Elementary Literacy for Washington

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: [ ]
Suburban: [X ]
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.
[None ]
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 Pullman School District uses the Story Town curriculum for literacy. The kindergarteners
also take part in the kindergarten standardized tests. ]

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[ Kindergarten in the Pullman school district is currently half day (about two hand a half hours,
not including recess). The majority of this time is devoted to various literacy related activities. 30
minutes of each day is specifically set aside to group stations for literacy instruction and
practice. During this time, some students go to the title classroom for extra individual help. ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ Students sit in table groups during the majority of the school day, these groups are usually
ability based. For the 30 minutes of literacy groups she does not ability group. Instead, she
creates groups randomly and makes accommodations for individual students as needed.
Students with IEPs go to another room during this time e.]
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.
[ Story Town, Harcourt School Publishers (July 1, 2004)]
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, on-line
professional resources) you use for literacy instruction in this class.
[ Document Camera, Chrome books, Starfall, Moby max (online websites), trade books, Story
Town Textbooks/Resources, various manipulatives, ]
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Elementary Literacy for Washington

Context for Learning Information

St
1. Grade level(s): [ Kindergarten ]
2. Number of

students in the class [ 23 ]

males [ 13 ] females [10 ]
3. Complete the chart below to summarize required or needed supports, accommodations or
modifications for your students that will affect your 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
Example: Visual processing

Number of
Students
2

IEP

Other Learning Needs

Example: Struggling readers

Number of
Students
5

Advanced Students

ELL

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, large print text,
window card to isolate text
Students are given extra one on one
help, and a parapro helps them for 30
minutes every day. In addition they go to
the title room for literacy instruction.
Teacher also modifies assignments and
makes accommodations for students.

Supports, Accommodations,
Modifications
Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)
Assignments are adapted as needed to
give these students an extra challenge.
Students are given extra help as
needed, and go to a different class for
literacy instruction.

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

2 of 2 | 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.