Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

TASK 1: LITERACY 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.)
Elementary school: X_____
Middle school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an X next to the appropriate
description .)1
City: _____
Suburb: X _____
Town: _____
Rural: _____
3 List any special features of your school or classroom setting (e.g., charter, co-teaching,
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.
[This school is a pre-kindergarten through 5th grade elementary school located in a rural district.
The school is a Title-1 school with 773 total enrolled students. The racial demographics at this
school are 96% African American, 1.0% White, and 2.0% Multiracial. The school is made up of
33% female and 67% male students. 99% of the students at this school receive free or reduced
lunch.
The third-grade classroom in which I will teach lessons consist of 20 African American Students
and 1 White student. Third grade is departmentalized. Students rotate between three teachers
for ELA, Math, and Science/ Social Studies. This school is a priority school. To help improve
students reading and testing scores the spends 40 minutes a day doing reading intervention.]
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.
[The school follows the school district curricula, the states common core standards and testing
schedule. The teacher follows a pacing guide that the district provides. All teachers are required
to implement the gradual release instruction into lesson plans. Each week the teachers meet for
collaborative Instructional planning. At the end of April third grade students are assessed
through Milestone testing, students are prepped for this test all throughout the year.]

About the Class Featured in this Learning Segment

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

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.

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 Elementary Education - Literacy
Task 1: Literacy Context for Learning Information

[The students receive one hour and twenty minutes of literacy instruction in the classroom
everyday.

Grammar 15 minutes (MWF): Students work on whole group grammar minuets and small
group grammar skills. Students are given the opportunity to improve their grammar proficiency
in a way that is challenging yet motivational and allows them to master and retain skills.

Whole Group Reading 30 minutes (M-F): The students and teacher read a text. Students then
work on a reading skill or strategy. Students work on activities to assess comprehension. Skill or
strategy is extended into their writing. Small groups reading instruction is also used during this
time when needed when introducing and practicing reading skills and strategies.

Spelling / Phonics 15 minutes (TR): students are taught spelling patterns and word blends.
Students alphabetize words, use words in sentences, and identify word meaning.

Guided Reading 30 minuets (MWF): Students are divided into four different small guided
reading groups. Teacher meets with two guided reading groups on each designated day.
Students rotate between centers. Every week group books and activities are replaced. The
guided reading groups are determined by county wide STAR 360 Benchmark Assessment
scores, schoolwide DIBELS Benchmark Assessment scores, and the teachers evaluations of
students. During guided reading one group will work with the teacher to read leveled books by
Houghton Mifflin Harcourt. Another group will work on the computer for grammar and spelling
practice. The other two groups work on different reading or writing activities such as
independent reading, TASK cards or A Must Do Activity.

Writing 30 minuets (TR): Students are given a writing prompt. The writing prompt is aligned
with the skills or strategies students are learning during whole group and guided reading.
Students must write about the given prompt using correct structure and using complete
sentence formation.]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[In this classroom, there is ability grouping for four different groups. These groups are formed
and reassessed from STAR 360 and DIBELS Benchmark Assessments. Students are
reassessed four times a year. Teacher also evaluates students and group them accordingly.]
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 my placement, the district uses the Standards from the Georgia Standards of Excellence
along with the Journeys Common Core Series Textbook to implement literacy instruction. The
teacher uses Houghton Mifflin Harcourt guided reading books to help students progress in
reading and reading comprehension.]
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 classroom has a Clear Touch smart board which is used for classroom instruction daily.
The classroom also has four desktop computers inside of the classroom. Students are required
to spend 40 minuets for reading intervention everyday on Sound Reading or Max Scholar daily
based on their DIBELS and STAR 360 Benchmark assessment data.]

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 Elementary Education - Literacy
Task 1: Literacy Context for Learning Information

About the Students in the Class Featured in this Learning

Segment
1. Grade level(s):
[Third Grade]

2. Number of
students in the class: _20____
males: 7_____ females: _13____
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 (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 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.2

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, large print text, window
card to isolate text
None Identified

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases
learners with only a few through examples and graphic organizers
words of English (e.g., word cluster, manipulatives, visuals)

Have students use pre-taught key words

and graphic organizers to
complete sentence starters
Example: Students who 5 Make connections between the language

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

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 Elementary Education - Literacy
Task 1: Literacy Context for Learning Information

speak a variety of English students bring and the language used in

other than that used in the textbook
textbooks
None Identified

Students with Other Learning Needs

Other Learning Needs
Example: Struggling readers
Early Intervention Program
for Reading
Number of Supports, Accommodations,
Students Modifications
5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)
6 In the classroom:
Provide small group instruction, oral
explanations for directions, give more
time to read, meets more for guided
reading, and reads aloud questions on
tests. Use visuals, leveled texts, graphic
organizers, reteach during guided
reading, and small groups.

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All rights reserved. V5_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.