Edtpa Elementary Education Literacy - Context For Learning

Elementary Education - Literacy
Task 1: Literacy Context for Learning Information

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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: __X___
Suburban: _____
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.
[ Within the classroom setting there are multiple classroom aides that accompany the lead
teacher throughout the day. ]
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.
[ There is content that the students are required to learn and the NYS Common Core
Standards are implemented. ]
About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
[ At least 2 hours each day is devoted to literacy instruction. ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ Students are tracked based on the guided reading level they are at. If the students came
into the school year at a level lower than a D, then further outside of the classroom reading
help was given. ]
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.
[ The guided reading level books are what is used for literacy lessons in small groups.
During whole class instruction, multiple age appropriate texts are used. ]
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.
[ Within the classroom the resources that are used within a literacy lesson include the
ELMO, a SmartBoard, the classroom library and book read alouds. ]
Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

1! of 3! | 4 pages maximum
All rights reserved.
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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
permitted only pursuant to the terms of a written license agreement.

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About the Students in the Class Featured in this Learning Segment

1. Grade-level(s):
[ 1st ]
2. Number of
students in the class: __22___
males: ___11__ females: __11___
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
Number of
Students
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Students with Specific Language Needs

Language Needs
Number of
Students
Modifications
English Language Learner

whose first language is
Spanish.
Give student verbal cues. Has teacher

aide that comes into the classroom during
literacy lessons.
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.

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Students with Other Learning Needs

Other Learning Needs
Number of
Students
Modifications
Lack of Motivation.
Helplessness
Constant motivation must be given. A

teacher/aide must check in with students
during every assignment.
Cannot be left to do work alone, because
it will not get done.

V4_0915

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Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

TASK 1: LITERACY CONTEXT FOR LEARNING INFORMATION

About the School Where You Are Teaching

About the Class Featured in this Learning Segment

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

Elementary Education - Literacy

About the Students in the Class Featured in this Learning Segment

Students with Specific Language Needs

English Language Learner

Give student verbal cues. Has teacher

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

Elementary Education - Literacy

Students with Other Learning Needs

Constant motivation must be given. A

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

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