Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

TASK 1: LITERACY CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: __X__
Middle school: _____
Other (please describe): _____
Urban: _____
Suburban: __X__
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, intervention or other leveled small group instruction, classroom aide,
bilingual, team taught with a special education teacher) that will affect your teaching in this
learning segment.
[I am in a fifth grade general education classroom, where the students participate in a
departmentalized structure, rotating between teachers for more specialized attention within
content areas. One teacher leads the English Language Arts and the Social Studies curriculum,
whereas the other teacher is responsible for Mathematics and Science. There are designated
time blocks for each subject area. These fifth grade students follow a 6-day schedule,
incorporating the four main content areas and special activities such as, foreign language, art,
music, and physical education.]
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[The Common Core Standards have been designed into the fifth grade ELA curriculum. This
elementary school follows the Language Arts curriculum, Reading Street by Pearson for ELA
instruction. My cooperating teacher expects that I teach according to these strategies and
methods. It is required that I utilize Reading Streets passages, vocabulary words, and literacy
skills. The students in my class will be taking the New York State Assessments.]

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[The block schedule accounts one hour and twenty minutes for literacy instruction each day.]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[Based on data analysis, teacher observation, and benchmark assessments, students are
grouped according to their ability and comprehension level. My cooperating teacher uses
weekly formal and informal assessments to track student comprehension on each literacy
lesson. Prior to each assessment, my cooperating teacher holds conferences with each group,
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
1 of 3 | 3 pages maximum
All rights reserved.
V3_0914
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.

Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

which is comprised of 3-5 students with similar academic performance. Each reading group is
provided with differentiated instruction or leveled readings.]
3. Identify any textbook or instructional program you primarily use for literacy instruction. If a
textbook, please provide the title, publisher, and date of publication.
[Textbook: Reading Street, Pearson Education, Inc. 2013]
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, online
professional resources) you use for literacy instruction in this class.
[In addition to the textbook, Reading Street also offers an interactive online resource, where
students can log on to access the materials from home. There is also an extensive classroom
library, including a variety of genres and reading levels. Literacy instruction is done primarily
through Smart Board activities.]

About the Students in the Class Featured in This

Assessment
1. Grade-level(s): [5]
2. Number of

students in the class: [23]

males: [11] females: [12]
3. Complete the chart below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your literacy instruction in this learning
segment. As needed, consult with your cooperating teacher to complete the chart. Some
rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., English language
learners, gifted students needing greater support or challenge, students with Individualized
Education Programs [IEPs] or 504 plans, struggling readers, underperforming students or
those with gaps in academic knowledge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
Example: Visual processing

Number of
Students
2

Speech/Language Impairment

Other Health Impairment:

Attention Deficit Hyperactivity
Disorder

Other Learning Needs

Number of
Students

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, large print text, window
card to isolate text
Directions read, check for understanding,
modified homework assignments, refocus
and redirection, extended time
Preferential seating, daily monitoring of
agenda, refocus and redirection, on-task
focusing prompts, extended time
Supports, Accommodations,
Modifications

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

2 of 3 | 3 pages maximum
All rights reserved.
V3_0914
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.

Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

Example: Struggling readers

Over performing students

(Enrichment)
Underperforming Students
(Intervention)

Struggling Readers

Leveled text, targeted guided reading,

ongoing reading assessment (e.g., running
records, miscue, conferencing)
Extension assignments, leadership roles,
more challenging prompts
Frequent checks for understanding, reengagement lessons, small group
intervention, before/after school help
Leveled text, frequent conferencing,
partnerships with higher level students

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

3 of 3 | 3 pages maximum
All rights reserved.
V3_0914
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.