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 3 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.
Classroom aide
ESOL teaching team
Team teaching with special needs educations
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.
Learning styles inventory
Sociogram
Students prior knowledge
Students mastered skills
Georgia Performance standards
Common Core standards
Academic calendar
Current month (Important holidays that need to be introduced)
Group planning with fellow Kindergarten teachers

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
Two and a half hours
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
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Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

The class does contain ability grouping. At the beginning of the year, each
student was tested on his or her ability to recognize letters and the sounds each letter
makes. The data from the assessment was used to determine each table group. Each
table is comprised of two to three academically advanced students with two average
students and one weak student. This methods allows the students to engage in
cooperative learning. The assessment to determine group placement is periodically readministered. Each time the assessment is re-administered to a student, the results of
the assessment are recorded. This allows the instructor to track the progress for each
student. The method of assessing, tracking, and grouping utilized in the classroom
affects the entire dynamic of the classroom. The table groups determine which activity
will be completed during Writers Workshop, the learning centers that will be made
available, and the resources that will be required for each activity. The assessment
results are also utilized to determine the students that will receive extra attention during
enrichment.
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.
Georgia Journeys Common Core
Houghton Mifflin Harcourt
2014
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.
Smartboard projector
Document camera
Classroom library
Writers notebooks
Starfall.com
Alphabet line
Word Wall
Sentence building puzzles

About the Students in the Class Featured in This

Assessment
1. Grade-level(s): Kindergarten
2. Number of

students in the class: __23__

males: __11__ females: __12__
3. Complete the chart 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 chart. Some
rows have been completed in italics as examples. Use as many rows as you need.

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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All rights reserved.
V3_0914
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

Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., English language learners,
gifted students needing greater support or challenge, students with Individualized Education
Programs [IEPs] or 504 plans, struggling readers, underperforming students or those with gaps
in academic knowledge).

Students with Specific Learning Needs

IEP/504 Plans:
Classifications/Needs
Example: Visual processing

Number of
Students
2

Small group, Abbreviated work

Other Learning Needs

Number of
Students
5

Example: Struggling readers

RTI for Speech and Reading
(Currently on Tier Two)
RTI for Reading

Higher Level Learners

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, large print text, window
card to isolate text
Small group literacy block- (Pulled from
regular classroom); Speech and
Occupational therapy

Supports, Accommodations,
Modifications
Leveled text, targeted guided reading,
ongoing reading assessment (e.g., running
records, miscue, conferencing)
Small group instruction; periodic correction
of speech
Small group instruction; peer teaching;
extra time to complete assignments
More challenging homework; extended
requirements in Writers Workshop; higher
expectations in assignments

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 3 pages maximum
All rights reserved.
V3_0914
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.