Part e Planning Commentary

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

Respond to the prompts below (no more than 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 of this learning segment is for students to compose a persuasive
speech based on the reading passage, Leonardos Horse. This literature piece is a
biography that presents the major events in Leonardo da Vincis life, particularly focusing on
his Renaissance characteristics and commitment to completing the bronze horse. The
students will focus on the essential literacy strategy of note taking from informational text to
support their writing topic. For this lesson segment, their writing topic is an opinion-based
persuasive speech, where students must take a stand based on the essential question: Do
you agree or disagree with Leonardo da Vincis statement as he refers to the regrets about
his bronze horse, I have wasted my hours. The purpose of this learning segment is for
students to utilize their resources and become accustomed to note-taking, organizing their
writing, and citing evidence directly from the text.]
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
[This learning segment is based on the New York State Common Core Learning
Standards for English Language Arts and Literacy. The essential literacy strategy in this
learning segment is note taking from informational text to support their writing, more
specifically, by using a graphic organizer. On the first day of the segment, students will
reach the objective of collaborating with their classmates to complete the close read
questions to deepen their understanding of the main idea, supporting evidence, and key
concepts from the literature piece. This lesson objective is directly aligned with the essential
literacy strategy of note taking from informational text to support their writing, using graphic
organizers for prewriting. The students will use their requisite skills, language conventions
and organization, and apply them to completing their close read questions. The Common
Core Standards evident in lesson one include quoting accurately from the text when
explaining what the text explicitly says and when drawing inferences from the text
(CCSS.ELA-LITERACY.RL.5.1). In addition, students will have the ability to determine the
theme of this story, including how the character in a story responds to challenges (CCS.
ELA-LITERACY.RL.5.2), as they focus on Leonardos obstacles while sculpting of the
bronze horse.
During the second day of the segment, students will refer back to Leonardos
Horse and their close read questions to gather information to build an argument for the
composition of their persuasive speech. After a brief lesson on the components to an
effective persuasive speech, students will have the aptitude to complete their speech
graphic organizer, which contains the following elements: take a stand, hook, thesis
statement, body paragraphs, text-based evidence, counter-argument, and conclusion.
While completing their graphic organizers, students will introduce their topic clearly, state
their opinion, and create an organizational structure in which ideas are logically grouped
together to support the writers purpose, which is to persuade (CCSS.ELACopyright 2014 Board of Trustees of the Leland Stanford Junior University.
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LITERACY.W.5.1.A). There are also several other Common Core Standards that are
addressed during this reading/writing connection, including CCSS.ELA-LITERACY.1.5.1.B,
CCSS.ELA-LITERACY.W.5.1D, and CCSS.ELA-LITERACY.W.5.9. Summing up these
standards, students will provide logically ordered reasons, a concluding statement, and
evidence drawn directly from this literature piece, Leonardos Horse. These standards
incorporate the requisite skills of language conventions, organization, active voice, and
editing/revising skill sets while students work on building their argument.
On the final day of the lesson segment, students will compose a persuasive speech,
utilizing their resources (graphic organizer, close read questions, literature piece, and
rubric), and aim to score a 3 or above on the corresponding rubric. The central focus of
composition is being addressed in this reading and writing connection. Students will use
evidence directly from the text to compose their well-structured, five-paragraph persuasive
speech. The Common Core Standards that are addressed include, CCSS.ELALITERACY.W.5.1, and CCSS.ELA-LITERACY.W.5.4. These Standards are evident when
students write their persuasive speeches, supporting their perspective with relevant reasons
and information. Their speeches must be well-organized with adequate language
conventions: they must introduce the topic clearly, state their opinion, and create an
organizational structure in which their ideas are logically grouped to support the writers
purpose, to persuade (W.5.1.A). Therefore, the reading and writing connection is apparent
within this formal assessment.]
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.
[This lesson segment has been thoroughly planned out for these three lessons to build
off each other, allowing students to make connections between literacy skills and the
appropriate steps to composing a persuasive speech. Each lesson within this learning
segment will build upon the previous lesson, activating prior knowledge and connecting
relevant information to support student growth. I will help students make these connections
by implementing an essential question that is carried throughout the entirety of the segment
and referred back to at the end of each day, giving students the opportunity to build on their
ideas, connect key concepts, and accumulate information for their persuasive speech. The
essential question is as follows: Do you agree or disagree with Leonardos ending
statement, I have wasted my hours. To deepen student comprehension, I will incorporate
Jerome Bruners instructional scaffolding, accommodating students based on their individual
needs. With this class being made up of a diverse group of learners, the use of instructional
scaffolding will aid students in achieving his/her educational goals and the lesson objectives;
depending on the students academic ability (basic, emergent, or proficient), they will receive
specialized supports.
On the first day of the lesson segment, students will read the units main passage,
Leonardos Horse, which is an engaging biography telling the major events in Leonardo da
Vincis life. Each student will be given close read questions structured in a graphic organizer,
printed on a prearranged colored paper. Students will have to find their classmates who
share the same color paper; those students will be in the same group. These close read
questions are differentiated based on students academic performance and reading levels.
The students will work with these differentiated groups to reread the literature passage and
respond to close read questions. There are three tiers of graphic organizers: (1) Proficient/
over performing students (2) Emergent/ on-level students and (3) Basic/ underperforming
students/struggling readers. The third tier, basic learners, will receive the most support
during the writing process and close read responses. Tier two, the on-level students, will
receive assistance when needed, but most students should have the ability to complete the
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
