Elementary Education: Literacy with Mathematics Task 4

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.
[In video clip #1 it shows instruction during the learning segment for lesson 3. In this lesson
students were preparing anchor charts to teach the class how to compare/contrast passages,
which is the essential literacy strategy. Students were also preparing an anchor chart to show
students in the class how to determine the related skill of the learning segment, which is
determining the main idea and supporting details of a passage. In this clip, you see students
separated into groups. Students are all engaged in discourse within their groups. Prior to this
clip, students were given directions as to what their group assignment is. Students were told to
make anchor charts, which have been showed to them throughout the week and was displayed
on the board. Students were to determine their definition of main idea and describe ways to find
it. Students were also told to make an anchor chart about compare/contrast. On the anchor
charts, student had to include, definitions of each vocabulary term used in the lesson and
include them on their respective anchor chart. Students had to include examples of each. Some
students in the class chose to use t-charts as a model of ways to compare/contrast. Majority of
the class chose to use the same visual to compare/contrast, which was is a Venn diagram. All
students used 2 ReadWorks passages, connected to the Social Studies standard, to use as a
means for examples in their anchor charts. Students had to use their knowledge form prior
lessons to complete this task as well as use their group members knowledge. In video clip #2,
lesson 1 is shown. In this clip you see direct instruction to students. This is the introduction for
the entire learning segment. Students are introduced to the related skill which supports the
essential literacy strategy. Students are participating in class discourse to understand definitions
of main idea and key details as well as how to determine both.]

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?
b. [The way that I demonstrate mutual respect and rapport is demonstrated in clip #1
(0:07:47 – 0:08:12), lesson 3 during group work. All the students in the class know that I
love facts and anything history. They love all things war, especially the boys in this class.
The boys really come alive when we talk about all things war. They know when I am not
giving instruction, I am always willing to hear facts about anything from the lesson of the
day or any previous lesson. In this clip a student, how loves talking about World War II is
telling me about the attack on Pearl Harbor. This student and I have been sharing bits of
facts throughout the learning segment. This is a perfect example of just a piece of the
rapport I have built with the students. In this clip you can hear me respond to the new
piece of information that the student told me about the war. I had never heard this
before. I was very intrigued and proud of my student for knowing this. Since this student
told me this piece of information, I encouraged the student off camera to share the
information that the student shared with me, with the class since this involved the Social
Studies standard.]

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 Elementary Education: Literacy with Mathematics Task 4
Task 2: Instruction Commentary

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 clip #1 (0:03:10 – students are creating an anchor chart to present to the class and
teach students how to use the essential literacy strategy. One of the students in my small
group were confused about how to determine how to compare/contrast. This one on one
conversation with this student was to help him determine the how to compare/contrast
qualities of an informational passage. As the teacher I did not want to tell the student the
answer, I wanted to give this student the opportunity to think about what is used in a Venn
diagram to compare/contrast as well as give the student an opportunity to think about their
thinking. In the clip, I tell the student “I can feel you there, you almost got it” to encourage
the student to think about how to use the essential literacy strategy. Also, how to use the
essential literacy strategy as it applies to comprehending text.]

b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.
[During clip 2 (00:28 – 1:21), it demonstrates part of the learning process where students
link prior academic knowledge of the related skill. In this clip students are participating in
classroom discourse with the teacher to determine the definition of the related skill,
which is main idea. Throughout the learning segment, I used this to steer my instruction.
I used questions and classroom discourse like this and aid my plans to support student
learning and development through the essential learning strategy and related skill.]

