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edTPA Elementary Education Assessment Handbook

Elementary Literacy Context for Learning

Use the Context for Learning Information to supply information about your school/classroom

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: _____
Rural: __X__
2. List any special features of your school or classroom setting (e.g., charter, coteaching, 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 elementary school is a Title I school with 492 students. 49% of the
students are African American, 26% are Hispanic, 5% are Multi-racial and
18% are white. The elementary school is in a rural town with a bus service to
and from school and an after-school program for the students who are not car
riders or bus riders. The school follows an early intervention program. In this
classroom, the mentor teacher has a teachers aide that comes in and helps
with daily tasks involving literacy, math, and testing. We do small group
instruction for every subject. With two teachers, plus myself, it is easier to
have direct instruction throughout the day. All 4 of the 3rd grade teachers coplan for each lesson and then each teacher differentiates the lesson for their
students needs.
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.

The school follows the Standards of Excellence for the state. The teachers in
this grade level have split up the standards into 4 quarters, and plan for one
quarter at a time. The students take milestones in April so most of the
instruction is centered on meeting each standard and being prepared for
testing. Every student in the district is assigned a personal laptop so we
spend a lot of time using technology throughout the day.

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edTPA Elementary Education Assessment Handbook

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?

We spend about 30 minutes in the morning doing a read-aloud before going

to lunch. When we return from lunch and recess, the class splits into groups
to do a shared reading book assigned by the county. During this time, the
whole class reads the same book in their respective groups. Typically, they
answer a constructed response question about the shared reading book in
their journals or on the computer. We then transition into different reading
groups, based on their reading score from Scholastic Reading Inventory
testing, and read a book that is on their level. These books are usually
chapter books that require about a week to read. Students typically have a
writing assignment to go along with this book as well. With the 30 minutes in
the morning spent on read-aloud, and about 2 hours in the afternoon in
reading groups, we spend about 2 - 3 hours on literacy instruction.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it
affects your class.

The students do SRI (Scholastic Reading Inventory) testing and split into
groups using this numerical score. Currently, we have four reading groups
because there were clear gaps in between scores that helped to group the
students together. The lowest group usually echo reads their book with my
mentor teacher, I lead the second group with shared reading, the third group
partner reads, and the highest group independently reads. The groups are
labeled with colors and I dont think many of the students think the grouping is
based on their scores. This keeps the atmosphere more positive and keeps
the kids motivated to improve their literacy skills.

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 class does not use a textbook or specific instructional program for
literacy instruction. Units and lessons are based off of Common Core
standards for literacy and incorporated into all subjects.

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.

Primarily, the students use Google Classroom during literacy instruction.

Since they are all assigned their own laptops, it saves time to post response
questions or links to various resources on the class site. My mentor teacher
has sectioned off each subject so there is a page for each and it is very easy
to navigate the site. We also use the electronic white board to post questions,
vocab, or resources for the students to see and use throughout instruction.

About the Students in the Class Featured in this Learning Segment

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

students in the class: _23_

males: 10 females: _13_

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All rights reserved.

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edTPA Elementary Education Assessment Handbook

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. For example, students

With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have 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: Number of Supports, Accommodations,
Modifications, Pertinent IEP Goals
Visual Impairment

Hearing Impairment


Significant Learning


Close monitoring, large print text, elbow

camera and computer monitor to
magnify, extra time on assessments
Hearing aids, headphones to amplify
computer, repeated instructions one-onone
Behavior chart with reward system
Small group instruction, extended time
for tests and assessments, shorter word
study list
Direct instruction (reading and math),
extended time for tests

Students with Specific Language Needs

Language Needs

Number of

Supports, Accommodations,

1 California candidatesIf you do not have any English language learners, select a
student who is challenged by academic English.
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edTPA Elementary Education Assessment Handbook

English language learners

with only a few words of

Students who speak a variety

of English other than that
used in textbooks

Pre-teach key words and phrases

through examples and graphic
organizers (e.g., word cluster,
manipulatives, visuals)
Have students use pre-taught key
words and graphic organizers to
complete sentence starters
Make connections between the language
students bring and the language used in
the textbook

Students with Other Learning Needs

Other Learning Needs

Number of

Supports, Accommodations,

Struggling readers


Leveled text, targeted guided reading,

ongoing reading assessment (e.g.,
running records, miscue, conferencing)

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

All rights reserved.

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