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English as an Additional Language

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION


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. 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.)
PreK: _____
Elementary school: _X____
Middle school: _____
High school: _____
Other (please describe): _____
Urban: _X____
Suburban: _____
Rural: _____
2. List any special features of your school or classroom setting (e.g., push-in ESL, pull-out
ESL, bilingual, self-contained, co-taught, newcomer) that will affect your teaching in this
learning segment.
[ Pull-out ESL, and new comer program]
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.
[ Journeys curriculum, general education classroom unit 5 pacing]

About the Class Featured in This Assessment


1. What is the name of the class? (Include English language proficiency level of students.)
[ 3rd grade intermediate fluency ]
2. What is length of the class? (Type an X next to the appropriate description; if other
applies, provide a brief description.)
a. One semester: _____
b. One year: _X____
c. Other (please describe): _____
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[ 30 mins per day 8:55-9:25]
4. Is there any ability grouping or tracking in English as an additional language? If so, please
describe how it affects your class.
[ Yes, however due to the general education schedule there is only one time to pull 3rd grade
students. Thus this group has students at the beginner level all the way to intermediate. ]
5. Identify any textbook or instructional program you primarily use for English language
instruction. If a textbook, please provide the title, publisher, and date of publication.

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.


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All rights reserved.
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permitted only pursuant to the terms of a written license agreement.

English as an Additional Language


Task 1: Context for Learning Information

[ Journeys third grade unit 5 ESL section. Journeys, Houghton Mifflin Harcourt, 2012 ]
6. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you
use for English language instruction in this class.
[ Anchor charts, smart board, white board, IPads, writing journals, Kagan strategy materials ]

About the Students in the Class Featured in This


Assessment
1. Grade-level(s): [ 3nd ]
2. English language proficiency/development level(s)please explain your states ELPD
levels:
[ Students are at the intermediate fluency level. This is based off students receiving a three or
better on their oral part of the ELDA. ]
3. Number of

students in the class: __9____


males: __5____ females: __4____
4. 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., gifted students needing
greater support or challenge, students with Individualized Education Programs [IEPs] or 504
plans, Students with Interrupted Formal Education [SIFE], long-term ELLs, students at
varying levels of language proficiency, readers who struggle in their first language,
underperforming students or those with gaps in academic knowledge).
Students with Specific Learning Needs
IEPs/504 Plans:
Classifications/Needs
IEP for math

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Small group setting for instruction. Tests
are read to student. Students receive 130
minutes of special education math
support a week.

Other Learning Needs

Number of
Students
2

Supports, Accommodations,
Modifications
Provide clear prompts as well as
simplified text for cultural information.
Provide visual support for directions and
writing activities. Give redirections in
students L1.

Students with Interrupted Formal


Education (SIFE)

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.


2 of 3 | 3 pages maximum
All rights reserved.
V4_0914
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.

English as an Additional Language


Task 1: Context for Learning Information

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.


3 of 3 | 3 pages maximum
All rights reserved.
V4_0914
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.