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: [ 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.
Mrs. Stone has 5 ELL students. Only one student is being served by ELD program.
The other kindergarten students arent being served because of the rich environment
in class and special assistance through different WSU students/classes. She has two
students receiving speech, which they go out for the service. She has one student
receiving OT/PT. Usually he goes out for that service, however sometimes they work
together in her classroom. The students receiving Title 1 services go to the Title
room for their services. She also has 2 special education students that are being
served in and out of the classroom.
She does not have any Highly Capable students identified at this 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 two Special Education students IEPs help in providing information on their
curriculum and instruction. The assessments they give three times a year are used to
help group students in reading and math. The assessments help plan curriculum
and pacing. Using the required reading, math, science and handwriting curriculum
also helps with pacing instruction throughout the year.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
Literacy and math are taught continuously throughout the day. It is woven through
books, writing, poems, stories, direct lessons and music.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
In January Mrs. Stone plans to have specific groups for reading. She has a group
that is already reading, a group learning as skills are taught and a group needing
extra help with letter recognition and sounds. Three students receive assistance in

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 Elementary Literacy for Washington
Context for Learning Information

reading from the Title 1 teachers. These students get extra help with reading: letters,
sounds, words, sentences and actually reading.

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.
In Pullman they use the StoryTown Reading Program. Harcourt School Publisher,
2009
This year they have implemented the Zoo-Phonics, Safari into Reading, Writing, and
Spelling. 2005 by Zoo-phonics Inc.
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.
Mrs. Stone has a wealth of literacy books: grouped by levels, math, science, art,
letter, etc. She is learning how to use the internet and the document camera to listen
to stories, math stories and other activities.

About the Students in the Class Featured in This

Assessment
1. Grade level(s): Kindergarten
2. Number of
students in the class 21
10 girls and 11 boys
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
Developmentally delayed 2 They receive academic support from
Special Education services, as well as
occupational therapy, and speech. They
also receive services for social-
emotional well being. One receives
accommodations for taking the
computerized MAP test.
English Language Learners: 5 One receives ELD services. WSU
students, parent volunteers work with
him and the 4 other K students. I also
work with her.

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 Elementary Literacy for Washington
Context for Learning Information

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Struggling readers 11 Leveled text, targeted guided reading,
11 students out of 21 who are ongoing reading assessment (e.g.,
behind in letter running records, miscue, conferencing)
recognition/sounds/reading One to one help, small group, extra time
with academic activities.

Five students Mrs. Stone is WSU support, parent help, extra help
monitoring for Right to from Mrs. Stone.
Interventions.

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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.