Elementary Literacy for Washington

Context for Learning Information

Context for Learning Information Directions: 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; both the prompts and your responses are included in the total
page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies
with all format specifications. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach?
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, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[There are three students reacieving speech which they go out during the day to receive
services. There are two students who receive occupational therapy. They have teachers come
in and help them and also leave the class room for assistance as well. There are also three
special education students who are being served in and out of the classroom.]
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 three special education students have IEP’s that help in providing information on their
cirriculm and instruction. The WAKids assessments we use provide information which is used to
help group students in reading andmath. The assessments help plan cirriculum and pacing. ]

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[ Literacy and math are taught continuously throughout the day. It is woven through
books.writing. poems, stories, direct lessons, and music. The literature block is in the morning
and is most of the mronig. The math is in the afternoon for about an hour each day. ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[Currently they are working on assessing the students in many areas. When that is completed
there will eb groups for reading. Students are tracked in a number of areas; letter names,
sounds, CVC words, readinf, etc. There is quite an extensive amount of assessment in
kindgarten to aling with state standards. ]
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.
[In Pullman they use StoryTown reading programs. Harcourt School Publisher, 2009. They have
also implemnted Zoo- Phonics, Safari into reading, writing, and spelling 2005 this year. ]

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 Elementary Literacy for Washington
Context for Learning Information

4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, on-line
professional resources) you use for literacy instruction in this class.
[There are a wealth of ltieracy books in the calssroom grouped by levels in math, science, art,
letters, etc. There is also a document camera and chrome books for students to listen to stories
and do other activities. ]

About the Students in the Class Featured in This

Assessment
1. Grade level(s): [ Kindergarten]
2. Number of
 students in the class [ 23 ]
 males [ 13 ] females [ 10 ]
3. Complete the chart 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 chart. 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 IEPs or
504 plans, English language learners, struggling readers, underperforming students or those
with gaps in academic knowledge, and/or gifted students needing greater support or
challenge).

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Developmentally Delayed 2 They receive academic support from
Special education services as well as
occupational therapy, and speech. They
also receive services for social-
emotional well being. One receives
accommodations for taking the
computerized MAP test. He also
receives help teaching him how to eat.
He has a parapro setting with him each
Intellectual Disability 1

Other Learning Needs Number of Supports, Accommodations,

Students Modifications

English Language learners 2 Neither student qualified for services but

the teacher makes sure to use verbal
and image cues to help students follow
directions.

Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 3 pages maximum
All rights reserved. V2_0913
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 Literacy for Washington
Context for Learning Information

Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 3 pages maximum
All rights reserved. V2_0913
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.