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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.
[ Video Clip 1 shows modeling a comprehension question as part of Lesson 3. Video Clip 2
shows the beginning of Lesson 1 on figurative language, specifically onomatopoeia. ]
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?
[ Through both positive body language and verbal responses, a positive learning
environment was fostered through the unit. In Video Clip 1 from 7:25-7:37, you will see me
nodding my head and reacting to a student’s response in an energetic manner, showing
positive reinforcement as she answers the prompt. In Video Clip 2 at 5:47, I provided a
student with positive feedback by using their name and telling them that it was a great
example. I also maintain a smile as a collect student responses between 5:30- 6:31. Another
way that I showed responsiveness to all students was by ensuring that I called on a variety
of students. I consistently look for opportunities to give each student a chance to
demonstrate what they know. Wait time is incorporated as seen Clip 1 from 0:40-0:53 after
asking students a question. This allows students to have opportunity to gather their thoughts
and leads to increased participation and engagement in the discussion. In Clip 1 from
7:23-9:24, I collected and affirmed all student responses during the verbal See, Think,
Wonder, showing students that all of their thoughts are important. ]
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.
[ During lesson three and shown in Video Clip 1, I engaged students in a read aloud to teach
the essential literacy strategy of comprehending a text through learning what good readers
do. Students responded to comprehension questions within this text in order to model to
them how they would be responding to comprehension questions within their text, The One
and Only Ivan. In video Clip 1 at 3:40, a student is practicing responding to a
comprehension question. In Clip 2 from 5:00-6:38, students are practicing identifying
figurative language in a text. It is important that they are able to identify and interpret
figurative language so that they are able to comprehend their text. In Clip 2 at 6:39, I asked
students the question “Why do you think an author uses onomatopoeia in their writing?”
They recognized the difference it makes as a reader to understand the figurative language
used and were able to tie this reading concept to their own writing. ]
b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.

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! Elementary Literacy
Task 2: Instruction Commentary

[ Instruction was linked to prior knowledge as I asked students to remind me how to properly
respond to a comprehension question from the read aloud. This can be seen in Video Clip 1
from 2:15- 2:40. The read aloud books used in both clips were examples folktale. We have
been using folktales as mentor texts to teach the essential literacy strategies of
understanding vocabulary, deciphering figurative language, and responding to
comprehension questions. Using folktales has allowed me to introduce students to a variety
of cultures including those represented in our class, our school family, and our diverse
community. In Clip 2 from 4:33-4:56, I give students more information about what a folktale
is, building on their prior knowledge. Students already know that a folktale is a story that has
been retold many times, and that it often tells a lesson. My explanation gives students
additional information on what an author does when they are retelling a folktale. ]
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 Video Clip 2 beginning at 6:58, I elicited student thinking through asking a followup
question. After this student responded to the original question, “Why do you think an author
uses onomatopoeia in their writing?”, I asked her “How does onomatopoeia make you feel
like you are in the story?” I asked her to take her thinking a step further in order to
understand her response more clearly. One of the key components of this unit is getting
students to provide evidence within their responses. You will see me continue to ask for
justification and explain the importance of supporting answers with evidence throughout
these clips. In Clip 2 from 9:40-10:20, a student is responding to the question, “Did anyone
have a different prediction?” I asked him to go deeper in his response by asking him “Why
do you say that?” He then used evidence from the text to support his reasoning and validate
his thinking. It is essential that students are recognizing the importance of backing up their
responses with concrete evidence from the text. Students should get into the habit of
thinking this way as they develop into stronger readers. This relates to the essential literacy
strategy of comprehension as these strategies encourage deeper level thinking, which will
lead students to improved reading comprehension. ]
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 video clip 1 from 2:43-3:19, I modeled how to properly respond to a comprehension
question while students used their prior knowledge to assist me by telling me what their
responses should look like. I supported a student as he applied what he knew about how to
properly answer a comprehension question by praising him at 3:19, “Perfect. Great job,
Nico. Students were provided with an opportunity to respond to a comprehension question
on the white board. From 3:40-6:34, I supported a student who took a risk to answer the
question on the board.
As students went off to work on their packets independently, I supported students while they
practiced by circulating the room and asking students questions after observing their work. I
also pulled small groups that were struggling in the same area to provide additional
instruction on the task. ]
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)?

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! Elementary Literacy
Task 2: Instruction Commentary

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).
[ One thing that I would do to better support student learning would be to provide my ELL
students and students on IRIPs with a copy of the read aloud. This would allow them to
follow along with the text as I am reading. They would be able to see the pictures closer up,
allowing them to make connections between the text and the photos. At 7:41 in Clip 1, a
student makes the claim that the sentence written is a run-on sentence. If I did this lesson
again, I would have stopped and asked the rest of the class what they thought about this.
We could have created a Claim and Support chart on the whiteboard and used the comment
as a great teaching point about proper grammar. Instead of having students verbalize a See-
Think-Wonder as seen starting at 6:54 of Clip 1, I would have them go back to their desks
and do it on paper. When we completed this verbally, it was difficult ensure that all students
were participating in the thinking process. ]
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.
[As stated above, at 7:41 in Clip 1, a student makes the claim that the sentence written is a
run-on sentence. I could have taken this as an opportunity to create a Claim and Support
chart on the board to gather other students’ input. Students would benefit from using
evidence to either agree or respectfully disagree with their classmates. This would also be a
great segway into what a substantial conversation looks like and sounds like. Students are
able to build on each other’s ideas, creating a positive classroom community. This is
supported by research by Paula Johnson of the Intercultural Development Research
Association: “Providing students with multiple opportunities to discuss ideas with fellow
students promotes peer-supported strategic thinking. Finding the “right” answer becomes
secondary to discovering the process or reasoning behind a concept” (Johnson, 2015). I
would also have students complete a written See-Think-Wonder instead of the verbal one as
seen in Clip 1 at 6:54. This is a strategy within the Cultures of Thinking, supported by
research of Project Zero from Harvard University. This initiative focuses on making students’
thinking visible, promoting engagement and increasing understanding (Ritchhart, 2016). If
students were writing down their thinking, I can use it to assess their understanding and
guide them in the areas I see them struggling. This is more difficult to do when completing
this process verbally. I do not get to see each student’s thinking. ]

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All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.