Literacy Planning Sept 2016

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 the essential literacy strategy for comprehending OR
composing text you will teach in the learning segment.
[ The central focus of this learning segment is for students to categorize ideas and information
by using graphic organizers for their prewriting before writing a 1-2 sentence(s) reflection of a
responsibility a student or teacher. The purpose for the content in this learning segment is for
students to be able to brainstorm ideas and categorize information regarding the responsibilities
students and teachers have as citizens of the school community. I will teach literacy through two
fiction texts based on having a responsibility. The students will develop an understanding of new
academic vocabulary, and language usage through a scaffolding teaching strategy.
Assessments will evaluate the students ability to utilize a graphic organizer to brainstorm
information and reflect on the graphic organizer to develop their writing. ]
b. Given the central focus, describe how the standards and learning objectives within
your learning segment address
the essential literacy strategy

related skills that support use of the strategy
reading/writing connections
[ This learning segment is driven from the New York State Common Core Learning Standards
for English Language Arts and Literacy, and the New York State Social Studies Frameworks
Curriculum. The essential literacy strategy that is being addressed through the learning segment
is using graphic organizers for prewriting to gather information and write a 1-2 sentence(s)
reflection of their ideas. The standards address students benefit from the use of the graphic
organizers strategy for the composition of text. The English Language Arts Standard Speaking &
Listening (SL.1.5) addresses the essential literacy strategy. This will be addressed when
students use illustrations and visual details from text to clarify their ideas and thoughts regarding
the responsibilities of students and teachers as citizens of the school community throughout the
learning segment, while also categorizing these different responsibilities for further clarification.
The English Language Arts Standard also focused on Writing (W.1.8), when the students recall
information from the read aloud texts in Lessons 1 and 2, and provided sources of information
with the guidance and support from the teachers. Students will use information from the class
discussions and read alouds to categorize their answers to questions on the graphic organizer
worksheets across the learning segment. Students will reflect on the graphic organizers
developed during the learning segment as a resource for writing 1-2 sentence(s) about which
responsibility they feel is most important as a citizen of the school community. Another English
Language Arts Standard addressed is Reading Literature where students will use major events
and key details in the text to develop the meaning of responsibilities (RL.1.1, RL.1.3, RL.1.7).
The New York State Social Studies Frameworks, as well, address the essential literacy strategy
that is using graphic organizers for prewriting to gather information. Students will categorize the
different responsibilities within the classroom and school through graphic organizers after
gathering information about responsibilities teachers have as citizens in the school community.
The related skills that address both, English Language Arts and Literacy, and the New
York State Social Studies Frameworks, are language conventions and word choice.
Students will use their best spelling and use the appropriate punctuation to complete the
different graphic organizers and when writing 1-2 sentence(s) about a student or teacher
responsibility. The graphic organizers and writing across this learning segment will be
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evaluated for writing conventions (proper spelling, sounding out of unknown words,
capitalization at the beginning of a sentence and not in random words, finger spaces and
proper punctuation).
Reading and writing connections are evident throughout the learning segment since the
students will read about different responsibilities and then will write to categorize information
about the different responsibilities citizens have. The learning objectives of this learning
segment address the essential literacy strategy, related skills and reading and writing
connections. In Lesson 1, students will use illustrations and visual details from the read
aloud text and class discussions about responsibilities to complete the graphic organizer
about 4 students roles in school. Lesson 2 allows students to listen to another read aloud
text focusing on responsibilities and how they are an important role for citizens of any
community to have. Students will reflect on the class discussion and anchor chart that is
completed together in order to complete a graphic organizer categorizing the different roles
that a student has as a citizen of the school, as well as teachers. During, Lesson 3, students
will complete a cut and paste graphic organizer featuring visual and text representation of
the different responsibilities students and teachers have in school following the class
discussion, review of responsibilities and anchor chart focusing on the responsibilities that
teachers have. Students will reflect on the graphic organizers, to develop 1-2 sentence(s)
about a student responsibility or a teacher responsibility that they think is the most
important. The standards and learning segment address the reading and writing connections
by the read aloud texts and writing throughout the learning segment. Students will read and
