Garza 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 the essential literacy strategy for comprehending OR
composing text you will teach in the learning segment.
[ The central focus for the weeks learning segments holds the purpose for Questioning the text
in order to comprehend the text to become a more successful reader. The ability to question the
text and make connections to yourself by asking questions enabling the ability for students to
comprehend will correlate with them becoming better readers. Finding question-answer
relationships will allow student to think critically by asking and answering high order thinking
questions. ]
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
[ The central focus of this learning segment is designed to help students master the
standard ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. Questioning the text allows the
students to comprehend because they will need to go back and read. They will also analyze
their thoughts and compare themselves to the author and characters of the story. The
students often times answer from their heads and share their opinion instead of what
happened in the story. If students are able to distinguish question-answer relationships, they
will be able to learn kinds of thinking that different types of questions require , as well as
knowing where to find them in the text. QAR will teach students how to question the text
when they read and how to respond to the text. ]
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.
[ I am planning of using the modeling strategy I do-You watch, I do-You help, You do- I help, and
You do-I watch.
Lesson 1 is the first of my four learning segments. It will build onto the other plans because I will
be introducing the skill by going over an anchor chart to start. I will explain the two categories of
QAR, In the Book and In My Head. I will give a couple examples of each and allow them to give
a few examples them self based off my examples. This will be whole group discussion allowing
every student to participate. After, I will Wildfred Gordon McDonald Partridge by Mem Fox and
start to ask questions while reading. Starting with the cover of the book and the title, I will start
to ask questions allowing students to infer and predict. I will read the entire book and while
reading I will start to ask questions. After reading Wilfred Gordon I will begin to write down all my
questions and forming new ones based on my other questions. I will begin to place my
questions under which category best suited for that question. In the book, the categories are
Right There and Search and Find, and In My Head, the categories are Author and Me and On
My Own I will then explain why I placed in that category.
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Lesson 2 is the second of the four learning segments. It will build on from the day before,
because we will review the skill with the anchor chart. Later, I will release more responsibility to
the students by allowing them to help me. They will come up with questions while I am reading
Giant and the Beanstalk by Diane Stanley. This is to get the acquainted with the skill and
practice. We will then gather all of the questions and place them in the category it belongs in
Lesson 3 is the third of the four lessons. It build on to the last two lessons because we have
been practicing QAR and becoming more comfortable with this skill. I will then read Nothing
Happens on 90th Street by Roni Schotter and they will come up with the questions. I have a few
questions of my own so I will help if they do not come up with the same questions. We will then
look over the questions. The student will come to the front of the classroom, read their questions
aloud, and place their post-it note in the category they think it belongs to. I will assist them if
needed.
Lesson 4 is the final lesson. This is the lesson where I have them tell me about QAR and what
each category includes. I will then read I Wanna Iguana by Karen Kaufman and they will come
up with four questions, one for each category. They will come up with it on their own and they
will place it in the category it belongs. This will be their assessment. This goes along with the
other three lessons because it is putting to action what we have learned the passed three
days. ]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[ The students are used to asking questions about the text, but as of now, they only inquire who,
what, when, where, why, and how questions prior to reading the text to predict what they text
will be about or will happen. They will question prior to the text and answer after the text has
been read. They inquire and respond to many text-to-self questions, but not so many text-to-
world questions and I hope students will be able to detect text to self and text to world. ]
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?
[ My students come from high poverty backgrounds. Most of they students only have a GED or
high school diploma, if that. Many students are qualified as At-risk Youth. The parents of my
students have limited literacy skills and are unable to help their children by reading. If that being
said, many students admit they hardly read at home and do not have access to a library besides
the one at the school. Majority of the students are Caucasian, with a few African-American, and
a couple Hispanic. I do not have any English language learners. All my students are proficient
English speakers. All of the students in this group are all above reading level with just one that is
below and IEP. Many of the students have a love for reading and check out at least two books at
a time from the schools library. ]
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.
[ My students know how to ask questions about the text, however, they are limited to what
they ask. They only ask who, what when, where, why, how, and other right there questions. I
want my students to be able to expand beyond those questions. Often times, students
answer their questions based on their own opinions instead of what they text says. With that
being said, I plan to model to the students other questions that could be asked about the
text, how to find and answer those questions, as well as relating the text to the world around
us to gain a better understanding of the text. According to Fisher and Frey in Improving
Adolescent Literacy: Strategies at Work (2004). It states that the most effective way to teach
QAR is to model, model, model. That is what I plan to do by using the model strategy of I do-
You watch, I do-You help, You do- I help, and You do-I watch. It will start as just myself
modeling what is expected. Next it will be small group. Later it will be just individual work
that will be taken as a summative assessment. ]
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).
[According to Fisher and Frey in Improving Adolescent Literacy: Strategies at Work (2004), it
states that the most effective way to teach Question Answer Relationships is to model,
model, model. By modeling, I will ask my students why we should ask questions. They will
be able to answer the question because they have been asking questions about the text
since October 2015. The students are limited to asking right there questions that you can
find in one part of the text. They also struggle with authors point of view verses their own.
They often times answer in their own opinion, QAR will allow them to distinguish the types of
questions that should be supported by the text and should be supported by their prior
knowledge. I have one IEP student that requires questions to be read aloud to. I plan to
scaffold this student. This student works well in small groups, so I have placed the class in 4
small groups of five or six students. She is placed in a group of higher level learners to help
her through peer teaching. According to Goto and Schneider in Learning through Teaching:
Challenges and Opportunities in Facilitating Student Learning, It states that peer teaching
allowing students to engage in critical thinking and produce deeper learning outcomes. This
will not only benefit my IEP student but as well as all my other students as well. ]
c. Describe common developmental approximations or common misconceptions within

