Task 1 - Part e - Planning Commentary

Elementary Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by
typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the
maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in the learning
segment.
[ The central focus will be building vocabulary skills. The students will read, write, and use highfrequency words/sightwords: and, the, I, like, see, we, a, to. The purpose for teaching this
content is to build emergent literacy. ]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
an essential literacy strategy
requisite skills that support use of the strategy
reading/writing connections
[ The central focus is building vocabulary by learning sightwords. I use the interactive model;
using decoding to reach higher levels of reading, but also reading to process information with
the student's schema. The interactive model is supported by the comprehensive approach.
Early literacy skills include: oral language, print knowledge, alphabet knowledge, phonological
awareness, vocabulary, developmental writing, and comprehension. Using the comprehensive
approach, a balanced interplay of teaching all these skills, then the students are provided with
an enriched and differentiated literacy learning environment.
The key Reading Foundational Skill standard of the segment is ELACCKRF3c; read common
high-frequency words by sight. However to align with the comprehensive approach using a
balanced interplay to build literacy, to support the vocabulary skill standard for highfrequency/sightword additional Foundational Skills standards will be used. 1) ELACCKRF3a;
demonstrate knowledge of letter-sound correspondence by producing the most frequent sound
for each consonant 2) ELACCKRF4; read emergent-reader texts with purpose and
understanding. The key Writing Skill standard of the segment is ELACCKW2; use a combination
of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
Overall, the essential literacy strategy used by the students will be using letter-sound
correspondence to read, write, and use sight words
The requisite skill to reading high-frequency/sightwords is demonstrating knowledge of lettersound correspondence. Though high-frequency/sightwords are eventually recognized through
multiple encounters, there is a strong connection between instant word recognition and lettersound correspondence knowledge. This will also help build phonological awareness for the
students who are still emerging with letter-sound correspondence. Reading emergent-reader
text will be challenging for the students who have already mastered the 8 highfrequency/sightwords.
Blanketed under the comprehensive approach the reading and writing connections will be
fulfilled through several strategies.
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Whole Group
1) We will use Shared Writing; the teacher guides the student group in reading and writing
experiences, in this case focusing on the high-frequency/sightwords.
2) We will use our Word Wall; the students use their alphabet knowledge for letter-sound
correspondence to locate the high-frequency/sightwords for shared and independent writing.
3) We will use Cloze Passages; the students will complete sentences by adding the highfrequency/sightwords to the sentences.
4) Variation of incremental rehearsal: The students will read aloud flashed sightword cards. We
will first review our known sightwords, then add the weeks new sightword. We have been
adding new sightwords weekly. What makes it a variation of incremental rehearsal are some
added twists. After having introduced the new sightword, over the course of days, we will use it,
along with our known sightwords, each in new ways. The students will use sightwords in a
sentences. We will also play a sightword game. The game will be for the students to read the
sightword card correctly, though sometimes the word will be read incorrectly by the teacher. For
example; the card reads we but the teacher reads the.
Small Group / One-on-one
1) We will use Literacy Centers (Collaborative Books, Making Words/Spelling Words(magnetic
words)
2) We will use Shared Writing; the teacher guides the student group in reading and writing
experiences, in this case focusing on the high-frequency/sightwords.
3) We will use our Word Wall; the students use their alphabet knowledge for letter-sound
correspondence to locate the high-frequency/sightwords for shared and independent writing.
4) We will use Cloze Passages; the students will complete sentences by adding the highfrequency/sightwords to the sentences.
Through these strategies learning objectives from Blooms Taxonomy, ranging from displaying
Knowledge, Comprehension, and Application, are expected of the students.
-The learning objectives for the Literacy Center Shared Writing are for the students to: 1)
identify the written sightword 2) write the sight word 3) repeat the dictated sentences 4)
recall/read the sentences.
-The learning objectives for the Whole Group Shared Writing are for the students to: 1)
name/spell the sightwords 2) identify the written sightword 3) repeat then recall the dictated
sentences.
-The learning objectives for the Word Wall are for the students to: 1) identify/recognize the sight
words from letter-sound correspondence 2) apply these sightwords to their journal writing.