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.
[I elicited and built on student responses in clip 2 (0:08:27- 0:08:21) by using a student’s
response during classroom discourse as my response during guided practice instruction. I used
the student’s response as my basis for my instruction. Also, during clip 2 (00:28 – 1:21) I used
students’ responses to the question posed “what is main idea?” I used those responses for
students for the related skills to help students use the related skills to comprehend text and
demonstrate the correct use of the related strategy. Doing this allowed all students to hear more
than one definition of the related strategy. Making sure students that students can hear multiple
descriptions of the related skill helps students demonstrate their development of the related skill.
Clip 2, (0:06:52- 0:08:30) I used a strategy that builds upon their prior knowledge of the related
skill. Students used the title as strategy to determine the main idea of the passage. The strategy
builds upon prior knowledge of comprehending text. As well as prior exposure to skills
associated with the related learning strategy. Doing this allowed me to make the best
instructional choices for the students throughout this introduction lesson as well as throughout
the learning segment.]
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.

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 Elementary Education: Literacy with Mathematics Task 4
Task 2: Instruction Commentary

[I modeled the essential literacy strategy during video #1 with the small group for instruction. To
begin the lesson, I modeled how I would like students to complete an anchor chart for the group
activity and let student complete something similar during their time as a group. Students
completing this task that I modeled and left up for their reference is seen throughout clip #1.
Modeling compare/contrast supported students’ development of comprehension strategies
practiced through using multiple text or events and finding similarities and differences
throughout the text. Using guided and independent practice, students were able to apply their
learning through modeling and develop understanding of the objective. I observed and assisted
students where they need support as well as support students thorough accommodations set by
their IEPs. I provided feedback on their progress and throughout this learning segment.]
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, 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.
[Reflecting on instruction throughout this learning segment, I noticed different facets of my
teaching that would improve instruction and most importantly, support student understanding. In
clip #2, some changes that I would make to the lesson would be to not miss the moment to
correct (1:52- 2:00). During this moment I missed the opportunity to help this student get to the
answer that was needed to define the related skill being taught in this lesson. I asked the
student a question and because it was not what I was looking for as far as the answer goes, it
seems as if I disregarded the students answer and dismissed the students answer. To change
that I would have stayed with that student longer and gotten the answer that I needed from the
student. I would have included the other student to support this student to better support the
students through classroom discourse. Other changes that I would make from this learning
segment would be when I ask students to elaborate on the related skill or examples of the
related skill, I do not give them examples of how I would like them to elaborate, students will not
know how to use the related skill or the essential literacy skill that is being taught.
Also, I would change how I participate in classroom discourse. In clip 2 (0:00:27 – 0:01:10) I am
dismissive to students’ answers. I either say “okay/ alright” or I repeat their answer. I do not give
them feedback or set the stage for the students to be able to give them feedback to their
answers. My responses to each student are not specific to the content nor is it helpful to build
student the strategies for students to develop the essential literacy skills or the related skill for
the learning segment. I would also refrain from telling students the answer or hinting the answer.
For example, in clip 2 (0:06:50-0:07:05), I was pushing the answer on the student instead of
letting the student talk me through their think so that I can assess their knowledge and support
them during the learning segment.
I would also work on my grammar and the way I speak during instruction. I am a model for
students, I need to speak correctly and use proper grammar practices while teaching students.
For example, during clip 2 (0:06:40-0:06:41) I said “whatchu got” to the students. That is poor
grammar choices and what I do not need to model to my students.]
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.

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 Elementary Education: Literacy with Mathematics Task 4
Task 2: Instruction Commentary

[These changes would improve student learning because as a role model for students and a
facilitator for student learning, I should always put my best foot forward. As far as my grammar
goes, if my students hear me not speaking in a way the is acceptable to the American English
standard then they will think it is acceptable to for them to speak this way.
When giving feedback, just as I ask my student to be specific in their writing, I should model this
same behavior and be specific in my feedback so that student are able to apply that feedback to
the essential literacy and related skill. When I give students feedback, I plan to give students
feedback that is tangible and transparent (Wiggins 2012). As well as providing students will
effective concrete feedback to students. This feedback is specific to the learner and provides
information that the learners can act on (Wiggins 2012).
These changes and improvement in instruction would develop effective thinkers as well as
students who are able to perform as critical thinkers.]

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