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: [ Glenrdige Elementary ]
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.
[The only special feature that this classroom had was a reading teaching aid. This aid came in
eery mornng during the silent reading section and pulled a group aside for the 30 minutes she
had. This will affct the teachingbecause it helps give some of the students in the class that extra
small group attention to the students who need it.]
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.
[ One of the requiremnts that affected the way my teacher taught was from the I ready lesssons.
The student went to the lab two times a week to practice on the computer for their standadized
testing. They did reading and math for 45 minutes once a week, and they take the test three
times a year to see their growth. ]

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[ 1.5-2 hours]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ Reading RTI: this is the readin groups that the class is split into by each students reading
level. They have their own small groups and are working on ceain books with assignments.]
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.
[ Expenditopnary Learning]
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.
[ Smartboard, Text sets if needed for the reading lesson, artciles. ]

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 Elementary Literacy for Washington
Context for Learning Information

About the Students in the Class Featured in This

Assessment
1. Grade level(s): [ 4th ]
2. Number of
students in the class [ 25]
males [ 12] emales [13 ]
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: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
IEP- Written expression 1 Doesnt have many, doing well, works in
a small group with teacher.

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Two years below grade level 2 Small groups
One year below grade level 9 Small groups % are in extended learning
program.

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.