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Elementary EducationTask 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 !isible in the !ideo 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 clip(s)? Identify the lesson(s) by lesson plan number.[ The featured lessons are; Lesson  ! “#$%&’ W%ITI &*+&%I&,& (-ornin) and Lesson / ! W0%1″T$TI0” (-ornin).,lip 2 ‘$3 4 “hared Writin “chema $ctivation 5 6277 mins,lip /2 Wor8stations %e!enament ,ows (&merin roup) 5 92/: 5 / mins  <24: mins =
2.Promoting a Positive Learning Environment
%
efer to scenes in the video clip(s) where you provided a positive learnin environment.
 
a. #ow did you demonstrate mutual respect for> rapport with> and responsiveness to students with varied needs and bac8rounds> and
 
challene students to enae in learnin? [
I emonstrate res!e”t #or st$ents in “%i! 1 at &:’& mins
2 I remind a student to wait their turn in tal8in> to raise their hand with the phrase steppin on [email protected] I often use the phrase as a reminder to respectfully wait their turn to spea8. I used that term several times throuhout this clip. $t this particular moment thouh I was referrin particularly to a student that is often disruptiveblurts out responses (as can be seen throuhout this clip> I ive him several reminders). Ainally I calmly ive him an option I need you to put your head down> unless you 8now how to Boin us because you are steppin on CCCDs words> and you are really distractin us. 3ou have really ood input but you are distractin us today. Than8 [email protected] $s the commentary shows I praise him for his input> which is often straiht on> however he often does it in a disruptive way. I am not only remindin him of and uidin him towards patience> I also model respectful patience in my addressin him. I am showin him personal respect in how I am addressin him> as well as respect for and ac8nowledment of his ood input even if itDs done in not the reatest way. 
I emonstrate ra!!ort (it) st$ents in “%i! 2 at &:2* mins :
 0penin in this clip I am attemptin to reel student Ds attention bac8 by usin silly eEaerations and the count!down. 3ou can hear student / Boinin the count!down. This is a cue I often use to alert the students itDs time to focus and follow directions Fuic8ly> which student  does. $t 924/ mins you can hear how I eEaerate my words Bo8inly a GI [email protected] Aollowin this> you hear student / freely eEpressin his concerns Hm I thin8> I thin8 itDs oin to et> ta8e a lon [email protected]> and to assure him I tell him> itDs 01 because we are still learnin. Aollowin that “tudent  says Bust loo8 closer [email protected] Bo8inly however his attention flows towards the wor8 followin this. This free flow of conversation both funsilly and serious I believe demonstrates rapport between my students and I because the free flow shows comfort in our communication. 
I emonstrate res!onsiveness to st$ents in “%i! 1 at ‘:’* + &:,’ mins :
 The student I responded to has a varied needbac8round. #e often needs more stimulation to hold his enaement. When he becomes disenaed or needs some stimulation he stimulates himself with lots of movement. This movement is disruptive for his learnin (it distracts him from
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Elementary EducationTask 2: Instruction Commentary 
the lesson) and to his classmate. When I saw his cues of needin stimulation (sittin atop his wor8 board and boE) I attempted to reel his attention bac8 in with includin him in the discussion. I referenced his own descriptive verbiae from the previous dayDs wor8station rotation. #e compared a wild thin to an airplane because it ma8es a really loud noise…and it hurts your [email protected] 
At -:2′ mins
 my responsiveness is really a lac8 of responsiveness. In the class there is a red chair that he can roc8 in for stimulation. #e 8nows when he needs it> this is where he can o for stimulation> which in this clip he eventually does. This way he ets his stimulation in a more appropriate way> ettin the vestibular stimulation throuh roc8in> to maintain attention and not distract the other studentsD attention> as opposed to distractin himself and others with searchin for other means of stimulation. -y lac8 of respondin to him leavin the carpet> lettin him dictate his needs avoids lesson disruption. 
