Elementary Literacy Task 1: Planning Commentary Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 9 pages maximum All rights reserved. V6_0917 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. 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. [ ] 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 [ ] 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. [ ] 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a–b), 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 focus—Cite evidence of what students know, what they can do, and what they are still learning to do. [ ] b. Personal, cultural, and community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? [ ] 3. Supporting Students’ Literacy Learning Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of 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 2a–b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between Elementary Literacy Task 1: Planning Commentary Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 9 pages maximum All rights reserved. V6_0917 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. U ...

1. Elementary Literacy
Task 1: Planning Commentary
Copyright © 2017 Board of Trustees of the Leland Stanford
Junior University. 1 of 3 | 9 pages maximum
All rights reserved. V6_0917
The edTPA trademarks are owned by The Board of Trustees of
the Leland Stanford Junior University. Use of the edTPA
trademarks is
permitted only pursuant to the terms of a written license
agreement.
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.
[ ]
b. Given the central focus, describe how the standards and
learning objectives within
your learning segment address

2. rategy
[ ]
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.
[ ]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), 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 focus—Cite
evidence of what students know, what they can do, and what
they are still learning
to do.

3. [ ]
b. Personal, cultural, and community assets related to the
central focus—What do you
know about your students’ everyday experiences, cultural and
language
backgrounds and practices, and interests?
[ ]
3. Supporting Students’ Literacy Learning
Respond to prompts 3a–c below. To support your justifications,
refer to the instructional
materials and lesson plans you have included as part of
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 2a–b above)
guided your choice or
adaptation of learning tasks and materials. Be explicit about the
connections between
Elementary Literacy
Task 1: Planning Commentary
Copyright © 2017 Board of Trustees of the Leland Stanford
Junior University. 2 of 3 | 9 pages maximum
All rights reserved. V6_0917
The edTPA trademarks are owned by The Board of Trustees of
the Leland Stanford Junior University. Use of the edTPA

4. trademarks is
permitted only pursuant to the terms of a written license
agreement.
the learning tasks and students’ prior academic learning, their
assets, and
research/theory.
[ ]
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).
[ ]
c. Describe common developmental approximations or common
misconceptions within
your literacy central focus and how you will address them.
[ ]
4. Supporting Literacy Development Through Language
As you respond to prompts 4a–d, consider the range of students’
language assets and

5. needs—what 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
[ ]
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.)
[ ]
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:

6. Plus at least one of the following:
[ ]
Elementary Literacy
Task 1: Planning Commentary
Copyright © 2017 Board of Trustees of the Leland Stanford
Junior University. 3 of 3 | 9 pages maximum
All rights reserved. V6_0917
The edTPA trademarks are owned by The Board of Trustees of
the Leland Stanford Junior University. Use of the edTPA
trademarks is
permitted only pursuant to the terms of a written license
agreement.
d. Language Supports. Refer to your lesson plans and
instructional materials as needed
in your response to the prompt.
(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).
[ ]

7. 5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you
will submit as part of the
materials for 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.
[ ]
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).
[ ]
TASK 1: PLANNING COMMENTARY1. Central Focus2.
Knowledge of Students to Inform Teaching3. Supporting
Students’ Literacy Learning4. Supporting Literacy Development
Through Language5. Monitoring Student Learning
Need assistant with a SWOT, PESTEL and PORTER Analysis
for B2B Marketing Strategy. Please follow steps below
Step 5: Conduct an Environmental Scan

8. As a member of the business development team for this project,
you use quantitative and qualitative market information to make
important decisions and set the direction of the marketing plan.
As you continue to work on your situation analysis report, your
team will use the following tools to conduct an environmental
scan, the foundation on which a solid marketing plan is built.
1. Tools for Environmental Scan
2. Company-Specific Analysis (internal)
· SWOT analysis—A SWOT analysis is a planning and
brainstorming tool that helps a company evaluate its projects
and formulate its business plans. SWOT stands for strengths,
weaknesses, opportunities, and threats. You will use this tool to
identify and analyze the company's internal strengths and
weaknesses as well as its external opportunities and threats. The
results of this analysis may help the company improve its
business or forecast how a new product or service will perform
(Harmon, 2016).
· SWOT Analysis
Porter's five forces analysis examines the situation faced by the
competitors in an industry. Strategic groups analysis narrows
the focus by centering on subsets of these competitors whose
strategies are similar. SWOT analysis takes an even narrower
focus by centering on an individual firm. Specifically, SWOT
analysis is a tool that considers a firm’s strengths and
weaknesses along with the opportunities and threats that exist in
the firm’s environment, as represented in the table below.
Executives using SWOT analysis compare these internal and
external factors to generate ideas about how their firm might
become more successful. In general, it is wise to focus on ideas
that allow a firm to leverage its strengths, steer clear of or
resolve its weaknesses, capitalize on opportunities, and protect
itself against threats. For example, untapped overseas markets
have presented potentially lucrative opportunities to Subway
and other restaurant chains such as McDonald’s and KFC.
Meanwhile, Subway’s strengths include a well-established
brand name and a simple business format that can easily be

