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 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.)
Elementary school: __x__
Middle school: _____
Other (please describe): _____
Urban: _____
Suburban: __x__
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.
[ IEP/RTI coaches (i.e. intervention) and Paraprofessional (i.e. classroom aide) for class sizes
25 or more for Kindergarten and under, and. My class is 25 students, so some students may
eventually be will be pulled out which should supplement instruction. Also to supplement
possible pull-out needs, having a paraprofessional allows planning of multi-centers (i.e. leveled
small group instruction) differentiated for each student learning group. Students get
differentiated instruction through pull-out, and in the classroom. ]
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.
[ SLOs (Student Learning Objectives) assessment are given at the beginning of the year and
quarterly, driven by ESGI (Educational Software for Guided Instruction). Students are pulled out
and individually tested on the computers, and the data is electronically collected. These results
drive instruction. This gives me a baseline to go by with instruction and centers levelled
grouping (differentiated instruction). The instruction is driven by GKIDS (Georgia Kindergarten
Inventory of Developing Skills). ]

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[ 9:00 9:15 AM = Whole Group ELA Skills
9:15 10:00 AM = Literacy Centers
12:25 1:00 = Read Aloud
1:50 2:20 = Journals/Writing
Total =2.25hrs ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ Running Records: these are done at the end of the day, during centers. These are one-onone assessments, following the Journeys text.
Centers/Station learning, and SLOs (Student Learning Objectives), and Running Records:
assessment enables tracking. The SLOS are done quarterly, Running Records: and Centers
stations learning is done daily. The Centers/Stations learning is daily differentiated groupd
instruction, and it drives weekly lesson planning. ]
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Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

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.
[ Journeys Emerging Literacy Test Grade K-1: Houghton Mifflin Harcourt 2010 ]
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.
[ ActivInspire (Interactive board)
Library and Resource System (Montage) ]

About the Students in the Class Featured in This Assessment

1. Grade-level(s): [ K5 ]
2. Number of
students in the class: __25__
males: __14__ females: __11__
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., English language learners,
gifted students needing greater support or challenge, students with Individualized Education
Programs [IEPs] or 504 plans, struggling readers, underperforming students or those with gaps
in academic knowledge).

Students with Specific Learning Needs

IEP/504 Plans:
Classifications/Needs
Example: Visual processing

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, large print text, window
card to isolate text

Other Learning Needs

Number of
Students
5

Supports, Accommodations,
Modifications
Leveled text, targeted n reading, ongoing
reading assessment (e.g., running
End of day one-one sessions, Running
records, and differentiated instruction
End of day one-one sessions, Running
records, and differentiated instruction
End of day one-one sessions, Running
records, and differentiated instruction

Example: Struggling readers

RTI - Retention; Letters sounds
and sight words
EIP - Letter Identification, Letter
sounds
EIP - Letter Identification, Letter
sounds, speech

1 (WH)
1 (SB)
1 (JT)

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

2 of 2 | 3 pages maximum
All rights reserved.
V3_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.