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): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description .)1
City: _____
Suburb: __X___
Town: _____
Rural: _____
3 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 is a K-5 grade elementary school with about 517 students. The school is diverse;
out of the total population 46% are African American/Black, 44% are White, 5% are Asian/Pacific
Islander, 3% are Hispanic, and 2% are mixed race. Along with this, 99% of the students receive
a free or reduced lunch. This is the second year that this school is a Title I school, however it is
still performing better than 93% of the schools in the district. In my particular 4th grade
classroom, there are 29 students. This class is an inclusion classroom that is team taught with a
special education teacher, and paraprofessionals enter the classroom for certain students. It is
also required to use leveled small group interventions to assist students with IEPs, EIPs, and
504s. There are also two bilingual students in the classroom. Both have tested out, but one
student is having trouble with comprehension and may need further support.]
4. 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.
[Requirements and expectations within the school are required curricula and a pacing plan. The
curriculum is based off of the Georgia Standards for Excellence, and thus the pacing plan is
created from these standards. However, although there is a pacing plan, the content of Main
Idea and Supporting Details that is being taught in this unit is a year-long, overarching standard
that gradually increases in level and difficulty. In the classroom, small group instruction is
necessary to accommodate different types of learners. There is standardized testing called the
Georgia Milestones where it is required by the school for students to complete about four
practice tests throughout the year before the actual Milestones test in May.]
1
If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.
Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 4 pages maximum
All rights reserved. V6_0917
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.
About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
[In my classroom, there is a total of 85 minutes for literacy instruction, where half of the
instructional time is used to teach reading and the other half is used to teach writing.]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ In literacy, student ability grouping is determined by STAR Reader. This places students into
groups based on their Lexile levels. This also determines the students personal reading goals
for each quarter, which are discussed in personal conferences with the teacher.]
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 textbook used for ELA is Georgia Journeys Common Core, Houghton-Mifflin-Harcourt,
2010. The workbook that the students use is Journeys Common Core Reader’s Notebook,
Houghton-Mifflin-Harcourt, [no date given]. The textbook is used to follow pacing even if the
basal stories aren’t read in class. The teacher also uses a literacy computer program called
Mobymax that is programed to target each students’ individual needs.]
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.
[The teacher has access to other resources in her classroom. She has an interactive whiteboard
in which she can display work or can digitally write on. The classroom has access to 18 student
laptops. There is a classroom library that is organized by Lexile levels, fiction, and nonfiction, as
well as leveled readers. The teacher also pulls from outside sources, such as Readworks.org,
Flocabulary.com, and Writescore.com.]
About the Students in the Class Featured in this Learning

Segment
1. Grade level(s):
[ 4th ]
2. Number of
 students in the class: ___29__
 males: ___13__ females: __16___
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.2
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
ADHD/ADD IEP 5 Read aloud questions, small group
instruction, extended time, frequent
breaks, pull-out for testing
Specific Learning Disability 2 Read aloud questions, small group
IEP (not specified until age instruction, extended time, frequent
10) breaks, pull-out for testing, instruction
with Special Education teacher
Autism IEP 1 small group instruction, extended time,
frequent breaks, pull-out for testing,
instruction with Special Education teacher
ADHD/Anxiety 1 Preferred seating, making sure they
disorder/being tested for understand direction and stay on task
dyslexia 504
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
Student who tested out of 1 Looking into receiving more support for
ELL, but very low student from ELL teacher, explain
comprehension unknown words
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
2
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.
Example: Struggling readers 5 Leveled text, targeted guided reading,

ongoing reading assessment (e.g.,
running records, miscue, conferencing)
Beginning Readers 2 Intervention SunRise

Task 1a Literacy Context For Learning

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Task 1a Literacy Context For Learning

Uploaded by

Copyright:

Available Formats

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

About the Students in the Class Featured in this Learning

Students with IEPs/504 Plans

Have students use pre-taught key words

Students with Other Learning Needs

Example: Struggling readers 5 Leveled text, targeted guided reading,

You might also like