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objective with ease. Lastly, tier one/ proficient students will not receive any additional
supports. By the end of day one, students should reach the objective of collaborating to
complete the close read questions to deepen their understanding of the main idea,
supporting evidence, and key concepts from the literature piece.
The second day of the lesson segment consists of a brief lesson on persuasive text,
covering the components to an effective persuasive speech. Students will then have the
aptitude to build an argument by completing their speech graphic organizer, which includes
but is not limited to the following: composing a hook sentence, thesis statement, structure of
the speech, how to acknowledge a counter-claim, and a strong conclusion. This prewriting
graphic organizer provides a rigid structure for composition, thoroughly outlining the entire
speech. I will break each section of the graphic organizer down, providing students with
sample work and further explanations. The students will be given an allotted time to
complete this graphic organizer, but I will circulate the classroom to provide additional
support for students. They should use their resources to complete their graphic organizer
and explicitly refer back to the text.
On the third and final day of the lesson segment, students will compose their persuasive
speeches. It is recommended that they use their resources (graphic organizer, close read
questions, literature piece, and rubric) to strengthen their writing. At this point of the learning
segment, students will have more than enough information for composition. They must refer
to the rubric and verify that they have adequately completed the writing task. Once the
students complete their persuasive essays, they will have the opportunity to self-assess
themselves, highlighting sections of the rubric and jotting down additional comments.
Aforementioned, the plans for this lesson segment build on each other to help aid the
students in making connections with the literature piece and their ability to compose a
persuasive speech. Each day of this lesson segment will strengthen student knowledge and
provide students with the opportunity to connect prior knowledge to the essential strategy,
composition of a persuasive text.]
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.
[During the planning process, it was important to consider the students prior knowledge,
academic tendencies, and areas needing improvement. Students academic development
is routinely evaluated through both, formal and informal assessments. They are assessed
based on observations, data-analysis, small group work, independent practice, questioning,
and student work samples. In regards to what students already know, these fifth graders
are familiar with some of the instructional strategies and activities that will be used for this
particular segment. For example, students are familiar with close read questions; they
typically complete the close read questions independently or in a partnership. The students
also have knowledge of authors purpose, to persuade, to inform, and/or to entertain; but
they have not yet written a persuasive piece. Therefore, I have included a brief lesson on
how to compose an effective persuasive speech, which will guide them through the writing
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process. They have learned about active voice being a powerful writing tool, which is crucial
for composing a persuasive speech and passionately sharing their opinion and ideas.
Lastly, they are familiar with graphic organizers and are learning to apply them in improving
their writing.
While uncovering prior academic learning and prerequisite skills, this group of fifth
graders is dynamic, mature, and well rounded. They can work well with their classmates
through collaborative assignments and cooperative learning. Students can share their ideas
in a respectful manner and engage in friendly conversations. They have the ability to decode
words and use context clues. Often, the students use the strategy of decoding unfamiliar
and challenging words and/or applying the context clues to help identify these unfamiliar
words. This class is more than capable of composition, as they are accountable for writing
extended responses bi-weekly on their unit exams.
Although this fifth grade class possesses great character, it is quite evident that there is
room for growth, exploration, and areas of improvement. Based on data-analysis and
observations, students are struggling with marking up the text, taking notes, and using their
resources to their advantage. Not only is this a concern within the classroom environment,
but these students will also be completing the English Language Arts State Assessment in a
short few months and they must work to improve this imperative skill. In addition to the lack
of note taking, these students do not outline their writing pieces, create lists, or use a
planning page during the prewriting process. I feel without this prewriting organization, the
students struggle with conveying their message and incorporating relevant and logically
organized support. Lastly, the students are still learning how to cite text-based evidence.
They typically read a passage once or twice, yet they do not refer back to the source during
their writing. When considering a reading/writing connection, it is crucial for students to
include concrete evidence and provide details directly from the text to support their answer.
b. Personal/cultural/community assets related to the central focusWhat do you know
about your students everyday experiences, cultural backgrounds and practices,
and interests?
[The students of this suburban, public elementary school come from a variety
cultures, family dynamics, and personal situations. In the beginning of my placement,
students completed interest surveys and extended conversations about likes/dislikes,
activities, and involvement. Students in this class are highly involved in extracurricular
activities, such as sports, scouts, drama, and dance. Through discussions, I have
concluded that students are interested in professional sports, video games, and technology.
Many of the students are friends outside of the classroom and participate in sports and
activities together. Students, and their families, participate in community events and school
activities, such as family fun night, Parents as Reading Partners, and fairs. The students,
and the community as a whole, are socially interactivethis is why the students love to work
in partnerships and small groups when completing assignments; they often feel more
confident when receiving feedback and reassurance from classmates. Overall, these
students and their families have a shared value on education and community involvement.
There is a commonality of parent involvement within the childs education; this elementary
school is part of a tight-knit suburban community. A common personality trait of these
students is that they are outgoing and vocal. They all want their voice and opinions to be
heard; they enjoy sharing their opinions and ideas with their classmates. Quite often, the
students complete their work simply to get it done. They often do not take pride in their
work nor show great ownership, which is one of my classroom goals. Therefore, a
persuasive speech would be a relative assignment for them, improving on their weaknesses
while engaging them with their desire to be heard.]