write about responsibilities on the different graphic organizers, where they will categorize the
responsibilities depending upon whether they are a students responsibility or a teachers
responsibility. The lessons build on each other to create a meaningful context that supports
learning of skills and connections to the essential literacy strategy of composing and
categorizing using graphic organizers for prewriting. ]
c. Explain how your plans build on each other to help students make connections
between the essential literacy strategy to comprehend OR compose text and related
skills that support use of the strategy in meaningful contexts.
[ Each lesson builds on each other to help students make connections between the essential
literacy strategy to compose text, which is using graphic organizers to categorize information,
and the related skills, which are language conventions and word choice, that support the use of
the categorizing strategy in meaningful contexts. While each graphic organizer is different, they
each serve a purpose to get the students writing and thinking and organize ideas and
information by using a graphic organizer, which is the essential literacy strategy.
In Lesson 1, students will brainstorm responsibilities and rights of students in schools in
a graphic organizer while using proper word choice in writing, spelling to the best of their
ability and using appropriate punctuation. The students will categorize three rights of a
student in school, opposed to responsibilities. This lesson focuses on students being
citizens of the school community who have rights and responsibilities, but goes in detail
about types of rights.
In Lesson 2, students will reflect on an interactive graphic organizer activity on the
SMARTBoard and graphic organizer from the previous day to complete another organizer
where they will categorize responsibilities; something a teacher is responsible for in school
and what a student is responsible for in school. This lesson builds upon Lesson 1 because
the first lesson has a strong focus on rights a student has, but students are also introduced
to students having responsibilities as a student and citizen of the school community. This
lesson focuses on the second component of being a citizen: responsibilities.
Lastly, Lesson 3, students will consider all of the responsibilities that both teachers and
students have as citizens of the school. They will utilize their different organizers and the
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anchor chart graphic organizers from class discussions that categorized the various
responsibilities and will pick one responsibility, either a teacher has or a student has, that
they feel is most important in the school community. The students will then write a 1-2
sentence(s) explanation of why they think so. This lesson is a culmination of the first and
second lesson because it focuses on citizens of the school community and the different
responsibilities they have. Also, it allows the students to categorize students and teachers
rights. ]
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.
[ Students will have prior academic learning regarding using writing prompts to assist in the
writing process. Students will also have prerequisite skills in spelling words by sounding them
out or knowing them as a sight word, as well as putting the proper punctuation marks at the end
of their sentences. Other language conventions that the students will have prerequisite skills in
will be understanding that sentences begin with an uppercase letter and there are no random
uppercase letters in a sentence. Students already know this because this is a daily practice in
this classroom, developed from the Classroom Teacher and Reading Specialist, and is
transferred over into all of their writing, despite differences in subject area.
Students will have limited academic learning and prerequisite skills related to
understanding that graphic organizers come in different styles and ideas. Students do not
know how graphic organizers can come in different forms and how they are used to organize
information. However, through scaffolding and teacher modeling, student learning in this
new arena will be supported and engaged. This will support the visual learners by being able
to visualize what is being asked of them to do when categorizing using the different graphic
organizers because this is something new and they do not know how to complete them. The
variety of learners in this class will be further supported by modifications that will be
applicable for students with Individualized Education Plans, struggling readers or
underperforming students, and higher performing students. For example, students will have
graphic organizer with visual aids and clearly marked boxes indicating what they are writing
about. The students with IEPs will use visuals of different responsibilities that clearly
represent either being a student or teachers role to ensure their understanding of using
graphic organizers to organize ideas and information. Struggling readers will reflect on the
graphic organizer anchor charts in school and their knowledge of the school community to
categorize using their graphic organizer worksheet. The higher performing students will also
reflect on the graphic organizer anchor charts, classroom discussions and prior knowledge
to provide a more detailed graphic organizer worksheet.
Presently, all students are still learning to spell properly and clearly. They are also still
learning to develop more complete and detailed sentences. Students are working to
understand the importance of using graphic organizers to help organize ideas and to
prewrite. ]