I emonstrate “)a%%enging st$ents in “%i! 1 at :1* + ‘:’* mins :
 $t 72: mins I challened them to first pull out a descriptive word from the passae (terrible)> by as8in what is a descriptive word you [email protected]> and then to build on this descriptive word with
“reative
 descriptive wordsphrasins. Arom the authors descriptive word they must thin8 of their own
“reative
 descriptive wordsphrases for thins that sound terrible. $t 724< mins I as8 the students what is a terrible sound you can thin8 [email protected] “ome responses were screamin@> [email protected]> a [email protected] Later in the clip student responses included a [email protected] (92<9 mins) > a [email protected] (2/4) a [email protected] (2/J mins). a monster [email protected] (2<: mins). 
I a%so emonstrate “)a%%enging st$ents in “%i! 2 at /:1* mins + 11:,’
 2 $t J2/9 mins I challene them into focusin on the letters they hear. These student are still emerin in listenin> readin and writin with letter sound correspondence (they are in the emerin roup> they both are pulled!out for &I+ daily). They are challened to at least finduse the initial letter!sound of the word. “tudent  wants to write super danerous [email protected] The student has used invented spellin and I want to enae his focus and challene him to move beyond this> and really listen for letter sounds. =
,.Engaging St$ents in Learning
%efer to eEamples from the video clip(s) in your responses to the prompts.
a.&Eplain how your instruction enaed students in developin an essential literacy stratey and reFuisite s8ills.[
I emonstrate engaging st$ents (it) eve%o!ing an essentia% %itera”0 in “%i! 2 at /:1* + 1*:’* mins
2 The essential literacy stratey is usin letter!sound correspondence to r 
ea an (rite
. $t J2/9 mins> I am enae them into focusin on the letters they hear. These student are still emerin in listenin> readin and writin with letter sound correspondence (they are in the emerin roup> they both are pulled!out for &I+ daily). “tudent  wants to write super danerous [email protected] The student has used invented spellin and I want to enae his focus and challene him to move beyond this and finduse the initial letter!sound of the words.  $t :2:: mins I respond what did we say ma8es the DduhD sound? $ oes
 
DahD> G oes DbuhD> , oes D8uhD> ‘ oes DduhD. D’uhD> DduhD> DdanerousD. +ut your ‘ down for dan[email protected] I am usin a son we have previously learned and freFuently use to enae them; they both bein sininchantin with me.
 I emonstrate engaging st$ents (it) eve%o!ing a re$isite si%% in “%i! 2 at /:’ mins
2 0ne reFuisite s8ill to writin is foundational 8nowlede of riht!to!left flow. I have to remind this student as he is insertin his descriptive phrase. $lso at :2:: mins I enae the students with usin the reFuisite s8ill of
ienti#0ing
 letter!sound correspondence> by sinin the letter!sound son. Goth students bein to sinchant alon with me to find the the letter!sound.
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Elementary EducationTask 2: Instruction Commentary 
Gefore they can use the essential literacy stratey is usin letter!sound correspondence to r 
ea an (rite
they must be able to
ienti#0
 letter!sound correspondence =b.‘escribe how your instruction lin8ed studentsK prior academic learnin and personal> cultural> and community assets with new learnin. [
I emonstrate %ining !rior a”aemi” no(%ege in “%i! 2 at 1*:** mins
2 I enae the students with usin their 8nowlede of letter!sound correspondence> by lin8in prior 8nowlede to sinin the letter!sound son (which we previously learned and freFuently enaed in as a class). Goth students bein to sinchant alon with me to find the the letter!sounds.
