Context For Learning

Early Childhood
Task 1: Context for Learning Information
TASK 1: 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.)
Preschool: _____
Elementary school: __X___
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)1
City: _____
Suburb: _____
Town: _x____
Rural: _____
3. 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 provides a literacy rich environment, including a word wall, labels for
items in the room, and a classroom library books catered to students interests. A smart board is
used frequently throughout the day to enhance student engagement and allows students to
interact large groups at appropriate times. The special education teacher and a
paraprofessional contribute to this classroom setting by accommodating and assisting in areas
of the classroom where it is needed.
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.
This district is located in a town, with lots of community support. This district also relies
heavy on specific instructional strategies, such as blocked out intervention period built into
the daily schedule. During this intervention time, groups of students are divided by the areas
they are lacking in, and a pacing plan is put into action to improve their skillsets.
Standardized tests is how this district determines what intervention placement is the right fit
for each student. Every quarter every grade teacher, and the assigned special education
teacher for that grade specifically holds a meeting with the reading and math
interventionalist. It is in these meetings that these teams determine what strategies are
working, what students are improving, where students could use the most support, and how
to group these students in the best intervention setting focused on the needs of their own
individual learning.
1. How much time is devoted each day to language and literacy instruction in your
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Early Childhood
classroom?
This classroom holds a 30-minute writing block built into the day, and for reading.
Additional support of Words Their Way… a phonics program that is implemented
for 20 minutes. Aside from being just the built-in periods for these literacy
concepts, reading and writing is incorporated as much as possible throughout all
the subjects, including math, science, and social studies. Between writing
independent word problems in math, and observation science notebooks, the
students are interacting with literacy components frequently throughout the day.
2. Is there any ability grouping or tracking in language and literacy? If so, please
describe how it affects your class.
The students desk arrangement is intentionally a way of grouping the students by ability
level. Each student is sitting in a spot next to someone who learns at the same rate. By this
intentional grouping method, students are set up for quality peer to peer conversations and
interaction while engaging in the lesson.
3. Identify any textbook or instructional program you primarily use for language and
literacy instruction. If a textbook, please provide the title, publisher, and date of
publication.
This classroom uses Math Expressions and The Reading Strategies Book a Guide to
Everything to Developing Skilled Readers. These instructional programs help guide the lessons
in this class, but each lesson is catered to meet culturally responsive aspects, relatable
concepts, real world examples are also integrated within the lessons of this classroom.
4. List other resources (e.g., electronic whiteboard, hands-on materials, online
resources) you use for language and literacy instruction in this class.
This classroom has a variety of resources that benefits learning in so many ways. A smart board
is provided in this classroom a long with six iPads for student usage. Wobble chairs and
squishy cushions are in access to increase engagement and for focus purposes.
About the Children in the Class Featured in this Learning Segment

1. Grade level(s):
[ Third Grade ]
2. Age range: __8-9___
3. Number of
◼ children in the class: _23_
◼ males: __14___ females: __9___
4. Complete the 3 charts below to summarize required or needed supports,
accommodations, or modifications for your children that will affect your 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
Early Childhood
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., children with Individualized Education Programs [IEPs] or 504 plans, children
with specific language needs, children needing greater challenge or support, children
who struggle with reading, children who are underperforming or those with gaps in
academic knowledge, children who are at different points along the developmental
continuum).
NOTE: In Assessment Task 3, you will need to submit work samples and video evidence
from 2 children—these will be your focus children. At least one child must have specific
learning needs, for example, a child with an IEP (Individualized Education Program) or 504
plan, an English language learner, a struggling reader, or a child at a different point in the
developmental continuum in relation to the other children in the class. If possible, identify the
2 focus children before completing Planning Task 1.
Children with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Children Modifications, Pertinent IEP Goals
IEPs 3 Student A receives support from the
special education teacher, and
modifications for out of the classroom
work. Goals for this student is to complete
classwork and ask for help when needed.
This student has a hard time staying on
task but is a very hard worker.
Student B additionally receives help from
the special education teacher. This
students’ accommodations include extra
time for classwork, modifications on
homework, and support outside of the
classroom when the students asks for
one on one help. The goals for this
student include helping this student
recognize what strategies to pull out at
the right time. This students IEP goals are
to become more independent and to build
academic confidence within themself.
Student C gets support from the special
education teacher, and works one on one
frequently with a paraprofessional to build
confidence and remain on task. This
individual does not modifications
however, needs the accommodations of
extra time on classwork, homework, and
additional directions if it is needed.
Early Childhood
Children with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Children Modifications
Cleft palate 1 This student was born premature and the
upper lip didn’t develop before the student
was born. This child has had several
surgeries to repair the lip, but still has
words that don’t come naturally when
pronouncing words. For any of the adults
within this classroom they are made
aware that this student relies on reading
lips, and it is important that as educators
we are modeling academic and proper
written English when spoken. Educational
professionals are to refrain from using
any slag terms, and to annunciate words
clearly.
Children with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Children Modifications
0

Context For Learning

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Early Childhood

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

About the School Where You Are Teaching

About the Children in the Class Featured in this Learning Segment

Children with IEPs/504 Plans

Children with Specific Language Needs

Children with Other Learning Needs

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