-The learning objectives for the Cloze Passages are for the students to: 1) identify the
sighwords 2) distinguish when to use the sightword 3) apply or write the sightword.]
c. Explain how your plans build on each other to help students make connections
between skills and the essential strategy to comprehend OR compose text in meaningful
contexts.
[The students are given several different opportunities, in different ways to make connections
and compose texts under the essential literacy strategy, using letter-sound correspondence to
read, write, and use sight words, guided by the the interactive model and comprehensive
approach. Each lesson/day the instruction will build up to more in-depth objectives.
Shared Writing (development of the early literacy skills of oral language, print knowledge,
alphabet knowledge, phonological awareness, vocabulary): student willread common high-

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frequency words by sight + demonstrate knowledge of letter-sound correspondence + compose

informative /explanatory.
DAY 1 - The whole group morning mini-lesson is a shared writing experience. The students are
engaged with an introduction of descriptive words for sensory words, describing the fall We
see/hear/smell/feel ____. The passage is preplanned and has repetitive patterns so the
students can follow/repeat the text while helping sound out the sentences being written. This
skill requires students at least to hear the initial and last vowel sounds. They will also identify
sight words in the passage. They get experience with the sightwords in real contexts. This is an
opportunity for the teacher to model the use of sightwords, and descriptive words.
DAY 2 - The next day students put butter (yellow underline) on the sight word (because we call
them our popcorn words; they pop up all the time), red underline for noun, blue circle around the
verb, orange squiggly line under descriptive word. This allows for visual cues for the students.
DAY 3 - Following the above mini-lessons, modeling of the use of descriptive words for sensory
words, the students get another opportunity for teacher modeling in the same way but they get
to dictate the descriptive words. The passage is about the featured book Where the Wild Things
Are, using descriptive words for sensory words, describing the wild things Wild things
look/sound/smell/feel like ____.
DAY 4 - The next day students put butter (yellow underline) on the sight word, red underline for
noun, blue circle around the verb, orange squiggly line under descriptive word. This allows for
visual cues for the students.
Through all of this the students are modeled use of, and invited to use sightwords in a repetitive
but different ways.
Word Wall (development of the early literacy skills of oral language, print knowledge, alphabet
knowledge, phonological awareness, vocabulary): student willread common high-frequency
words by sight + demonstrate knowledge of letter-sound correspondence.
DAY 1 The next whole group mini-lesson of the morning includes adding the weekly word we
to the word wall, and the reviewing strategy to locate sightwords by using letter-sound
correspondence
DAY 2 The We workbook sheet: Students read the word we, then name the pictures, then
write the word we. We read the sentences, and review what other sightwords they see
DAY 3 Play Word Jar (incremental rehearsal variation): The words I, like, the, and, see, with
new word we added, are written on a piece of paper. The teachers pulls out a card and reads
the word. If the teacher reads the word correctly, then the students pop like popcorn (because
we call our sight words popcorn words because they pop up all the time). However if the teacher
reads the word incorrectly (the card reads the but the teachers says and the students do not
pop, but read the correct word.
DAY 4 With the Word Jar cards the teacher pulls out Play word Jar (incremental rehearsal
variation) The students choose one card from the jar. Teacher reads out a sentence, and
students listen. If the teacher is spelling out their word, those raise the card, and pop like
popcorn.
DAY 5 With the Word Jar cards the students choose one card from the jar. They use that word
in a sentence.
EACH DAY The class reviews the sightword songs: I, like, the, and, see, and adds we (the
new weekly word).
With the word wall words each day the students are given a gradual release from teacher
modeling, introducing the new word, to student use.

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alphabet knowledge, phonological awareness, vocabulary, developmental writing, and
comprehension): student willread common high-frequency words by sight + demonstrate
knowledge of letter-sound correspondence + compose informative /explanatory + ELACCKRF4;
read emergent-reader texts with purpose and understanding.
DAY 1 The students will be introduced to the Writing Process (Planning, Drafting, Revise,
Editing,and Publishing). We will Plan our piece about the featured book Where the Wild Things
Are. We will use descriptive words for sensory words, describing and imaging ourselves as wild
things I am a wild things look/sound/smell/feel like ____. Students get a choice of which sense
they would like to describe. We will continue the writing process through to publishing. We will
publish a class book We are the Wild Things.
