Task 1a Literacy Context For Learning

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 4 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: _____
Rural: __X__
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.
[ This is a pre-k-5th grade elementary school with 511 students. 69.3% of students qualify for
free/reduced lunch. Majority of the students are white at 71%, 22.1% are African-American and
4% Hispanic. There are 37 full-time teachers employed with an average of 13.8 students per
teacher. In this classroom, there are 22 students and 9 with an IEP. There is a paraprofessional
who comes in during the class and gathers a small group of students during social studies.
During reading instruction, a special education teacher comes in and takes the IEP students for
intervention. Specials take place in the middle of the English Language Arts 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.
[There is a pacing plan for the grade level. If there is need for reteaching, the curriculum gets off
track and the pacing plan would need to be adjusted.]
About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
[This classroom devotes an hour to English Language Arts instruction and an hour and fifteen
minutes to reading instruction.]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[The students are tested on their reading level and accelerated reader goals. Each quarter, the
students progress is assessed and they are placed in specific guided reading groups.]
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.
Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 4 pages maximum
All rights reserved. V4_0915
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.
[McGraw-Hill Reading Wonders Reading/Writing Workshop, McGraw-Hill Education, 2014.

McGraw-Hill Literacy Anthology, McGraw-Hill Education, 2014.]
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.
[There is an electronic whiteboard, guided reading books of different genres and grade levels,
online version of McGraw-Hill Reading Wonders Reading/Writing Workshop, McGraw-Hill
Education, 2014. And McGraw-Hill Literacy Anthology, McGraw-Hill Education, 2014, and
classroom set of computers used for Google Classroom.]
About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[Students grade levels in this classroom are below, on and above.]
2. Number of
students in the class: __22__
males: __9__ females: __13__
3. Complete the charts 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 charts. 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
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Literacy Assessment Task 3, you will choose work samples from 3 focus students. At
least one of these students must have a specified learning need. Note: California candidates
must include one focus student who is an English language learner.1
Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window
card to isolate text
Autism 1 Small group, extended time, read tests
aloud, frequent breaks
Specific Learning DIsability 6 Small group, extended time, read tests
OHT 1 Small group, extended time, read tests
1
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.

Speech 1 Small group, extended time, read tests
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases
learners with only a few through examples and graphic organizers
words of English (e.g., word cluster, manipulatives, visuals)
Have students use pre-taught key words

and graphic organizers to
complete sentence starters
Example: Students who 5 Make connections between the language
speak a variety of English students bring and the language used in
other than that used in the textbook
textbooks
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)

Task 1a Literacy Context For Learning

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Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

TASK 1: LITERACY CONTEXT FOR LEARNING INFORMATION

About the School Where You Are Teaching

About the Class Featured in this Learning Segment

[McGraw-Hill Reading Wonders Reading/Writing Workshop, McGraw-Hill Education, 2014.

About the Students in the Class Featured in this Learning

Students with IEPs/504 Plans

aloud, frequent breaks

Have students use pre-taught key words

Students with Other Learning Needs

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