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Elementary Education

Elementary Literacy 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: [ ]
Middle school: [x]
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.
[ The classroom that I Novice in is an inclusive classroom, meaning special education students
are included in the regular inclusive classroom. None of the students have severe special
needs, so no other special education teacher is needed. The only teacher in the room is the
general education teacher who covers social studies and science education curriculum.
However, in the second block period, an aid is present in the classroom to administer sign
language to the two students who are hearing impaired. The school is also an International
Baccalaureate School. With being an International Baccalaureate School, the teachers are
required to incorporate national and state current events that are going on in the world. Many
teachers use the CNN Student News that is available online to cover state and national events
in our world. The school that I teach at is mostly African American; however, it is still a diverse
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 requires each teacher to include map activities (concept maps, cause and effect
maps, classifying maps, etc.) within each lesson. Lesson plans are required to include
standards, objectives, and an overview of the lesson plans for that week which is sent to the
principle at the beginning of each week. The school also requires teachers to incorporate facts
and information about national and state current events that are going on in the world today.
This is required, because the school is an International baccalaureate school.]

About the Class Featured in This Assessment


1. How much time is devoted each day to literacy instruction in your classroom?
[ Because I attend the school classroom only during the social studies and science lesson time,
I do not see a specific literacy lesson. However, literacy is included in each subject in order to
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Elementary Education
Elementary Literacy Context for Learning Information
practice it daily. Literacy strategies such as writing, reading, responding to question, and inquiry
are used each day to practice use with literary devices. ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[There is no specific literary grouping within the class. Students are grouped together. however
for special services, such as reading tests to students with specific learner needs or providing
student with more time to finish tests or assignments. There are some students on the highachieving spectrum, while others are receiving specials assistance for their learning
development. This requires special planning to organize time (informal or formal) for each
student. ]
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.
[ One of the instructional programs used for the classroom is the involvement of map activities
(i.e.: Classifying maps, cause and effect maps, sequencing maps, etc.). Also, with the school
being an International Baccalaureate school, national and state facts and current event
concepts are to be discussed every day. This often results in literacy practice through writing.
The social studies book used is: World Studies; The Ancient World, by Prentice Hall, 2005.]
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 classroom uses the CNN news program every day in the classroom. A smart board and
classroom laptop set is available for classroom use. Science and social studies textbooks are
available as use for the students. The social studies book that I work with while novicing is:
World Studies; The Ancient World, by Prentice Hall, 2005]

About the Students in the Class Featured in This


Assessment
1. Grade level(s): [ 6th grade ]
2. Number of

students in the class [26]


males [16] females [10]
3. Complete the chart 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 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:
Classifications/Needs

Number of
Students

Supports, Accommodations,
Modifications, Pertinent IEP Goals

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Elementary Education
Elementary Literacy Context for Learning Information
Other Health Impaired

Hard of Hearing

Specific Learning Disability

Specific Learning Disability &


Emotional Disability

Other Learning Needs

Number of
Students
5

Example: Struggling readers

Extended time up to 50%, small group


reading, read non-reading portions
aloud, calculator, math manipulatives,
directions repeated and clarified.
Sign language interpreter in class/
school activities, visual phonics across
curriculum, preferential setting near front
of classroom, visual supports/
manipulatives
Extended testing time, shortened
assignments, repeated/clarified
directions, small group instruction,
calculator and math manipulatives,
allowed use of study guides/books/notes
on test, modified spelling list, test read
as appropriate, readers script for ISAT,
fewer choices when given multiple
choice test and/or assignments, graphic
assignments, provide math assignments
in worksheet form with examples
available
Small group, shortened spelling list,
modify math assignments, 30-45 extra
minutes for assignments/assessments,
calculator, read portions of assessments,
manipulatives, provided page numbers
for help to answer questions, allowed to
use books/notes for test taking, read and
clarified directions, check for
understanding.
Supports, Accommodations,
Modifications
Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)

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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.