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.
[In clip 1, lesson 1 of my learning segment is shown. In clip 2, lesson 2 of my learning segment
is shown.]
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?
[One of the ways I demonstrated respect for, rapport with, responsiveness to students is by
asking the whole group questions and allowing them to respond without fear of feeling bad if
they gave the wrong answer. In clip 1, I wanted students to practice sequence and model for
them creating a sequence graphic organizer. After watching a video, I asked students to recall
the steps of the video about making ice cream. I allowed them to give their answers even if they
were mistaken but did not make them feel bad about making a mistake. At 2:54, I told a student
that their answer did not quite fit the step asked for. I allowed students to continue to give
responses until they got it correct. Students were also permitted to discuss and input freely
about the topic.]
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 2, I read an informational text to students as they followed along. After reading the text, I
asked students to identify a sentence in the informational text that would indicate that the text
we are reading has descriptive text structure. This question was to get students to utilize the
description signal words that we had previously reviewed and written on the board to identify
and describe text structure.]
b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.
[Referencing clip 1, students had already covered sequence. This learning segment was meant
to review students’ knowledge of text structure in preparation for GA Milestones testing.
Students also already knew what graphic organizers were and how we organize information into
a graphic organizer. Therefore, I could introduce a graphic organizer to students without stating
the purpose for why we do it and how we do it. Also, because one of this class’ assets is group
interaction, I initiated a discussion of the steps of making ice cream to generate engagement of
the lesson. ]
4. Deepening Student Learning during Instruction

Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 6 pages maximum
All rights reserved. V6_0917
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.
 Elementary Education
Task 2: Instruction Commentary

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 clip 1 starting at 1:40, I asked students to give the steps in sequence order for the process of
making ice cream. I used these answers to build the graphic organizer for sequence on the
board. This was modeling for students what they would do to later create and build the graphic
organizer after reading an informational text and organized information.]
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, I modeled for students how they could utilize signal words to describe text structure by
finding the sentences that contain signal words in the informational text. As a class we read an
informational text on spider webs together. We had already reviewed the signal words for
descriptive text structure as a class and I wrote them on the board so that they were visible for
students as we did work. After the student identified the sentence containing the signal word, I
explained to students that this was how they could identify the passage as containing
descriptive text structure.]
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.
[Referencing clip 2, I can see where I could have allowed students to practice their reading skills
when reading the informational passage. I could have singled out specific sentences for the
student who is a struggling reader to strengthen her reading and ensure that she was reading
along and to increase comprehension. After student reading, I could have gone back over it to
ensure that slow reading did not cause any comprehension of the passage to be lost. I could
have also had students highlight sentences with signal words and phrases as I read the
passage. This would have encouraged students to actively read.]
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.
[For the struggling reader, comprehension can be increased by her reading aloud and making
sure she was actively involved in the reading. This is stated in article by K. Polette (2014).
“When children use techniques for expressive oral reading, their comprehension of what they
are reading dramatically increases.” In both clips, this student did not make the effort to answer
any questions so I am not confident that she was completely engaged in the lesson. ]

Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. 2 of 4 | 6 pages maximum
All rights reserved. V6_0917
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.
 Elementary Education
Task 2: Instruction Commentary

References:

Polette, K. (2014, May 05). Reasons to Teach Children to Read Aloud. Retrieved from
https://www.education.com/reference/article/reasons-teach-children-read-aloud/

Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. 3 of 4 | 6 pages maximum
All rights reserved. V6_0917
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.
 Elementary Education
Task 2: Instruction Commentary

Clip 1, Lesson 1, Video Shown to students on how ice cream is made that is not visible in video

Clip 1, Lesson 1, text from cleartouch board that is not visible in the video

1. Cream, sugar, milk and eggs are mixed together

2. The mixture is pasteurized
3. The mixture is homogenized
4. Mixture sits in tank room
5. Flavors are added
6. Mixture is frozen
7. Mixture goes to chunk feeder
8. Containers are filled by the filler
9. The ice cream is frozen again
10. Ice cream is shipped out

Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 6 pages maximum
All rights reserved. V6_0917
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.