DAY 2 We will Draft our writing. Students insert descriptive word onto the pre-written slip,
then copy the sentence onto their sheet.
DAY 3 We will Revise our writing. Students have the choice to change what sense they want
to describe. Students insert descriptive word onto the pre-written slip, then copy the sentence
onto their sheet.
DAY 4 We Edit our writing. Students will review and correct their work with the teacher.
DAY 5 We Publish our writing. Students will read their work. Later the work will be bound and
categorized by senses described. The book will be available in the class for reading.
For all the writing lessons, many of the same sightwords are utilized to build schema, being
used in slightly different ways, giving multiple encounters, for a gradual release of student use.
This is all guided by the the interactive model and comprehensive approach. ]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
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).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[ The central focus is learning sightwords. If there was any prerequisite it would be
comprehension of letter sounds for word identification. However I do not teach with the bottomup model, I use the interactive model; using decoding to reach higher levels of reading, but also
reading to process information with the student's schema. The plan is to give the students many
different opportunities to interact with the sightwords through decoding skills, reading, and
writing.
Out of the 25 students, there are four students are currently under EIP pullout instruction for
letter identification and letter sounds. Also, there are four students that consistently test on a
higher track.
The pre-assessment and learning focus was on the high-frequency/sightwords; and, the, I, like,
see, we, a, to. For I 96% of the class was proficient. For like 88% of the class was proficient.
For and 80% of the class was proficient. For a 80% of the class was proficient. For the 64%

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of the class was proficient.For see 72% of the class was proficient. For we 60% of the class
was proficient. For to 52% of the class was proficient.
]
b. Personal/cultural/community assets related to the central focusWhat do you know
about your students everyday experiences, cultural backgrounds and practices,
and interests?
[ According to the learning styles survey, the overall class ranking is; Visual in 1st, Kinesthetic in
2nd, and Auditory in 3rd. ]
3. Supporting Students Literacy Learning
Respond to prompts 3ac below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Task 1. In addition, use principles
from research and/or theory to support your explanations.
a. Justify how your understanding of your students prior academic learning and
personal/cultural/community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between
the learning tasks and students prior academic learning, assets, and research/theory.
[ Based on the sightword assessment results, the students have been categorized into different
centers groups. This will help in differentiating the same learning task, while simultaneously
singling out what the teacher needs to focus on per group. Cows (Emerging Group) will have
the 6 students with the lowest scores. Pigs (Intermediate Group) will have 7 students. Dogs
(Intermediate/Proficient Group) will have 6 students. Cats (Proficient Group) will have 6 students
with the 100% scores
.
Based on the learning styles inventory, because the majority were very strong visual learners,
lessons will be created with many diagrams, use a lot of reading, writing, and videos will be
used. We color different types of words during shared writing. Sightwords, for example are
colored yellow, like pop-corn, these are our popcorn words (because they pop up everywhere),
so we put the butter on our popcorn/sightwords (yellow). Also because the 2nd highest learning
style is kinesthetic learning we will use a whole brain strategy, mirrors, where the students
copy the teachers movements along with dictations. We will also use songs in conjunction with
movement, as well as manipulatives. Though auditory learning ranked 3 for learning styles,
these needs will be met with songs, reading, and the whole brain strategy, mirrors of repeating
the teachers dictations.]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted students.
[ Three students are currently under EIP pullout instruction for letter identification and letter
sounds. So, even though they are still emerging, multiple, differentiated, and frequent
interactions with the sightwords will help build schema. Also, there are 4 students that are on a
higher track. While other students may still be emerging with their skills the lessons are built so
that the higher track exceptionalities will still have a challenge (with personalization and
creativity) but the lessons serve as practice for all the students. For example, the writing lessons
call for the students to analyze the sentence and make an educated guess as to what to
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sightword should be inserted. Also, there is a creativity component to the descriptive words
pieces. All students can still be challenged with higher order thinking. Some students may need
more guidance for this, while others will be challenged to go at it more independently. ]
c. Describe common developmental approximations or common misconceptions within
your literacy central focus and how you will address them.
[ A possible misconception of some students would be the sound a letter makes. Although there
are only 4 students with EIP pullout instruction for letter identification and letter sounds, there
can still be other students that have some confusion.
