Elementary Literacy

Task 1: Context for Learning Information

TASK 1: 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_ There are approximately 543 students and 29 teacher where I teach.
The average teaching experience for the teachers at Webling are 15.4 years. 81% of the
teachers at Webling have been teaching at the school for over 5 years.
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.
The school where I teach contains 543 students. 50% of the student body is male and
the other 50% is female. 38% of the students attending Webling Elementary are
economically disadvantaged. 1% of the students are English Language Learners and
8% of the students receive special education services. Students who qualify receive
one-to-one support. Depending on the severity of the students needs, Educational
Assistance (EAs) are made available. At the school the following services are available
to students who are hearing and visual impaired as well as those who need speech
therapy, mobility training, occupational and physical therapy. Students with special needs
are included in the general ed classrooms. However, those who receive specialized
instruction are pulled out.
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.
My school cooperates in collegial grade level/ cross grade level and school-wide
discussions. In these meetings, teachers gather to share thoughts and reflect on
instructional methods used in their classroom. At my school, faculty and staff take part in
School Rise; a researched based consultant firm developed to assist schools in
improving student achievement through a planned and developed curriculum. As far as
professional development, the teachers use the following resources in my classroom:
Inter-rater reliability math/writing assessments, Common Core Standards-Language Arts
and Math, Wonders reading curriculum, and thinking maps.

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Elementary Literacy
Task 1: Context for Learning Information

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
Students spend approximately 120 minutes everyday, Monday through Friday, on
literacy. In the morning from 8:30-10:45, Liteteracy instruction is divided into two units:
Writing and Reading. Students practice giving personal opinions, taught how to add
details to writing, and asked to analyze books theyve read in class.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
In my classroom, I havent noticed any ability grouping or tracking. However, the
Kindergarten teacher conduct grade level meetings every Wednesday starting at 12:30.
During these meetings, teachers talk about students who are of concern to them. My
teacher evaluates and tracks my students progress through an informal assessment she
performs. This assessment was used in the beginning of the school year to measure the
students academic knowledge. My teacher notes students who show little to no
improvement on their assessments.
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.
As part of the school wide curriculum, Wonders is required to be taught in the classroom.
My classroom utilizes picture outside reading materials, such as picture books, to
enhance lessons being tuaght in class. My students are encouraged to find good fit
books in the classroom to read and home.
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.
My class utilizes the whiteboard and a few online resources. Online resources called
Starfall ABCs and ABC Ya are computer games students may access through the
schools website. During computer periods in the technology lab, students practice
technology skills. Everyday from 11:30-12:00, my teacher permits the student to watch
education TV programs such as Seseame Street and Cat in the Hat. With assistance
from the following resources, students develop literacy skills that contribute towards the
students growth as a learner.

About the Students in the Class Featured in this Learning Segment

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

Students in the class: __18__

males: __9__ females: __9__
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your 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.

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Elementary Literacy
Task 1: 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., 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 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
ELL student

Number of
Students
1

Supports, Accommodations,
Modifications
Student meets with one of the speech
teacher every Wednesday from 12:0012:30 pm.

Students with Other Learning Needs

Other Learning Needs

Number of
Students

Supports, Accommodations,
Modifications

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.