The study aims to analyze teacher-pupil interaction and sequential structures of instruction in a literacy classes. The subjects are six elementary-school teachers. The analysis shows that teachers observed in the first video-taped session adhere to teacher-centered, vertical instruction; while instructional sequence is a typical order from teacher initiation, student response to teacher evaluation or feedback. The frequency percentage in peer interaction varies widely between “pretestintervention” and “pretest-posttest” stages. In terms of sequential structures, as teachers apply different strategies, self-questioning and self-response behaviors increase significantly; implementation of methods of classroom management increases. The study uses videos and sequential analysis to identify the changes in sequential structures in a classroom setting, so as to provide new research directions for teaching and classroom interaction. It is hoped that suggestions based on the above analysis will be used to help improve teacher-pupil interaction and teaching instruction.