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Elementary Education - Literacy

Task 1: Literacy Context for Learning Information


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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: __X___
Suburb: _____
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.
My placement school is in partnership with my College of Education and has a professor in
residence. This partnership allows for many student teachers to be placed throughout the
school on a regular basis. In my classroom, we co-teach for part of the day with a special
education teacher and have a push-in gifted teacher for part of the day.

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.
The school district in which I am placed used Common Core standards for both ELA and
math instruction with a pacing guided provided to all of the teachers. The pacing guide
includes which texts, websites, and videos should accompany the lessons for each day.
Because of this, students are used to the routines of the district curriculum and can be
thrown off by more creative and innovative lesson plans.

About the Class Featured in this Learning Segment


1. How much time is devoted each day to literacy instruction in your classroom?
Students spend an hour a day on each reading and writing instruction. During morning
extended learning time, which ranges from thirty minutes to an hour, a few days a week that
time is dedicated to literacy, but more often it is dedicated to math instruction.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
There are five students in my class that are pulled out during the literary block to receive
instruction for their literacy level from a special education teacher. The rest of my students
are assigned reading groups based on their standardized test scores and reading
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 2016 Board of Trustees of the Leland Stanford Junior University.


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Elementary Education - Literacy


Task 1: Literacy Context for Learning Information
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performance. These groups are flexible and can change as the need presents itself over the
course of the quarter, semester, or year.
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.
We follow the curriculum map and pacing guide set by the school district, which follows
Common Core English Language Arts standards for fourth grade.
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.
We use our classroom library, Dynamath and other educational magazines, online sources
for texts (myON and Big Universe), and Classworks for students to find texts and to assess
students comprehension and fluency when reading. Students also use Google Docs for a
majority of their writing assignments.

About the Students in the Class Featured in this Learning Segment


1. Grade level(s): 4th grade
2. Number of
students in the class: __24___
males: __11___ females: __13___
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:
Classifications/Needs

Number of
Students

Supports, Accommodations,
Modifications, Pertinent IEP Goals

Example: Visual processing

Close monitoring, large print text, window


card to isolate text

Other Health Impairment

Forward facing during lessons, close to


front of the room, extended time testing,
silent signals for help

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

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.


! 2 of ! 3 | 4 pages maximum
All rights reserved.
V5_0916
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.

Elementary Education - Literacy


Task 1: Literacy Context for Learning Information
!

Learning Disability

Extended time testing, prompts and


questions read aloud to students,
modified content and material

Students with Specific Language Needs


Language Needs

Number of
Students

Supports, Accommodations,
Modifications

Example: English language


learners with only a few
words of English

Pre-teach key words and phrases through


examples and graphic organizers (e.g.,
word cluster, manipulatives, visuals)
Have students use pre-taught key words
and graphic organizers to
complete sentence starters

Example: Students who


speak a variety of English
other than that used in
textbooks

Make connections between the language


students bring and the language used in
the textbook

Students with Other Learning Needs


Other Learning Needs

Number of
Students

Supports, Accommodations,
Modifications

Example: Struggling readers

Leveled text, targeted guided reading,


ongoing reading assessment (e.g.,
running records, miscue, conferencing)

Students with ADHD

Flexible seating, bounce seats, freedom


to move around the room, reminders to
self-correct behavior and focus on task at
hand

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.


! 3 of ! 3 | 4 pages maximum
All rights reserved.
V5_0916
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.