Elementary Mathematics

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.)
Urban: _____
Suburban: __X_
Rural: _____
2. What grade levels are at your school site (e.g., K6)?
[Kindergarten 6th]
3. 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.
[We currently have multiple classes for each grade level. My school is part of the Dual
Immersion Spanish Program; half of the classes participate in this program. They also offer
special rotations held once a week for the students. The students attend class in yoga, garden
science, PE, Music, and Art. I am in a kindergarten class that is co-taught between two teachers
who share a contract. Their schedule for teaching is, one teaches Monday, Tuesday and every
other Friday, while the other teaches Wednesday, Thursday and every other Friday. In every
grade level they also do seminars between the classes. Seminars are when the entire
kindergarten class is divided based on their proficiency and each teacher takes a different
proficiency level, they teach guided reading during seminars. Our school is very fortunate in
that they offer 1 to 1 ipads in every classroom for the students to use academically.]
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.

[Our district follows the Common Core Standards.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[30-45 minutes each day]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[We do not do any ability group or tracking in mathematics. Although, we might partner a
student who is struggling with a math concept with one who has a good understanding of the
math activity. We also take math snap shots every so often, as it tells us if the students
understand the concepts.]
3. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.

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

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permitted only pursuant to the terms of a written license agreement.

Elementary Mathematics
Task 1: Context for Learning Information

[We use a math unit written by Deanna Jump and Deedee Wills. Their lessons include
fluency practice, a new concept introduction, whole group exploration time, student
application, and a regroup/share time.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[We use different manipulatives, such as, counting bears, snapping cubes, paper shapes,
ipads, online geo-boards, blocks, and pattern blocks. Since it is kindergarten they need to
physically touch and manipulate a lot of objects to understand the concept.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):

[Kindergarten]
2. Number of

students in the class: __24___

males: __13__ females: __11__
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.
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
Speech

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, attend speech lessons
every Monday and Wednesday

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.

2 of 3 | 4 pages maximum
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.

Elementary Mathematics
Task 1: Context for Learning Information

Students with Specific Language Needs

Language Needs
English language learners
with only a few words of
English (CELDT-California
English Language
Development Test scores
between B and BI)

Number of
Students
4

Supports, Accommodations,
Modifications
Pre-teach key words and phrases through
examples and making connections to
personal life. Use concrete examples
when teaching new concepts or reteaching concepts. When working in
partners, pair with English speaking
classmates.

Students with Other Learning Needs

Other Learning Needs
Behavior and motivation

Number of
Students
2

Supports, Accommodations,
Modifications
Provide 1-1 help and extra support after
group lesson, constant prompting of work
and rewards if work is finished.
Instructions must be clear and may need
to be repeated. Modify worksheets for
students work ability.

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

3 of 3 | 4 pages maximum
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.