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b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[The students everyday experience and cultural backgrounds are formed by their community,
which consists of mostly upper middle class families. All students live at home with their
biological parents, and the majority have at least one sibling. Most of the students are involved
in various sporting activities or clubs within the community. As per a beginning of the year
interest inventory activity, students are involved in soccer, lacrosse, gymnastics, swimming,
baseball, basketball, karate, Girl Scouts, Cub Scouts art classes, and dance. These sporting
activities and clubs provide the students with necessary supports to work as a team when
categorizing information during the learning segment in class discussions, and in Lesson 1
when students will work in pairs to categorize information. This community involvement will also
provide students with a better understanding and way of making a connection to being a citizen
of a community and, as a result, having different rights and responsibilities. The students are
very interested in reading and technology, such as the SMART Board, iPads and computers.
Many of the students have iPads at home and transfer technological skills into the classroom. ]
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 Literacy Planning Task 1. In
addition, use principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students prior academic learning and personal,
cultural, and 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, their assets, and
research/theory.
[ This three-day learning segment builds upon students prior learning and frequently asks the
students to link new information and skills to their prior knowledge. While the students have
been exposed to different visual aids throughout their educational experience, the students will
further expand their knowledge and learn the significance of using graphic organizers to
categorize. I will be using anchor charts in our group discussions and creating a graphic
organizer of our own. Then, the students will complete graphic organizer worksheets of their
own to expand on information, provide a visual representation of the information and gain a
better perspective on the relayed information while using graphic organizers.
These personal, cultural, and community assets are related to the central focus. For
example, students enjoy reading and learning from texts. Students are also understanding
of virtual graphic organizers through the educational games they play on the iPads or
SMART Board during their STELLAR (Success in Technology, Enrichment, Library, Literacy
and Research) periods and lessons. In many of the educational games, students are asked
how to correctly spell a word, to decipher what is wrong in a sentence, or what punctuation
is missing in a sentence. These skills can greatly assist in completing their graphic organizer
worksheets. This knowledge can assist students in helping them understand the importance
of writing down knowledge and information in using graphic organizers to prewrite and
categorize, before they use that knowledge to write a reflection. Many of the students are
visual learners who will use graphic organizers to provide a visualization of a better
understanding of responsibilities, and other knowledge for future use.
The learning segment focuses on the different responsibilities that students and teachers
have as citizens of the school community. While these students are active members in the
community through various extracurricular activities (soccer, lacrosse, gymnastics,
swimming, baseball, basketball, karate, Girl Scouts, Cub Scouts, art classes, and dance),
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the students will further understand their significance as citizens and how they are important
in order for a school to operate. As a result of the students personal, cultural, and
community assets, in my lessons, I included their personal connection to being a student as
a major component across the learning segment. In order to further establish this personal
connection, I will first build a framework for the future of the lesson by discussing
responsibilities they may have at home.
Many of the students are visual learners and this learning segments allows students to
provide visual pictures of their categorized information and ideas for further understanding.
Graphic organizers are directly related to the Schema Theory. The Schema Theory was
introduced in 1932 by Sir Frederic Charles Bartlett and further developed by R.C. Anderson
in 1977. The Schema Theory explains that a schema is a structure of knowledge that exists
in the memory, which is composed of a network of schemas. Schema can be built upon
through the compartmentalizing of new information and how they are linked to prior
knowledge an individual may have. A major component of the Schema Theory is that the
human mind uses schema to organize, retrieve, and encode chunks of important
information. This theory emphasizes that in order to build upon students prior knowledge,
graphic organizers provide the way to help them categorize new information and to begin
processing it. By using graphic organizers, students are able to insert new information into
their existing schema through categorization. ]
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 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).
[ The instructional strategies and planned supports throughout this learning segment are
appropriate for the students in this class. While the students will all be completing graphic
organizer worksheets and engaging with the read aloud texts and anchor charts discussions,
they will be differentiated based upon their ability level (high performing students, struggling
readers and students with IEPs) and accommodations, such as using visual aids and supports,
as well as working with the Special Education teacher and/or Teaching Assistant when
completing the activities. The planned supports of using graphic organizers also feature visual
aids, modified worksheets to meet the ability levels of the students with IEPs, struggling readers
and the high performing students in the classroom. The two students with IEPs will be working
with a Teaching Assistant during the lessons who will allow the students to use graphic
organizers to use visual representations to explain their information and scribe for the students
when needed. Students also have the opportunity to work in pairs and even share their graphic
organizers with one another. As per the schema theory, graphic organizers allow for new
information to be put into easier terms that the students can understand. Graphic organizers
can also be manipulated in many ways and come in all different kinds of forms. This allows for
differentiation that are appropriate for the students in this class during the learning segment.
The planned supports meet the needs of all the students in the class because they get
the students working at their ability levels while using graphic organizers to
compartmentalize the different responsibilities students and teachers have through varying
representation. In Lesson 1, students will use a graphic organizer to explore the role a
