claim for the first lesson in video clip #1. ]

Video Clip #1:

- During clip 3:41

probably think that smartphones are a waste of time.

- During clip 5:00

- During clip 6:23

- During slip 8:42

Video Clip #2:

- During clip 1:07-8:03

Teacher: Ok thats one thing. What else?

- During clip 0.18

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