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: [ ]
Suburban: [x]
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.
[x] I think this classroom is pretty standard. However, some students do leave the classroom for
additional reading support. My teacher also works with the other teachers of his grade to create
the curricula and assignments they give for the most part. They collaborate quite often.
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.
[x] I think there is some required curricula that they teach for reading and math. Though, I’ve
seen the teachers discuss what to teach when in the day or week, so I think there is some room
for a bit of flexibility in their pacing, but I’m not entirely sure.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[x] About an hour or so is devoted to literacy instruction in the classroom. It is usually right after
the students come back from recess.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[x] There is a group of students who go elsewhere for reading and it’s only noticeable for me
who needs the help when they are not in the classroom. They usually come back before math
practice during a transition time from the class reading lesson to the math practice. Sometimes
it causes a bit of distraction but for the most part it doesn’t cause any problems. However there
have been times where they’ve been a bit loud or rowdy coming back, and we have to remind
them how to enter the classroom.

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.

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 Elementary Literacy for Washington
Context for Learning Information

[x] We do use a specific text book, I’ve seen them use the Story town Winning Text textbook
written by Harcourt and published by Harcourt School Publishers. This textbook was published
in 2008.

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.
[x] There is a large classroom in this particular class, in it there is a reading area, also there are
bookcases on the wall that host a substantial amount of reading material. There are also
shelves built behind the white boards allowing them to slide and hold excess materials. This
classroom also houses 5 computers that students may use during class time to work on
assignments.

About the Students in the Class Featured in This

Assessment
1. Grade level(s): 4th grade [x]
2. Number of
 students in the class [23]
 males [14] females [9]
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
Example: Visual processing 2 Close monitoring, large print text,
window card to isolate text
IEP: Social Interaction 1 Completely Independent with Mr. Lippay
complying.
504: (Organizational) 1 Manages large tasks to minimize
frustrations

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)
Struggling readers 3 Work in small groups, pull out for

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

additional reading help

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.