student has in school, write either one word, a few words or a sentence (depending upon
their ability levels) while also supplementing their words with a corresponding drawing that
represents the rights of a student. In Lesson 2, students will focus on one student
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responsibility and one teacher responsibility in the school community. The students will elicit
information from the read aloud that everyone has a responsibility and assist the community
in some way. The students will categorize using the graphic organizer handout which will
have either posed questions (for high performing students), simple two word explanations of
what the category represents (for struggling readers) or visual representation and two word
explanations of what the box represents (students with IEPs). The students will be
categorizing using the graphic organizer with minor modifications to ensure they are writing
at their individual ability levels and understanding the importance of graphic organizers for
categorizing writing and information. In Lesson 3, students will complete a cut and paste
graphic organizer to categorize responsibilities that meets the needs of all students, as there
are clearly written directions, text, and visual representations that allow for further
understanding of the different responsibilities students and teachers. The students will use
their graphic organizers to assist in their writing piece of 1-2 sentence(s). According to the
Schema Theory, through the utilization of various graphic organizers to categorize, schema
will allow them to make connections and understand new concepts, such as the different
responsibilities citizens of the community have, and provide an important prewriting tool. The
students will be able to categorize and write about the responsibility because the graphic
organizers will enable the minds to easily retrieve the information. ]
c. Describe common developmental approximations or common misconceptions within
your literacy central focus and how you will address them.
[ The central focus of this three day learning segment is using graphic organizers to organize
their prewriting before writing a 1-2 sentence(s) reflection of their ideas. There will certainly be
natural misconceptions the students will have with completing graphic organizers. For example,
understanding that the boxes that make up the graphic organizers are directly related to one
another. During previous learning segments, students have demonstrated some struggles with
aspects of understanding charts or the division of ideas pertaining to the same topic. This might
be a difficult understanding to the students because this is the early stages of their introduction
to graphic organizers and how they assist in the writing process and categorizing information.
Another misconception the students will have regarding the graphic organizers will be seeing
how they build upon prior knowledge and information. Students may have trouble grasping that
each learning segment builds upon each other to help them organize ideas. In order to address
these misconceptions, I will model the importance of using graphic representations of
information to assist in the writing process. We will work together on graphic organizer anchor
charts to categorize information and ideas derived from the read aloud texts and their prior
knowledge. I will emphasize that by categorizing information, students are able to comprehend
things easier. Students will be able to visualize the different responsibilities citizens of the school
community have and allow for an easier accumulation of 1-2 sentence(s) reflection of their
ideas because each day uses the graphic organizers to continue to build upon their prior
knowledge from previous experiences or the prior lesson. ]
4.
Supporting Literacy Development Through Language
As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, 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.
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Analyze
Argue
Categorize
Compare/contrast
Describe
Interpret
Predict
Question
Retell
Summarize
Explain
[ The language function essential for students to develop and practice the literacy strategy
within my central focus is to categorize. The language function is carried over to each lesson
through graphic organizers. The students are categorizing different responsibilities that teachers
and students have. Students will use graphic organizers to categorize information they learned
through read aloud texts, class discussions and activities. ]
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 literacy strategy.
Identify the lesson in which the learning task occurs. (Give lesson day/number.)
[ A key learning task from my plans is when the students categorize information using a graphic
organizer from the learning segment and justify the significance of their opinion. In Lesson 3,
students will pick one responsibility a teacher or student has, as detailed in the graphic
organizers in the learning segment. The students will write about which responsibility they feel is
most important and explain why in 1-2 sentence(s). This key learning task provides students
with opportunities to practice using the language function, which is categorize. The graphic
organizers will allow students to make connections and personal connections to enhance
understanding and to assist in the writing process. ]
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
[ The written and oral language demands associated with the language function and learning
task identified above include the use of vocabulary or key phrases. The students will use the
terms rights, responsibilities, citizens and roles. Students will also learn what a graphic
organizer is and understand its importance in categorizing their writing. The students will use
these terms across the learning segment to ensure understanding. Students must reflect on
their prior knowledge of schools and the different roles teachers and students have in school.
Students must acquire the knowledge of these vocabulary terms, but also must immerse
themselves in the discourse of writing. Students will use the vocabulary to categorize their
information into graphic organizers. They must exhibit knowledge of these vocabulary words
because they are asked to provide examples of the terms in their writing.
Syntax is also an associated language demand in regards to their writing. Students will
be evaluated on their writing conventions (spelling, capitalization, finger spaces and
punctuation) across the learning segment. Students will spell out sight words correctly and
sound out any unknown words. Also, capital letters are to only be at the beginning of
sentences and there are to be no random capital letters in the rest of the sentence. Students
will ensure they have finger spaces in between each new word and use proper punctuation
at the end of the sentence. ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
Identify and describe the planned instructional supports (during and/or prior to the learning task) to
help students understand, develop, and use the identified language demands (function, vocabulary or

