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: _X____
Rural: _____

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.
[The school in which I am placed this semester does not meet the requirements for title one
funding. However, this school has little to no parent involvement. The school is located in a
suburban area with an enrollment of 765 students. The student population is primarily
composed of Caucasians at 53.7%. Twenty six percent of students are African American, nine
percent of the students are Hispanic, six percent of the students are two races, and five percent
of students are Asian.

The student to teacher ratio is about twenty five students to one teacher in every classroom, but
that number varies from classroom to classroom. There are several behavioral issues that can
affect quality instruction time and student attendance has been a small issue that administrators
have made efforts to improve upon by sending out attendance contracts when students seem to
be missing too much school.]
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 school district follows strict literacy instructional framework that aligns with the Georgia
Standards of Excellence. Teachers are required to use specific instructional strategies, designed
by Lucy Calkins, to implement the literacy lessons. At the end of March fourth grade students
are assessed through Milestones, which students have been preparing for all year.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
[There are two fifty minute segments each day devoted to literacy instruction. One is for readers
workshop, and one is for writers workshop. Within each, there is a mini-lesson. After the mini
lesson the students read and answer questions while the teacher conferences with a small
group. Read-aloud is has its own fifteen minute component each day.]

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 Elementary Education - Literacy
Task 1: Literacy Context for Learning Information

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[The small groups are based off of the students reading level, but the groups are flexible based
on what the students need. Also, students are being assessed through a series of formative
assessments that ensures that students are on track for meeting their learning goals.]
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.
[The district that I am in for this placement uses standards that are based off of Georgia
Standards of Excellence and instructional strategies suggested by the Units of Study series by
Lucy Calkins are used to implement literacy instruction.]
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.
[Resources used for literacy instruction in this classroom include the following: whiteboard,
devices, classroom library, and a smartboard is used on a daily basis.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[Fourth Grade]

2. Number of
students in the class: ___24__
males: __9___ females: __15___
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

1
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.

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 Elementary Education - Literacy
Task 1: Literacy Context for Learning Information

card to isolate text

ADHD 3 Extended time, Frequent breaks, small
group testing, repeat directions,
explain/paraphrase
Achondroplasia 1 Provides stool in restroom, at water
fountain, and in classroom for student to
reach items

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

Example: Students who
speak a variety of English
other than that used in
textbooks
English language learners
with a low to moderate
amount of English learned
and graphic organizers to
complete sentence starters
5 Make connections between the language
students bring and the language used in
the textbook
2 Make connections between the language
students bring and the language used in
the textbook (ESOL teachers comes into
classroom for one on one assistance)

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)
Not Applicable

Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 3 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.