Elementary Education

Elementary Literacy Context for Learning Information

Context for Learning Information Directions: 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; both the prompts and your responses are included in the total
page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies
with all format specifications. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach?
Elementary school: [X]
Middle school: [ ]
Other (please describe): [ ]
Urban: [X]
Suburban: [ ]
Rural: [ ]
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
The elementary school is a Title I school with all students eligible for free or reduced
lunch. The particular classroom I am in has a limited amount of behavior problem
compared to the rest of the fourth grade. This particular classroom has a special
education teacher come into class during math, and ELA to assist with struggling
students and to co-teach with the general education teacher. This same teacher also
pulls out kids with both IEPs and struggling readers during their extended learning
time.
.
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 elementary school uses district wide lesson plans as a guide for teaching with
the required curriculum and a suggested pace for learning. The teachers are
required to do very specific things, such as the books they read and worksheets they
have to complete. The school is on a plan to get back on track that limits my ability
as the student teacher to implement my own lessons.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
There is 90minutes dedicated to literacy instruction.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
Students that need extra support are taken aside in the classroom with a SPED
teacher that comes in and coteaches during reading, writing and math. In addition,
during their extended learning time students with EIPs go to a direct classroom and
work on reading.
Copyright 2013 Board of Trustees of the Leland Stanford Junior University.
1 of 3 | 3 pages maximum
All rights reserved.
V2_0913
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
Elementary Literacy Context for Learning Information

4. Identify any textbook or instructional program you primarily use for literacy instruction. If a
textbook, please provide the title, publisher, and date of publication.
Ready Writing.
5. List other resources (e.g., electronic whiteboard, classroom library or other text sets, online
professional resources) you use for literacy instruction in this class.
Resources within the classroom include a Smart Board, classroom library.

About the Students in the Class Featured in This

Assessment
1. Grade level(s): [ 4th Grade]
2. Number of

students in the class [25]

males [ 6 ] females [ 15 ]
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., students with IEPs or
504 plans, English language learners, struggling readers, underperforming students or those
with gaps in academic knowledge, and/or gifted students needing greater support or
challenge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
504 Plan (Vision Impairment)

Number of
Students
1

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Large-print on computer and print copies
as needed

Other Learning Needs

IEPs

Number of
Students
5

Struggling Readers

16

Supports, Accommodations,
Modifications
Direct SPED segment in reading and
math, collaborative segment in reading
and math, repeated and paraphrased
instructions on tests, questions and
answer choices read aloud, extra time
for assessments
Small-group reading EIP segment

Copyright 2013 Board of Trustees of the Leland Stanford Junior University.

2 of 3 | 3 pages maximum
All rights reserved.
V2_0913
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
Elementary Literacy Context for Learning Information
(Passport), small-group/one-on-one
writing instruction.

Copyright 2013 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 3 pages maximum
All rights reserved.
V2_0913
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.