 I emonstrate %ining !ersona% assets in “%i! 2 at &:- mins
2 I tell these students that we will circle our siht words. This is the emerin roup (they are pulled!out for &I+ daily). The first student freFuently eEpressed eEcitement and focus on siht words. #e had been seein sihtwords everywhere. “o I too8 this positive and new found eEcitement to include in our lesson tas8 to circle all the sihtwords they could find. I supported this with a larer sihword list to compare and search with. =
.3ee!ening St$ent Learning $ring Instr$”tion
%efer to eEamples from the video clip(s) in your eEplanations.a.&Eplain how you
e%i”ite an 4$i%t on st$ent res!onses
 to promote thin8in and apply the essential literacy stratey usin reFuisite s8ills to comprehend
OR
 compose teEt.[
I emonstrate e%i”iting an 4$i%ing on res!onses to “om!ose te5t in “%i! 1 at ,:*  + 6: mins
 2 $t 42<J mins a student says $ll of those are descriptive. TheyDre tellin us what they are doin@. #e has comprehended from the passae that the author is describin the wild thins> but he is not Fuite where I need him to be because he has stated the passae tells us what the wild thins are doin. I respond Well> you 8now> its ivin us actions about what they were doin but it also describes…what is a descriptive word you [email protected] I am attemptin to elicit responses from that focus on
“reative%0
 describin how the wilds thins wild thins loo8> sound> smell and feel> not Bust on their actions> for our shared writin eEperience. With my response we had several student responses. $t 72/: mins a student responded [email protected] I eEplained that this was a action. $t 72/ mins I respond how about their teeth> what word was described for their [email protected]> from this eEplainin and probin another student responded [email protected] Arom this I probed further at 724 mins wait how about their roars? Their roars are terrible….what is a terrible sound you can thin8 [email protected] I did further scaffoldin with use your imaination to thin8 about what a terrible roar would remind you [email protected] “ome responses were screamin@ (<2:mins)> [email protected] (<2/< mins)> a [email protected] (<24< mins). I as8ed the student why is a lawnmower a terrible sound> and she responds because itDs so [email protected]0ther responses were a [email protected] (92<9 mins) > a [email protected] (2/4) a [email protected] (2/J mins). Arom the bell response I ac8nowleded that a bell dinin could hurt my ears if it was really loud. The student added> It hurts my ears li8e a [email protected] $nother student response wasa monster [email protected] (2<: mins). I responded the wild thins are 8ind of monstrous arenDt they. That is a ood descriptive word for a sound they [email protected] The last student response was a car because when you beep the horn> the horn is so [email protected] Arom all their creative comparisons> the ultimate conclusive descriptive word was loud. =b.&Eplain how you modeled the essential literacy stratey and supported students as they practiced and applied the stratey in a meanin!based conteEt. [
I emonstrate moe%ing an s$!!orting t)e essentia% %itera”0 strateg0 in “%i! 2 at 1*:** + 1*:’* mins
2 The essential literacy stratey is usin letter!sound correspondence to
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EdTPA-Task 2 Prompts

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Elementary EducationTask 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 thebrackets 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 !isible in the !ideo 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 clip(s)? Identify the lesson(s) by lesson plannumber.[ Lessons 2 and 3 
2.Promoting a Positive Learning Environment
!efer to scenes in the video clip(s) where you provided a positive learnin” environment. a. #ow did you demonstrate mutual respect for$ rapport with$ and responsiveness to students with varied needs and bac%”rounds$ and
 
challen”e students to en”a”e in learnin”? [ In the clip from Lesson 3$ ri”ht at the be”innin” I as% a &uestion and “ive students ample time to tal% with peers about what is included in a bio”raphy. ‘lso$ durin” this time I ma%e an effort to en”a”e students in conversation who seem to be &uiet or who may need more direction in their conversation. ‘t the conclusion of partner sharin”$ I ma%e an effort to call on as many students as possible to share their ideas about what is included in a bio”raphy. ‘ll of these were “eared help all students in the classroom because it “ave them the opportunity to share their ideas and “et feedbac% from peers before sharin” it with the whole class(social learnin” theory). I also used &uestions to help direct the conversation to some important details that students were leavin” out(i.e. dates)$ re&uirin” students to provide the information as opposed to me ust tellin” them. 
