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:
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.
[Charter School. Grade Level Paraprofessional that rotates between the team of teachers.
Leveled small group 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.
[Required to teach state standards in preparation for the Georgia Milestone testing. Additionally,
curriculum, planning, and instruction have a classical focus. Weekly packing plans are utilized
for each subject. These include specific main ideas/themes that lessons are to be planned
around.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
[On average, anywhere from 2-3 hours of the day are devoted to literacy instruction.]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[Reading fluency scores on pre-selected reading passages are recorded in planners each night.
These scores are then checked and recorded on a master teacher copy daily. Scores are
analyzed and improvements are noted. Scores from the benchmark, Easy Curriculum Based
Measurement (or EasyCBM), are also used as progress monitoring as well as leveling for
reading groups.]
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.
[Surely English, Surely Instructional Materials, Inc., 2013]

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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.
[Benq projector, classroom and school library, reading group folders, worksheets from Surely
English, notebook paper, index cards, weekly newsletters that include spelling and vocabulary
word lists]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[3rd]
2. Number of

students in the class: 19

males: 10 females: 9

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:
Classifications/Needs
Auditory processing

Number of
Students
1

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, Hearing aids/Teacher
speaker, seated closely to the front of the
room

Students with Specific Language Needs

Language Needs
English Language Learner

Number of
Students
1

Supports, Accommodations,
Modifications
Additional resources sent home for
writing practice aligned to essential
questions. Pulled out for ESOL
instruction.
Additional wait time and support when

California candidatesIf 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.

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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.

Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

reading aloud.
Students with Other Learning Needs
Other Learning Needs
Severe Anxiety

Number of
Students
2

RTI for behavior

RTI for academics

Supports, Accommodations,
Modifications
Plastic necklaces worn for oral
stimulation.
Additional wait time given when called on
for answers
Daily behavior chart, appropriate
consequences for class disruptions/being
off task such as notes to parents. Positive
reinforcement for good behavior such as
good dojos on the Class Dojo app.
10 minutes of one-on-one fluency
review/read aloud

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.