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: __X___
Suburban: _____
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.
[This school is a fine arts school with students involved in daily special classes that include
dance, music, drama, art, technology, and STEAM. 4th grade classrooms are also
departmentalized. Students are in one classroom for ELA and social studies and another
classroom for math and science.]
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.
[This school uses a district pacing guide in which instruction is divided into approximately 6
week quarters. These pacing guides outline the skills and strategies to be taught with the
corresponding standard. Resources are also suggested. ]

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 2-hour blocks devoted to ELA and social studies instruction. The majority of this
time is spent teaching ELA with any leftover time given to social studies.]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[There is no ability grouping or tracking in this classroom.]
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.
[Although not required to use and not often used, there is a textbook assigned to this class for
literacy instruction. The name of the textbook is Journeys published in 2014 by Houghton Mifflin
Harcourt.]

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

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.
[This class uses books from both the school and classroom library for reading. The ClearTouch
board is also utilized to display writing and examples.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[The grade level of this class is 4th grade.]

2. Number of
 students in the class: __22___
 males: __8___ females: __14___
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
There are no students with
IEPs or 504 Plans

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
There are no students with
language needs

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

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 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.
 Elementary Education - Literacy
Task 1: Literacy Context for Learning Information

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Struggling readers 1 Daily intervention activities with the
teacher including running records and
sight word recognition

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.