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key phrases, discourse, or syntax).
[ The planned instructional supports during the learning task include a few different approaches
in order to help students understand, develop and use the identified language demands, such
as vocabulary or key phrases. I will utilize the SMARTBoard technology in the classroom to not
only project information slides, but to use interactive games that focus on responsibilities to give
the students a better understanding of responsibilities and how they can be categorized using
different types of graphic organizers. In Lesson 1, students collaborate with one another in
completing the graphic organizer about rights of a student as a citizen. They will use real life
application and connections to being a student for further assistance. In Lesson 2, students are
asked to determine what is student responsibility and what is a teacher responsibility by sorting
them on the board visually. While sorting, students are creating an interactive graphic organizer.
They are categorizing information and indicating their understanding of the vocabulary or key
phrases. I will utilize a song and visuals about responsibilities in Lesson 2 that will emphasize
the importance of being a responsible citizen and give the students more ideas about what to
include in their graphic organizer, which will ultimately help them categorize those ideas.
Following these activities, students will show their understanding of responsibilities in a graphic
organizer that will elicit information the students have learned in the lesson. Students will use
their best writing to explain a different responsibility a teacher has in the school community and
a responsibility a student has in the school community. As in all of the learning segments, the
students are encouraged to use the vocabulary words as detailed in the instructional supports
across the lessons in the proper context. I will read two different read alouds which will set a
purpose for the activity using the graphic organizers and create graphic organizer anchor charts
together. The vocabulary or key phrases the students will understand using graphic organizers
include responsibilities, roles, citizens, and graphic organizer. Students must acquire knowledge
of these vocabulary terms, but also must immerse themselves in writing, which includes use of
these terms, and properly identifying them. Supports used across the learning segment will
assist students in successfully using the language function and language demands.]
5.
Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Literacy Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence that students can use the essential literacy strategy to comprehend OR
compose text AND related skills throughout the learning segment.
[ During the first day of the learning segment (Lesson 1), students will be informally assessed
through their participation in the whole class discussion of the read aloud focusing on
responsibilities. Students will provide examples of responsibilities throughout the lesson to
ensure understanding. Additional assessments during Lesson 1 include: observation of students
as they work in pairs (a small group setting) and observing whole group sharing of their ideas
portrayed on their graphic organizers. Formal assessments for the first day of this learning
segment will be on the graphic organizer that features four boxes that provide space for writing
examples of a students role in the school community, and a visual representation of their
example. The formal assessments for Lesson 1 also include the strength of their appropriate
spelling, capitalization of letters at the beginning of sentences, finger spaces and using proper
punctuation as per the corresponding Writing Conventions Rubric. During Lesson 2, I will
informally assess students as they work as a class in completing the sorting graphic organizer
displayed on the SMARTBoard. I will assess their ability to categorize different pieces of
information and their knowledge of responsibilities. The formal assessment of student artifacts
(completed graphic organizer, featuring a type of responsibility a teacher has and a type of
responsibility a student has) will provide direct evidence of the students abilities to respond to a
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writing prompt and further understanding of the content knowledge taught across the learning
segment. Lastly, on the last day of the learning segment (Lesson 3), students will be informally
assessed during a class discussion of responsibilities and how they are exemplified in the