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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.
[Using students prior academic learning, I began planning this segment by pinpointing the
objective I wanted students to achieve. I decided to follow Grant Wiggins and Jay McTighes
Understanding by Design framework (UbD), whereas I designed this lesson segment
backwards by starting with identifying my desired results. I wanted students to have the ability
of composing a persuasive speech based on the literature piece. Therefore, I had reading goals
of a deep understanding and writing goals of arguing their perspective through a persuasive
composition. These reading and writing goals led me to the essential question which was
argumentative and opinion based, prompting students to take a stand and support their
reasoning. During the second stage of UbD, I determined the evaluation criteria and the
assessments I could put into place. In order to obtain evidence of whether or not the targeted
learning will be achieved, I focused on one of the six facets of understanding for assessment
purposes: demonstrate perspective by seeing the big picture and recognizing different points of
view. This facet is assessed as their culminating activity, when they compose their persuasive
speech. Lastly, I planned all learning experiences and instructional activities that will support
the learners through the composition process. These instructional activities include reading
Leonardos Horse, answering the differentiated close read questions, completing their
argument graphic organizer, and composing their persuasive speech.
Being that the essential strategy of this segment is note taking from informational text
to support their writing topic using a graphic organizer, I wanted to assure that the lessons
were building off of each other, supporting students through this process. Therefore, I
followed Jerome Bruners theory of scaffolding, involving helpful, structured interaction
between the students and I with the aim of helping students compose their speeches.
Scaffolding is evident throughout this lesson segment, specifically during the second and
third lessons/days, where I will provide students with enough support during the initial stages
of learning how to build an argument and compose a persuasive speech. By the end of
each lesson, I will slowly remove the support as students become ready for more freedom
with their work. While teaching students how to build an argument, I will scaffold each step
of the composition. For example, when introducing students to writing a hook
statement/attention grabber, I will follow these scaffolding steps: (1) define what a hook
statement is, (2) provide students with techniques to create a hook, (3) provide samples
relevant to this composition, (4) give them time to write their own hook, (5) allow them to
share their hook statements with classmates, (6) revise their hook statement. Each step will
be thoroughly explained and demonstrated, and then students will have the opportunity to
try it on their own without the additional support.
In order to ensure success within accomplishing this objective, I felt it was necessary
to differentiate the content for these diverse fifth grader students. Carol Tomlinson defines
differentiated instruction as a philosophy of teaching based on the premise that students
learn best when accommodated with their readiness levels, interests, and learning profiles.
Apparent in lesson/day one, students will be given differentiated close read questions which
will be placed on different colored paper. Students will then be given the choice of working
independently, in partnerships, or in a small group, but only with those with the same colored
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paper. These differentiated close read questions are based on reading level and student
performance in reading comprehension. These questions are offered in three tiers, where I
will be able to circulate the classroom and provide my assistance where I see necessary,
especially focusing on the lower performing students. With the foundation of reading
comprehension, these students will have more knowledge and confidence as they compose
their persuasive speech from this reading and writing connection.]
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.
[The instructional strategies and planned supports seen within this lesson segment are
appropriate for the whole class, individual students, and/or groups of students with specific
learning needs. I understand that this class is made up of a diverse group of learners.
Therefore, I have taken into consideration the strengths and weaknesses of each academic
level, basic, emerging, and proficient. With that being said, I have planned my segment
around offering a variety of additional supports, modifications, and effective strategies that
are in sync with the classroom dynamic. Those students classified with speech/language
impairment often find more comfort in writing assignments than oral presentations,
classroom discussions, or read aloud activities. These lessons build on the literacy skills to
compose a persuasive speech, based on ones opinion, which is the perfect opportunity for
these students to express themselves using their intrapersonal skills and preferences. As
their IEP mandates, I will continually check for understanding, read the directions to them,
and offer these students extended time. For the student with Attention Deficit Hyperactivity
Disorder, there are many teach-in moments, prearranged focusing prompts, and allotted
times for breaks. In addition, I will not only allow, but also encourage this student to utilize
break times and/or the freedom to stand while he works.
For students who struggle with reading, I will offer greater support during the reading
and writing connection. I will offer small group intervention to clarify reading comprehension,
