1. How much time is devoted each day to language and literacy instruction in your
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 4 pages maximum
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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
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Early Childhood
Task 1: Context for Learning Information
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.
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.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 3 of 4 | 4 pages maximum
All rights reserved. V5_0916
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.
Early Childhood
Task 1: Context for Learning Information
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 4 pages maximum
All rights reserved. V5_0916
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.