9. adapted to other cultures. In considering the opportunities
offered by overseas markets and Subway’s strengths, it is not
surprising that entering and expanding in different countries has
been a key element of Subway’s strategy in recent years.
Indeed, Subway currently has operations in nearly 100 nations.
3. Industry, Market, and Customer Analysis (external)
· PESTEL analysis—A PESTEL analysis (sometimes called
PEST analysis) enables the company to identify, analyze, and
monitor the political, economic, social, technological, legal
(including regulatory), and environmental factors that may
affect its operations (Frue, 2017).
PESTEL Analysis
A PESTEL analysis is sometimes called a PEST or PESTLE
analysis. It is a tool that scans a company's macro-environment,
and enables it to identify, analyze, and monitor the political,
economic, social, technology, legal, and environmental factors
that may impact its operations (Frue, 2017). PESTEL analyses
are used in industry and business to determine organizational
situation, direction, and potential; as well as strategic planning
(Lin, 2013).
4. Political Factors
What is the government's involvement in the business
environment, and the degree of that involvement? Some
examples of political factors are labor laws, taxation policies,
tariff and nontariff barriers, and environmental regulations.
Political factors may also include the services and goods that a
government provides. Changes in the priorities of government
spending may have a profound impact on policy, strategy,
management, and process issues (Halik, 2012; Lin, 2013;
Thomas, 2007).
5. Economic Factors
Economic factors include the general economic climate, fiscal
and monetary policies, economic trends, economic growth,
employment levels, government funding, and consumer
confidence, and so forth (Halik, 2012; Lin, 2013; Thomas,

10. 2007).
6. Social Factors
Social factors relate to demographics such as age and
population growth, behavior, lifestyle changes, diversity,
education, and career attitudes, among others. Trends in social
factors may influence the demand for a company's products and
services, and may also affect how that company operates and
adapts (Halik, 2012; Lin, 2013; Thomas, 2007).
7. Technological Factors
Technological factors include advances in technology,
communications, and information technology, as well as
innovation and research and development (R&D). These factors
may impact how knowledge is shared and distributed, and the
speed at which this knowledge is disseminated. In addition,
advances in technology and communication may influence how
people communicate and socialize (Chao, Peng, & Nunes, 2007;
Halik, 2012; Lin, 2013; Thomas, 2007).
8. Environmenal Factors
Environmental factors include all those that impact, or are
influenced by, the surrounding environment. Environmental
factors play a crucial role in certain industries, such as
agriculture, tourism, and recreation. These factors include
geographical location, weather, climate, global climate change,
and environmental offsets (PESTLE Analysis, 2017).
9. Legal Factors
Legal factors have both external and internal aspects. Certain
laws and regulations may impact the business environment in a
country, while corporate policies may influence how a company
operates. Legal analysis takes into account both of these
aspects, and then lays out the strategies accordingly. Examples
of laws and regulations include labor laws, safety standards, and
consumer laws (PESTLE Analysis, 2017).
· Porter's five forces analysis—Porter's five forces analysis is a
framework that can help the company understand the
competitive forces at play in its industry. These forces may

11. influence how economic value is divided among the company's
competitors in the industry (Porter, 2008).
Porter’s Five Forces Analysis
Porter's five forces analysis is a valuable tool for competitive
and industry analysis. The model stipulates that an industry's
profit potential is contingent on the intensity of competitive
rivalry within it. This rivalry, in turn, depends on the five
forces outlined in the sections below (de Kluyver & Pearce II,
2012).
The Threat of New Entrants
When market entry is relatively easy, an industry will show
strong competition as entrants fight for market share, thereby
increasing the industry's capacity and upsetting the balance
between supply and demand. The potential of new entrants
depends on existing barriers to market entry and the response
from entrenched competitors.
Barriers to entry may include the following (de Kluyver &
Pearce II, 2012, p. 55):
•capital requirements
•product differentiation
•cost disadvantages
•access to distribution channels
•economies of scale
•government regulations
Powerful Buyers
Buyers and suppliers influence competition by exerting pressure
over quality, prices, or quantity offered.

12. Buyers are powerful under the following conditions:
•they buy in bulk
•they are few
•they can integrate backwards
•the product is undifferentiated, leading to low switching costs
Powerful Suppliers
Suppliers are powerful under the following conditions:
•they are dominant and few
•the product is differentiated, leading to high switching costs
•few substitutes are available
•suppliers can integrate forward
•the industry represents a small portion of the suppliers' revenue
Substitute Products and Services
Substitutes continually threaten most industries because they
cap prices and profitability. Changes in technology can help
substitutes take a significant market share from existing
companies. Companies should be wary of substitute offerings
that are produced by wealthy companies, as well as those that
have a better price performance than the industry average.
Rivalry Among Competitors
The degree of rivalry depends on the industry's growth rate, as
well as the number of competitors, their relative size, and their
competitive skills.
Intense rivalry is expected under the following conditions:
•there are many competitors, relatively equal in power and size
•there is slow industry growth, and competition mainly focuses
on acquiring existing customers rather than new ones
•there are high fixed costs or highly perishable products

13. •there are big leaps in capacity
•exit barriers are high, making it too costly to discontinue
operations