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2. 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.
Mrs. Stone has 5 ELL students. Only one student is being served by ELD program.
The other kindergarten students arent being served because of the rich environment
in class and special assistance through different WSU students/classes. She has two
students receiving speech, which they go out for the service. She has one student
receiving OT/PT. Usually he goes out for that service, however sometimes they work
together in her classroom. The students receiving Title 1 services go to the Title
room for their services. She also has 2 special education students that are being
served in and out of the classroom.
She does not have any Highly Capable students identified at this time.
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.
The two Special Education students IEPs help in providing information on their
curriculum and instruction. The assessments they give three times a year are used to
help group students in reading and math. The assessments help plan curriculum
and pacing. Using the required reading, math, science and handwriting curriculum
also helps with pacing instruction throughout the year.
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Elementary Literacy for Washington
Context for Learning Information
reading from the Title 1 teachers. These students get extra help with reading: letters,
sounds, words, sentences and actually reading.
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.
In Pullman they use the StoryTown Reading Program. Harcourt School Publisher,
2009
This year they have implemented the Zoo-Phonics, Safari into Reading, Writing, and
Spelling. 2005 by Zoo-phonics Inc.
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, on-line
professional resources) you use for literacy instruction in this class.
Mrs. Stone has a wealth of literacy books: grouped by levels, math, science, art,
letter, etc. She is learning how to use the internet and the document camera to listen
to stories, math stories and other activities.
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 IEPs or 504
plans, English language learners, struggling readers, underperforming students or those with
gaps in academic knowledge, and/or gifted students needing greater support or challenge).
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Elementary Literacy for Washington
Context for Learning Information
Five students Mrs. Stone is WSU support, parent help, extra help
monitoring for Right to from Mrs. Stone.
Interventions.
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All rights reserved. V2_0913
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.