The students are still are in the emergent literacy developmental level. We hear it in their
responses, and see it in their writing. They are either at the Invented Spelling Stage or Phonetic
Spelling stage. For those at the Invented Spelling stage, if during one-on-one interaction they
claim a letter-sound that is off, I will challenge them. I will help them to recognize the actual
sound that the letter they call makes, and work through the alphabet until we find a better,
closer, or actual letter sound in the word they want to spell.
For the student who are at the Phonetic Spelling stage, I will challenge them to discern more
than the initial and final vowel sounds.
I will challenge on a case-by-case basis however. We want to challenge our students while
simultaneously praising what they accomplish, and understanding their developmental stage. ]
4. Supporting Literacy Development Through Language
a. Language Function. Identify one language function essential for students to develop
and practice the literacy strategy within your central focus. Listed below are some
sample language functions. You may choose one of these or another more appropriate
for your learning segment.
Analyze
Argue
Categorize Compare/contrast
Describe
Explain
Interpret
Predict
Question
Retell
Summarize
[ Students will have to interpret what we read and write. They will have opportunities to
interpret based on context, letter-sound correspondence, and schema, supported by the
interactive model. ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function in ways that support the essential strategy. Identify
the lesson in which the learning task occurs. (Give lesson day/number.)
[ Shared Writing (development of the early literacy skills of oral language, print knowledge,
alphabet knowledge, phonological awareness, vocabulary): student willread common highfrequency words by sight + demonstrate knowledge of letter-sound correspondence + compose
informative /explanatory.
DAY 1 - The whole group morning mini-lesson is a shared writing experience. The students are
engaged with an introduction of descriptive words for sensory words, describing the fall We
see/hear/smell/feel ____. The passage is preplanned and has repetitive patterns so the
students can follow/repeat the text while helping sound out the sentences being written. This
skill requires students at least to hear the initial and last vowel sounds. They will also identify
sight words in the passage. They get experience with the sightwords in real contexts. This is an
opportunity for the teacher to model the use of sightwords, and descriptive words.
DAY 2 - The next day students put butter (yellow underline) on the sight word (because we call
them our popcorn words; they pop up all the time), red underline for noun, blue circle around the
verb, orange squiggly line under descriptive word. This allows for visual cues for the students.
V3_0914
DAY 3 - Following the above mini-lessons, modeling of the use of descriptive words for sensory
words, the students get another opportunity for teacher modeling in the same way but they get
to dictate the descriptive words. The passage is about the featured book Where the Wild Things
Are, using descriptive words for sensory words, describing the wild things Wild things
look/sound/smell/feel like ____.
DAY 4 - The next day students put butter (yellow underline) on the sight word, red underline for
noun, blue circle around the verb, orange squiggly line under descriptive word. This allows for
visual cues for the students.
Through all of this the students are modeled use of, and invited to use sightwords in a repetitive
but different ways.
Word Wall (development of the early literacy skills of oral language, print knowledge, alphabet
knowledge, phonological awareness, vocabulary): student willread common high-frequency
words by sight + demonstrate knowledge of letter-sound correspondence.
DAY 1 The next whole group mini-lesson of the morning includes adding the weekly word we
to the word wall, and the reviewing strategy to locate sightwords by using letter-sound
correspondence
DAY 2 The We workbook sheet: Students read the word we, then name the pictures, then
write the word we. We read the sentences, and review what other sightwords they see
DAY 3 Play Word Jar (incremental rehearsal variation): The words I, like, the, and, see, with
new word we added, are written on a piece of paper. The teachers pulls out a card and reads
the word. If the teacher reads the word correctly, then the students pop like popcorn (because
we call our sight words popcorn words because they pop up all the time). However if the teacher
reads the word incorrectly (the card reads the but the teachers says and the students do not
pop, but read the correct word.
DAY 4 With the Word Jar cards the teacher pulls out Play word Jar (incremental rehearsal
variation) The students choose one card from the jar. Teacher reads out a sentence, and
students listen. If the teacher is spelling out their word, those raise the card, and pop like
popcorn.
DAY 5 With the Word Jar cards the students choose one card from the jar. They use that word
in a sentence.