your literacy central focus and how you will address them.
[ One misconception students have about asking and answering questions is that they must
answer all questions based on their knowledge whether they know the answer or not. Through
modeling for my students I will ask questions and show them how to find them in the book. I will
also categorize each question in a category of right there, think and search, author and me, and
on my own. With those categories I will breakdown each category. Since they are in two
categories of In the Book and In my Head, it will show student how you find the answers. In the
Book is obviously in the book and does not require prior knowledge. In my head does require
background knowledge. Author and be will require background knowledge and help from the
book, whereas On My Own requires only the thinking of yourself and does not need information
from the book to answer the question. Once the students acquire the knowledge of determining
the category of each question they ask, they will be able to answer the question with ease using
their own knowledge and information in the book when the question requires. ]
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.
Analyze Argue Categorize Compare/contrast Describe Explain
Interpret Predict Question Retell Summarize

[ In this learning segment, it requires you to question the text in order to gain a better
understanding of the text. In relation to this central focus regarding Question-Answer
Relationship as a comprehension strategy, students must be able to question the text and know
how and where to answer the questions. ]
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.)
[ Every learning segment provides opportunities for my students to practice questioning.
Specifically my lesson number three. In this lesson, I will be allowing my students to question
the text and being able to explain how to answer their questions. As a teacher I will read Nothing
Happens on 90th Street by Roni Schotter. As I read, I will pause and let them ask a few
questions. They will also be able to categorize each of their questions in to the group of right
there, think and search, author and me, and on my own. The students being able to do so will
allow them to my text-to-self connections, text- to-world connecting, and text-to-text
connections.]
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
[ Discourse will be used most during my learning segments as I model the skill to my students. I
will ask questions out loud as I read the text. I will ask students to ask questions of their own
about the text. However, syntax will be demonstrated as well. It will be demonstrated through
the anchor chart, as well as written down questions of the text. Syntax is used by the students
writing down the questions they asked before, during, and after reading and post-it notes. After
we answer the questions and answer them, we will place the post-it note in the category of QAR
that best represents the question. Through discourse, they will answer their questions, and
place it under which QAR category that fits best for their question. Based on that they will be
able to explain how they will find their answers, whether it is from in the book or in their head. ]
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
key phrases, discourse, or syntax).
[ I plan to differentiation in all of my lessons. I have accommodated the learning styles to
support visual, kinesthetic, and auditory learners. I have an anchor chart for the visual learners,
I read aloud, as well as gave students their own copy of the books to follow along. They also
wrote their own questions and them got up and placed them on the anchor chart under the
correct category. I will introduce each lesson by reading over the anchor with my students and
quizzing them verbally over it. On day on I will go over the anchor chart and explain what the
content it. I will read a book out loud and come up with my own question while and after reading.
I will then show where and how I found my answers then place them in the category that the
question relates to most. The next day, I will have the student explain what QAR is, what it
stands for, what the subcategories are, where to find them in the book, if the answers are in the
book, when we need to use prior knowledge, and how do we categorize our questions to their
respected category of QAR. ]
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.
[ For my informal assessments, I would read a book aloud and ask my own questions. They will
help me figure out which category to place my questions in QAR. The next day, I will have
students work in groups to come up with questions as I read a book aloud. As a group, they will
categorize their questions. The next day they will work in pairs and do the same thing. For the
formal assessment, the students will work by themselves to ask questions about the text and
categorize their questions. It helps with comprehension because they are asking questions
about the text, they are locating the answers and explaining how they found their answers. They
are also making text-to-self connections and text-to-world connections. Once they learn and
master this skill they will become more active readers and start questioning not only the text, but
the author and themselves as well. ]
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).
[I have an IEP student that requires instructions and questions to be read aloud to. I read all the
books aloud and gave her extra time to complete the assignments. This student works best n
small group. This group only had twelve students so it was smaller than the usual twenty-two
students. They only time I plan to teacher whole group is on the first day. They other lessons will
have students in a group of four to five, then in a group of two students, then they will work
independently. ]
Supporting Students Literacy Learning

Fisher, D., & Frey, N. (2004). Improving adolescent literacy: strategies at work. Upper
Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Goto K, & Schneider, J. (2010). Learning through teaching: Challenges and opportunities
in facilitating student learning in food science and nutrition by using the interteaching
approach. Journal of Food Science Education. 9(1), 31-35.
Lesson #1 Material Citations

Fox, M. (2009). Wilfred Gordon Mcdonald Partridge. Marco Book Company.

Stanley, D. (2004). The Giant and the beanstalk. New York: HarperCollins.

Schotter, R., & Brooker, K. (2004). Nothing ever happens on 90th Street. New York:
Orchard Books.

Orloff, K. K. (2006). I wanna iguana. Place of publication not identified: Putnam Pub
Group.

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Elementary Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

3. Supporting Students Literacy Learning

c. Describe common developmental approximations or common misconceptions within

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

Supporting Students Literacy Learning

Lesson #1 Material Citations

Lesson #2 Material Citations

Lesson #3 Material Citations

Lesson #4 Material Citations

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