coach them through challenging vocabulary words, and direct them through the graphic
organizers. On the other side, the proficient and over performing students will be
challenged by this task. These students are so consumed with finding the correct answer
that they frequently doubt themselves and steer away from self-expression and exploration.
Typically, these students play it safe because they want to excel in school and receive high
grades. This assignment will challenge them to take a risk, making a stand and supporting
their opinion.]
c. Describe common developmental approximations or common misconceptions within
your literacy central focus and how you will address them.
[At the fifth grade level, composition may be a grueling task for students, leading to
developmental approximations. The most common misconception is students ability to
write their ideas on paper; they often are more successful orally expressing ideas and
responses. The most common developmental approximation is the essay/speech
organization and structure. Typically, they claim to plan their response in their head, yet
they do not physically write an outline or prewriting plan to guide them through the process.
This class becomes quite apprehensive when presented with such an in-depth writing task;
they often withdraw and become intimidated. There are several instructional strategies in
place to address these misconceptions. First and foremost, I will motivate and encourage
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the students through the writing process, for I can ensure that the end result will be worth
the fight. I will also inspire students to take creative risks, trust their judgment, and enjoy this
writing piece, as it is based on their own opinion. In addition to inspiring, motivating, and
support these students, I will teach into the lesson and provide more focused mini lessons
for each task. I will provide students with definitions, sample work, and structural advice to
help with composition. For example, I will define what a hook statement/attention grabber
is, provide them with techniques to create an effective hook, and show them samples to
inspire their own writing. Breaking the graphic organizer down piece by piece will make
composition more manageable for these fifth graders. Overall, this lesson segment provides
students with scaffolding, where each lesson builds on each other. First, they will
comprehend the text by completing close read questions. Next, they will use their close
read questions and the text to build their argument. Last, they will have the aptitude to
compose a persuasive speech based on the essential question. If more questions and/or
misconceptions arise, I will address them to individual students, groups of students, or the
class depending on the difficulty of the task or students learning needs.]
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
Interpret
Predict
Question
Retell
Summarize
Explain
[Argue; The students must argue their perspective through composition of their persuasive
speech.]
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.)
[The key learning task from the plans of this lesson segment is exemplified during lesson two,
day two while they build their arguments for their persuasive speeches. The students will
complete a thorough and systematic graphic organizer, which sets the foundation for their
persuasive speech. The more diligent the students work to complete this pre-writing graphic
organizer with concrete and tangible supporting evidence, the easier the writing process will be
for arguing their perspective. To be more specific, the graphic organizer assists students in
building their argument and encourages them to state their claimthey must include a position
statement, thesis statement, two reasons, text-based evidence, a counter-argument, and a
conclusion. By completing this organizer, students will have a solid argument for composing
their persuasive speech.]
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
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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?
[Connecting to the language function and learning task, there are other associated
language demands that students need to understand and use within their writing. Each
main passage within the Reading Street curriculum introduces selection vocabulary and
amazing words, which are content-specific to each literature piece. For Leonardos Horse
the students will be familiar with most of the vocabulary words, yet will be exposed to a few
more challenging words. These content-specific vocabulary words include the following:
philosopher, achieved, architect, bronze, cannon, depressed, fashioned, midst, rival, inspire,
muse, sculpture, and medium. These will be introduced prior to reading and continually
reviewed during instruction. In conjunction with this lesson, we will engage in classroom
discussion based on fixed versus growth mindset, hope, grit, and perseverance. While the
students work on composing their persuasive speeches, I will remind them of these class
discussions and encourage them to apply it to Leonardo da Vinci overcoming his obstacles
of the bronze horse. The students are encouraged to use these additional language
demands within composing their persuasive speech. I will provide them with the academic
vocabulary lists and transition words as a reference during the writing process. Students
must use discourse when participating in class discussions, cooperative learning, and their
composition of this persuasive speech. The students will be held accountable for their tone,
communication, and written expression; they are working towards justifying and arguing their
position based on evidence from within the story. More specifically, students will use the
same language function, argue, to organize their persuasive speech and present supporting
