Elementary Literacy

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 lesson that is shown in video one (whole group) is of Lesson 2: Cause and Effect. The
second video (small group) is of additional instruction on Day 5: Sequencing. ]
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?
[ At 0:50 in the Lesson 2/Day 2 video (whole group) I allowed for students to practice turn-and-
talks and thanked them for “getting back to me quickly” or refocusing themselves after
completing the turn-and-talk. Beginning at 1:53 I reinforce the expectations I have for students
during this time (active listening, body turned toward me) and then tell the students that the
incentive for doing so is potentially being selected to sit in “special spots” the following day. This
is an example of focusing on positive behaviors, which is crucial in creating a positive learning
environment. ]
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.
[ Beginning at 2:13 in the Lesson 2/Day 2 video I begin the whole-group lesson by providing the
students context for the skill of learning Cause and Effect relationships. I told a story about a
very embarrassing moment during high school and you can see the student engagement
because I was sharing something personal to me. By sharing things from my personal life I
opened the door for rich discussion with the students, which also helps to develop the essential
literacy strategy. At 5:00 I engaged the students in building academic vocabulary by completing
turn-and-talks versus blurting out an answer quickly before certain students had enough thinking
time. ]
b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.
[ A key aspect of the brainstorming activity and turn-and-talks beginning at 5:25 on in the Day 2
Lesson is incorporating the use of prior knowledge. You can see this demonstrated by the
questions I posed around 7:42 in the video. “If I was trying to define cause and effect in my own
words, what might I say?” and “If I just wanted to definition of cause and effect, how might I
explain that to someone that doesn’t already know?” I think if I was to teach this lesson again I
would ask for student volunteers to share a quick connection with their own life and a specific
example of a cause and effect relationship from this to help solidify the concept. I had lots of

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 Elementary Literacy
Task 2: Instruction Commentary

academic vocabulary and “teacher talk” planned out in my lesson plan of Lesson 2 and I’m not
sure that I verbalized this concept in the way I’d originally intended. ]
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.
[ Beginning at 7:00 in the Lesson 2 video I asked students to consider how they would define
cause and effect in their own words, and I had a student who answered my question with a
specific example of a cause and effect relationship from my story. I reminded her that what she
gave me was indeed a specific example of this, but then asked students to think more broadly
about the definition of “cause” and “effect” if they were to explain it to someone that had no
knowledge of this concept already.
At 2:36 in the Day 5 (Small Group) video I asked one student to classify the type of nonfiction
passage that we had just read aloud together and then asked him his reasoning for this. He
then gave me a specific example as to why the passage should be classified as “compare and
contrast” because it is comparing/contrasting two different types of peanuts. I then repeated that
he had given me specific details from the text, which is what I encouraged the students to do
throughout the course of the entire lesson that day. ]
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.
[ Beginning at 0:01 in the Day 5 (Small Group) video I read the short passage aloud to them
while reminding them good reading strategies to use when interpreting nonfiction texts (follow
along, underline key identifying words or phrases). I also underlined these words during the time
I read the passage aloud, and counted how many things I had underlined after so that they
could compare this to their own underlined passage. After reading this I reviewed what some of
these key identifying words were specifically so that they had a model for the way in which I
wanted them to read and comprehend this text. ]
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instruction—for the whole class and/or for
students who need greater support or challenge—to 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 (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[ In general, one thing I noticed throughout the course of mainly my Lesson 2 video is the fact
that I had an excessive amount of hand gestures that I used while talking. While this can be a
helpful tool to use occasionally to emphasize certain aspects of your discussion, I honestly think
it was just distracting to the kids while I was teaching. When I am nervous I sometimes repeat
certain words or gestures more than is necessary. That is certainly one thing that I will practice
in the future. Again, I would incorporate more academic language practice with whole-group
share outs versus simply turn-and-talks because I think this could really help solidify these
important concepts. Lastly, in my Day 5 (Small Group) lesson there is a sense of hurriedness

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 Elementary Literacy
Task 2: Instruction Commentary

that I hadn’t noticed while we were filming it. I think that probably only added pressure to
students that have difficulty reading while being timed, and was something I should have
considered more in this instance. You can actually see me get out a timer and tell them that I
would be putting 5 minutes on the timer to complete this activity. I would not do this in my next
small group with students that are already low in reading and comprehension because this
could cause anxiousness or lack of focus as a result. ]
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
reamount search.
[ I think that fewer distractions (on my part), adding another component to the class discussions
using academic language, and not rushing students to complete work are all things that would
not only benefit every student in the class regardless of reading and comprehension level, but
also myself. One thing that comes to mind specifically in regards to limiting the number of
distractions while communicating to students is the use of Michael Grinder’s ENVoY. This is
something that I was never given much training on in the past, but briefly was exposed to during
a Clinical Practice. Essentially the goal of ENVoY is to limit the amount of “filler” or unnecessary
communication. Examples of this are incorrect or aggressive posture and the overuse of certain
phrases or words. Instead it focuses on simplifying instructions and expectations so that they
process these more easily, and to limit the amount of distractions that you could be potentially
adding to your classroom without being aware of it. ]
https://www.michaelgrinder.com/education-professionals/program-research/

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