EACH DAY The class reviews the sightword songs: I, like, the, and, see, and adds we (the
new weekly word).
With the word wall words each day the students are given a gradual release from teacher
modeling, introducing the new word, to student use.
alphabet knowledge, phonological awareness, vocabulary, developmental writing, and
comprehension): student willread common high-frequency words by sight + demonstrate
knowledge of letter-sound correspondence + compose informative /explanatory + ELACCKRF4;
read emergent-reader texts with purpose and understanding.
DAY 1 The students will be introduced to the Writing Process (Planning, Drafting, Revise,
Editing,and Publishing). We will Plan our piece about the featured book Where the Wild Things
Are. We will use descriptive words for sensory words, describing and imaging ourselves as wild
things I am a wild things look/sound/smell/feel like ____. Students get a choice of which sense
they would like to describe. We will continue the writing process through to publishing. We will
publish a class book We are the Wild Things.
DAY 2 We will Draft our writing. Students insert descriptive word onto the pre-written slip,
then copy the sentence onto their sheet.
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DAY 3 We will Revise our writing. Students have the choice to change what sense they want
to describe. Students insert descriptive word onto the pre-written slip, then copy the sentence
onto their sheet.
DAY 4 We Edit our writing. Students will review and correct their work with the teacher.
DAY 5 We Publish our writing. Students will read their work. Later the work will be bound and
categorized by senses described. The book will be available in the class for reading.
For all the writing lessons, many of the same sightwords are utilized to build schema, being
used in slightly different ways, giving multiple encounters, for a gradual release of student use.
This is all guided by the the interactive model and comprehensive approach. ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
Vocabulary or key phrases
Plus at least one of the following:
Syntax
Discourse
Consider the range of students understandings of the language function and other language
demandswhat do students already know, what are they struggling with, and/or what is new
to them?
[ They will need oral/verbal comprehension skills for our shared writing and reading lessons, as
they are expected to orally and physically participate. This is also true for syntax; capital and
period function comprehensions, to help comprehending and self tracking for shared and
independent writing lessons.
Vocabulary and key phrase to know would include: sightwords/popcorn words, descriptive
words.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
Describe the instructional supports (during and/or prior to the learning task) that help
students understand and successfully use the language function and additional
language demands identified in prompts 4ac.
[ Of course I model expectations, procedures, and objectives for the students prior to their
beginning the tasks. This is done through examples, visuals/images, and mirrors (visual,
kinesthetic, and auditory cues).
For example, whole-class shared writing experiences include include the following: reading
each each sentence as a class; the students putting butter (yellow underline) on the sight word,
red underline for noun, blue circle around the verb, orange squiggly line under descriptive word;
reading the sentence together with mirrors (with Upper case, noun, verb, and period motions).
This serves as the repetitive scaffolding that is needed throughout the various lessons,
especially with the writing pieces.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Task 1.
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a. Describe how your planned formal and informal assessments will provide direct
evidence that students can use the essential literacy strategy and requisite skills to
comprehend or compose text throughout the learning segment.
[ There will be various informal assessments during centers/small group work in the form of
work sheets, Cloze books, and student written books. These student work samples will pose as
informal assessment for need of re-engagement or more challenges. Based on the pace in
which they finish, there are additional tasks plans to further challenge them. Also, if they do not
finish, or show they have struggled with the lesson, they will receive additional support during
our end of the day period. ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider all students, including students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic knowledge,
and/or gifted students.
[ Based on the pre-assesment results, the EIP students were classified in the Cow (Emerging
Group) for centers. This means they will receive differentiated instruction with the same centers
work the rest of the students receive. They still get that needed practice with initial letter-sounds,
and functional usage. Will will circle additionally sightwords we read. They will be challenged to
at least hear the hear for the initial vowel sounds. They are still challenged by the expectations
according to their abilities. As for the gifted/higher-track learners, they all placed into the Cats
(Proficient Group). This means they will receive differentiated instruction with the same centers
work the rest of the students receive. They are still challenged by the expectations according to
their abilities. Mainly the challenge will be to go at it more independently, and listening for more
than just the initial and final consonant sounds. ]

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Elementary Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

frequency words by sight + demonstrate knowledge of letter-sound correspondence + compose

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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