Elementary Education

Elementary Literacy Context for Learning Information

Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 1 of 2 | 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.
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: [ ]
Suburban: [ ]
Rural: [x]

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.
The only feature of my classroom that is slightly atypical is that for math, several students
leave my classroom for a higher level of math instruction, and they are replaced by several
new students who receive the average level of math instruction, thus having me adjust my
instruction for the several new students.
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.
Standardized testing might have some effect on my instruction. Every now and then, the
students are given various standardized testing for different purposes, such as the DIBELS
test, and I am usually unaware if this will take place while Im present, or when I am not. This
alters my ability of plan effectively for my time in the classroom on occasion, since I cannot
account for these student absences.
About the Class Featured in This Assessment
1. How much time is devoted each day to literacy instruction in your classroom?
An hour and 30 minutes are devoted to specific literacy instruction, but read-alouds and
independent reading take place at various other times throughout the day as well.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
About seven students in the class are required to take the DIBELS test, so for a portion of
the day, the student will be absent from instruction. Also, the students participate in MAP
testing, which the teacher will use to sort them into more appropriate reading groups further
on.
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.
Elementary Education
Elementary Literacy Context for Learning Information
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 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.
No textbook is used for literacy instruction. Students read through chapter books and
complete tasks and worksheets related to the text they are reading at the time.
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.
The smartboard in the room is used frequently for Daily Oral Language activities.
Furthermore, students are encouraged to free read during their downtime from books they
find in either the classroom library, or the school library.
About the Students in the Class Featured in This Assessment
1. Grade level(s): [5]
2. Number of
students in the class [26]
males [15] females [11]
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.
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:
Classifications/Needs
Number of
Students
Supports, Accommodations,
Modifications, Pertinent IEP Goals
N/A N/A N/A



Other Learning Needs Number of
Students
Supports, Accommodations,
Modifications
Struggling readers 3 Targeted guided reading, grouping with
students who have higher reading levels
Student gets notoriously
frustrated and poses a flight
risk.
1 Give student outlet for frustration, such
as drawing paper, or an object to fiddle
with. Present material to the student in a
pace that works better for student.