school community through teachers and students. Additional assessments during the lesson
include: observation of students as they complete the graphic organizer handouts and observing
whole group sharing of their ideas portrayed on their graphic organizers. The formal
assessment of student artifacts, which is a writing piece of 1-2 sentence(s) based on a writing
conventions rubric, will provide direct evidence of the students abilities to respond to a writing
prompt and utilize graphic organizers during the writing process. The graphic organizers serve
the purpose of gathering and organizing information across the learning segment and using
them to reflect on when picking a responsibility they feel is most important. ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
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).
[ The planned assessments for this learning segment were developed to be applicable to a
variety of learners, including my students with IEPs. Students are exposed to instructional
strategies that tap into different learning strategies. The planned assessments are differentiated
through the tier model that allow the students to be working on the same assignment but in
different ways to ensure they are working at the appropriate ability levels and pace. Early
assessments of the students writing and language abilities, and also their reading
comprehension are currently being evaluated to further direct the type of learning tasks and
assessments best suited for this group of students moving forward. The modifications to the
lesson and assessment will be made if necessary to accommodate struggling readers. Specific
modifications that are applicable to my students with IEPs will be implemented as well. In
Lesson 1, students who are high performing will be challenged to determine four roles the
students play as citizens of the school community and put their ideas into a complete sentence.
Struggling readers will be encouraged to write to the best of their ability and determine the roles
the students play as citizens of the school. In Lesson 2, students high performing students will
complete a graphic organizer with a detailed responsibility a student has in school, a detailed
responsibility a teacher has in school and an appropriate visual representation. Struggling
readers will also complete the same graphic organizer, however, they will be provided modified
writing prompts to assist in their comprehension of the activity. In Lesson 3, all students will
complete the cut and paste graphic organizer activity with the same supports. This is so
because this particular graphic organizer has the proper visual and text cues that meet all of
their needs. However, in the following cumulating writing piece, the students work will be
differentiated. High performing students will be asked to provide a more detailed response to
their chose responsibility and to explain their reasoning in two sentences. Struggling readers will
use writing prompts and a structured handout to assist in their explanation. These students will
have 1-2 sentence(s). All students are encouraged to sound out unknown words, use capital
letters at the beginning of sentences, use finger spaces between words and to put proper
punctuation at the end of sentences. Planned supports for IEP students across the learning
segment include: being given simple one-step directions and prompting while completing the
graphic organizer handout; the students will work with the Teacher Assistant and Special
Education Teacher who will scribe when needed. The students will use visual representation of
their answer to the question and then will be prompted to describe their answer to the best of

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their abilities. The students will be provided with minimal distractions by working at a separate
table with the Teacher Assistant, who will use visual aids and supports as needed. ]
Citations of theorists can be found on the lesson plans.

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Literacy Planning Sept 2016

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Literacy Planning Sept 2016

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Elementary Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

the essential literacy strategy

Knowledge of Students to Inform Teaching

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Supporting Students Literacy Learning

Supporting Literacy Development Through Language

Vocabulary or key phrases

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Monitoring Student Learning

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

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