English as an Additional Language

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.)
PreK: _____
Elementary school: _____
Middle school: __x___
High school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an X next to the appropriate
description.)1
City: __x___
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., push-in ESL, pull-out
ESL, bilingual, self-contained, co-taught, newcomer) that will affect your teaching in this
learning segment.
[We are a self contained content class that the students come to during their elective period.
This class is in a classroom that contains two different classes going on at the same time. One
half of the room are students who are newcomers and level 1 based on the WIDA scale and the
other half are students who are level 2. I will be teaching the level 2 students. ]
4. 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.
[ N/A ]

About the Class Featured in this Learning Segment

1. What is the name of the class? (Include English language proficiency level of students.)
[Continuing ESL, Levels 1.8-3.5 overall composite score based on WIDA]
2. What is length of the class? (Type an X next to the appropriate description; if other
applies, provide a brief description.)
a. One semester: _____
b. One year: __x___
c. Other (please describe): _____
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?

1
If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 4 pages maximum
All rights reserved. V6_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.
 English as an Additional Language
Task 1: Context for Learning Information

[ The class is 8:55-9:40, these students come everyday. ]

4. Is there any ability grouping or tracking in English as an additional language? If so, please
describe how it affects your class.
[ No ]
5. Identify any textbook or instructional program you primarily use for English language
instruction. If a textbook, please provide the title, publisher, and date of publication.
[There is not a primary instructional program that is used regularly in the classroom.]
6. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you
use for English language instruction in this class.
[BrainPop, Duoingo, Quizlet, Read Theory, Quizizz, and Words Their Way]

About the Students in the Class Featured in this Learning

Segment
1. Grade level(s):
[ 8th ]
2. English language proficiency/development level(s)please explain your states ELPD
levels:
[Levels 2.5-5, North Carolinas levels range from a 1.0 which is a beginning to a 6.0 which is
exiting.]
3. Number of
students in the class: __6____
males: ___2___ females: ___4___
4. Briefly describe the home language(s) of your students:
[ Spanish, Karenni ]
5. 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.
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 Limited or Interrupted
Formal Education [SLIFE], students who are long-term ELLs, students needing greater
challenge or support, students who are at varying levels of language proficiency, students
who struggle in their first language, 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.2

2
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 4 pages maximum
All rights reserved. V6_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.
 English as an Additional Language
Task 1: Context for Learning Information

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring and the use of video
and pictures to represent new concepts
and ideas in English
N/A

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Provide oral explanations for grammar in
in their first language the students first language; provide clear
prompts as well as simplified text for
cultural information
N/A

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 4 pages maximum
All rights reserved. V6_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.