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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.
[ The classroom I work in is a HiCap classroom.The students are classified as highly capable
students based on a series of exams they took. The class includes both 4th and 5th graders. ]
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.
[These studetns work much quicker and are expected to learn higher level content, than the
average 4th or 5th grade class.]

About the Class Featured in This Assessment


1. How much time is devoted each day to literacy instruction in your classroom?
[About 4 hours]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ Yes. The school uses a program called IRLA, which groups students into reading groups
based on their reading abilities. The teacher must meet with each individual group, atleast once
a week. Each group is working on a different reading standard and read different chapter
groups. This instruction method is personalized to the students and their reading abilities.
However it is time consuming and is difficult to meet with all students every week.]
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.
[ IRLA is the only program used for literacy. This is an online program that provides teachers
with plenty of resources and guidlines for effective literacy teaching. The students are placed
into a reading leavel and are awarded points for reading and reaching reading achievments.
The data is submitted online and the studens are able to move up levels based on the data
submitted. ]

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Elementary Literacy for Washington
Context for Learning Information

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.
[ My mentor teacher has a great classroom library with hundreds of great chapterbooks labled
based on reading level. ]

About the Students in the Class Featured in This


Assessment
1. Grade level(s): [ 4th and 5th ]
2. Number of
students in the class [ 31 ]
males [ 18 ] females [ 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
Example: Visual processing 2 Close monitoring, large print text,
window card to isolate text
Speech 1 Monitored and goes to a speech class
once a week.
ELL 1 Monitored and pulled out of class once a
day.
Hearing Ade 1 Must provide close captioning for video
presentations and sit close to
teacher/board.
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)

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.

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