.Engaging St!”ents in Learning
!efer to eamples from the video clip(s) in your responses to the prompts.a.*plain how your instruction en”a“ed students in developin” an essential literacy strate”y and re&uisite s%ills.[ +he essential literacy strate”y that we focused on in these lessons was differentiatin” between main points and interestin” facts in non,fiction tets. +o do this we had students use a codin” strate”y to help them identify both of those as well as identifyin” any &uestions they had while readin”. -ased on my modelin” in the first lesson students had a “ood base for what was epected in the codin” and %new what to loo% for when differentiatin” between main points and interestin” facts. In the clip from lesson 3$ we wor%ed as a class to identify important aspects of a bio”raphy. +his helped en”a”e students in identifyin” information about a specific “enre$ which then transitioned into usin” that information by loo%in” for those important details in a bio”raphical tet. +hey also had practice codin” bio”raphical tets durin” lesson 2$ as each “roup wor%ed with bio”raphies and so had practice findin” main ideas.b.escribe how your instruction lin%ed students/ prior academic learnin” and personal$ cultural$ and community assets with new learnin”. [ In both clips I have students recall the codes that were introduced in the first lesson. +his is important so that when I am assessin” student wor% I have a consistent set of codes that I can understand and compare to other elements(summaries$ “raphic or”ani0ers$ etc.) of each
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Elementary EducationTask 2: Instruction Commentary 
lesson. In both lessons 2 and 3 students have the opportunity to use information that they have already studied recently durin” readin” and writin” instruction. urin” Lesson 2 the students were as%ed to use a tet that they had used the previous wee%. 1sin” a familiar tet made the tas% a bit less challen”in” while also ma%in” it en”a”in”. +his is because students already had bac%”round %nowled”e about the tet and were able to recall information and find it easily without havin” to read the entire boo%. urin” lesson 3 students were as%ed to recall important details about what is contained in a bio”raphy. -ecause all “roups were wor%in” with bio”raphies in Lesson 2$ students were able torecall this information easily and were en”a”ed in conversation with peers when as%ed to do so.
#.$ee%ening St!”ent Learning “!ring Instr!&tion
!efer to eamples from the video clip(s) in your eplanations.a.*plain how you
e’i&ite” an” (!i’t on st!”ent res%onses
 to promote thin%in” and apply the essential literacy strate”y usin” re&uisite s%ills to comprehend
OR
 compose tet.[ +here were many opportunities to build off student ideas and help students to thin% deeper about the information they were loo%in” at and differentiate between main ideas and interestin” facts. urin” lesson 2 there was a student who said that all of the information he found in the tet were interestin” facts. -y havin” a conversation with him that helped him reali0e that sometimes thin”s that we find interestin” in a tet are important details helped him to narrow hisfocus and thin% more critically about the information he coded.I also had the opportunity to help students identify differences in “enre. urin” lesson 3 when students were identifyin” information they would find in a bio”raphy$ one student su””ested thatyou would find headin”s in a bio”raphy because it was non,fiction. When he mentioned this$ myimmediate response was to as% if you would always find headin”s in a bio”raphy. 1nfortunately I didn/t “ive appropriate wait time when I as%ed this &uestion$ but it did ma%e students ta%e a second loo% at what they mi”ht find in a non,fiction tet. b.*plain how you modeled the essential literacy strate”y and supported students as they practiced and applied the strate”y in a meanin”,based contet. [ It was important in this se”ment to include constant eamples of my thin%in” throu”h thin%,alouds while readin” the various tets used in this se”ment. +here is evidence of this in the clip from lesson 3. !i”ht before students are as%ed to wor% by themselves I model how I would codea tet$ and by doin” so$ find main points in the tet. When I underline certain aspects of the first sentence of the article I share my thin%in” of why I thin% those ideas are important. I also had anopportunity to eplain why I underlined Woodrow Wilson/s name when students su””ested that you could ust loo% up who the information was about. I made it clear that it was important to include this information so the reader wasn/t left as%in” &uestions while readin”. I supported students practice of the strate”y by visitin” students when they were wor%in” in “roups and individually and as%in” them to eplain why they coded thin”s a certain way. +here is evidence of this in the clip from lesson 2. -y havin” a few students share their ideas I was able to “au”e their understandin” of the information$ and was also able to challen”e students torecord the information they found in their own words instead of writin” the tet verbatim on their “raphic or”ani0er. 
).Ana’*+ing Tea&,ing
!efer to eamples from the video clip(s) in your responses to the prompts.
Copyright ” #$%& ‘oard of Trustees of the eland tanford *unior +ni!ersity.
 
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