evidence from the text. The language function, argue, is imperative for students include
discourse in their composition of a persuasive speech.]
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.
[Prior to this learning task, students have participated in many classroom discussions and
dialogues, where they are held to the expectations of respecting their classmates, hearing
different perspectives, and exemplifying mutual understanding for others. Because this
assignment allows for argumentation and rationalization, the students must understand that
there is a difference between discussion and a debate; they must agree to disagree, respecting
their classmates perspectives, ideas, and arguments. We have our class rules posted in front
of the classroom and I often remind them of the ground rules before cooperative learning and
class discussions. During the lesson, students will have access to instructional supports that
will help them understand the language function, argue. In lesson two, the objective is for
students to fill out the pre-writing graphic organizer, building an argument. This particular
instructional support guides them in composing the persuasive speech, as well as reinforces
content vocabulary and paragraph organization. The content vocabulary is clearly stated and
defined, and students are consistently held accountable for their discourse during written and
oral language.]
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.
[Throughout the lesson segment, there are numerous opportunities for formal and informal
assessments to provide direct evidence of student comprehension and development. During
the first day of the lesson there are a variety of informal assessments built-in into the structure
of the lesson. While the students are cooperatively rereading the text and completing the
differentiated close read questions, I will circulate the classroom to observe student interactions
and take notes. At the conclusion of the lesson, I will collect all close read graphic organizers
for further assessment of students reading comprehension and effectiveness of their
cooperative learning. Wrapping up the day, students will be informally assessed on their exit
ticket, which prompts students to respond to the 3-2-1 strategy; they must write three facts they
have learned, two questions they still have, and take one stand on the argumentative essential
question. On day two of the segment, there is not much room for assessment. Students will be
focusing on building their arguments for their persuasive speeches by completing the graphic
organizers. During this process, I will observe student effort, work ethic, and behavior. These
notes will be referred to as an informal assessment. As the exit ticket, students will be required
to fill out the L section to their KWL chart, which will be collected as an informal assessment.
Lastly, during day three/lesson three, students will be formally assessed on their composition.
They will be finalizing their composition and given the opportunity to self-assess themselves
using the rubric. They must highlight the grade they feel they deserve, which is self-reflective
and essential to the writing process. After the completion of the speeches, I will collect them
and formally assess students composition based on the rubric, ranging from the lowest score of
1/ below standards and the highest score of a 4/ above standards.]
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.
[The planned assessments within this lesson segment are designed to evaluate individual
students, groups of students, and the entirety of the class. The informal assessment of teacher
observations was put into place for the underperforming students, who may not produce
exemplary writing pieces, so they can be assessed on effort, behavior, and engagement. This
type of assessment really allows students with many different skill sets to shine. More
specifically, the students with speech/language impairment will be given the chance to exemplify
their comprehension through more casual, informal assessments. These brief exit tickets will be
an indicator of student progress within composition. I will also circulate the classroom and take
notes on student engagement, behaviors, and cooperative interactions. For the student with
ADHD, I have created opportunities for him to become involved in the content by coming up to
the Smart Board and participating in group work. This particular student struggles with staying
in his seat, therefore I will provide him with an educational purpose to stand up. Another group I
focused on evaluating was the struggling readers, which is why I intend to collect the close read
responses and provide feedback, as well as collect the graphic organizer to check for further
understanding. Generally, I will continue to check for understanding and hold frequent
conferences with the underperforming students. The formal assessment within this lesson
segment will collectively reflect student composition. I have printed a copy of the rubric for
students to hold onto as a reference during their writing process. In addition, I will also post the
rubric on the Smart Board and clarify each category and the progressions between each level,
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clearly and explicitly stating student expectations. The students will be accountable for all
evaluative criteria listed on the rubric, which will be formally assessed when closing this
segment.]

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Elementary Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

an essential literacy strategy

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

3. Supporting Students Literacy Learning

Vocabulary or key phrases

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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