Elementary Literacy

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.)
Elementary school: X
Middle school: _____
Other (please describe): _____
Urban: _____
Suburban: X
Rural: _____
Gustave H. Webling Elementary School is located in a middle-class residential area
in Aiea, Central Oahu District. Webling Elementary School is comprised of 543 students,
with close to equal amounts of male and female students. Reportedly, 38% of the students
are economically disadvantaged, 1% are English Language Learners, and 8% are students
with disabilities. The school has an ethnically diverse population with some students who are
military dependents.
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.
Although special features do not exist within my classroom setting, Webling
Elementary School uses direct instruction as a reading intervention for students who are
well below or approaching in their reading level. The school also holds a Response to
Intervention (RTI) meeting each month and Data Team meeting weekly for each grade level.
Webling Elementary School uses resource rooms to adapt tiered instruction.
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.
To bridge achievement gap within the school, Webling Elementary School
implements Standard Based Change Process (SBCP) in math and writing. Students
progress is closely monitored with a pre, mid and post assessment on SBCP tasks in writing
and math. For this school year, the 1st grade SBCP task in writing is focused on meeting
standards in opinion writing.
Webling Elementary School also uses AimsWeb as universal screening for math and
reading. It is also used to monitor students progress and collect data to support RTI as well
as tiered instruction. To improve student achievement, the results gathered from SBCP task
along with scores from AimsWeb assessments are used to direct curriculum decisions and
instructional implementation.
The state of Hawaii has also adapted the Common Core Standards for English
Language Arts and Mathematics. The Common Core Standard establishes a common
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Elementary Literacy
Task 1: Context for Learning Information

ground in terms what students should know or should be able to do for each grade level. In
part of implementing the Common Core Standards, the state of Hawaii also implemented
the use of statewide instructional materials that are aligned with the Common Core
Standards. For students in K-6, the state of Hawaii uses Stepping Stones in Mathematics
along with Reading Wonders in Language Arts.

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
Everyday an average of 3 hours is spent on literacy in my classroom. After the daily
morning routine, the students begin the first block of instruction with Readers Workshop.
The teacher uses this time to meet with reading groups for guided reading. The reading
groups consists of three to four students. The students are grouped together based on their
reading abilities. During guided reading the teacher is able to observe and monitor each
students progress in reading. The teacher is able to assess students areas of needs and
make individualized adjustments when necessary. While the teacher is busy with guided
reading, students who are not in the reading group are directed to read independently or
with a partner. While reading independently or with a partner, students apply various reading
strategies such as checking for comprehension, stretching out sounds for unfamiliar words
and identifying parts of the story. The reading strategies are self-directed tasks that were
previously modeled to allow the teacher to work with the reading groups without interruption.
The period after recess is spent in Writers Workshop. In Writers Workshop, the
teacher uses mentor texts to model different writing skills. After a short mini lesson, the
students work on writing independently at their desks. In this block of instruction students
create writing pieces based on the unit the class is working on, such as writing with a
purpose or writing personal narratives. Students have the freedom to choose their topic as
long as it follows the unit theme. Writers Workshop is designed to allow students to write
independently without writing prompts and at their own pace. While students are working on
their writing pieces, the teacher uses this period to have one on one conferencing with
students to do revisions. The teacher also uses this time to provide additional instructions to
struggling students. Along with Readers Workshop and Writers Workshop, literacy is also
practiced in other subjects such as Science and Social Studies which integrates reading and
writing.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
The teacher created reading groups within the classroom to track students progress
in reading. The reading groups were created based on students performance on a teacher
made assessment which the classroom teacher administered in the beginning of the school
year. During guided reading, the teacher takes notes on students areas of needs and
improvement. The reading groups are used during Readers Workshop which is a part of the
literacy instruction in the 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.
To teach literacy, the first grade curriculum uses a basal reader, Reading Wonders
published by McGraw-Hill company in 2014. The basal reader includes resources such as
anthologies, grammar workbook, leveled readers and an on-line resource access for
teachers. To supplement the basal readers, students are required to read for 20 minutes a
night for homework. Students complete a reading log and are required to create a book
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Elementary Literacy
Task 1: Context for Learning Information

report project for a book of their interest once a month. The teacher also uses additional
literacy resource such as reading groups or Daily Five Cafe to teach students reading
strategies.
As for writing, the teacher implements Writers Workshop. During Writers Workshop,
the teacher begins the class with a short lesson on different writing strategies. The teacher
often uses mentor texts to model different types of writing in alignment to the Common Core
Standards for writing for first grade. After the short lesson, students independently to
complete their writing tasks.
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.
The classroom is equipped with a projector, a few Macintosh computers, a laptop
which is used mostly by the classroom teacher, and a television. There are a variety of texts
in the classroom that serve as the classroom library where students can choose books of
varying reading levels. The books are sorted out by reading levels, authors and series.

About the Students in the Class Featured in this Learning Segment

1. Grade-level(s):
[ First Grade]
2. Number of
students in the class: __16___
males: __10___ females: __6___
3. Complete the charts 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 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 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:
Classifications/Needs

Number of
Students

Supports, Accommodations,
Modifications, Pertinent IEP Goals

Example: Visual processing

Close monitoring, large print text, window

card to isolate text

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

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Elementary Literacy
Task 1: Context for Learning Information

None
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

None
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)

Behavior- easily distracted

Students are given priority seating and

closely monitored by teacher during each
task.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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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.