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: __X___
Suburb: _____
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.
[ My classroom is co-taught by myself and my host teacher, we have quite a few students on
intervention plans, also my class is over half ELL ]
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.
[ We are expected to meet national standards, also much of our instruction must be
differentiated for students with IEPs and other accommodations ]
About the Class Featured in this Learning Segment
1. How much time is devoted each day to literacy instruction in your classroom?
[ My grade level is departmentalized and I am in the science/social studies classroom, so only a
small part of the instruction time is spent on literacy ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ We do some fluency timed readings ]
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.
[ N/A ]
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.
Copyright 2016 Board of Trustees of the Leland Stanford Junior University.
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All rights reserved.
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Elementary Education - Literacy
Task 1: Literacy Context for Learning Information
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.
[ electronic whiteboard, we also use google classroom a lot ]
About the Students in the Class Featured in this Learning
Segment
1. Grade level(s):
[ 4th ]
2. Number of
students in the class: _23____
males: __14___ females: __9___
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:
Classifications/Needs
Example: Visual processing
Number of
Students
2
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, large print text, window
card to isolate text
Students with Specific Language Needs
Language Needs
Example: English language
learners with only a few
words of English
Number of
Students
2
Supports, Accommodations,
Modifications
Pre-teach key words and phrases
through examples and graphic organizers
(e.g., word cluster, manipulatives, visuals)
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.
Copyright 2016 Board of Trustees of the Leland Stanford Junior University.
2 of 3 | 4 pages maximum
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.
Elementary Education - Literacy
Task 1: Literacy Context for Learning Information
Example: Students who
speak a variety of English
other than that used in
textbooks
Have students use pre-taught key words
and graphic organizers to
complete sentence starters
Make connections between the language
students bring and the language used in
the textbook
Students with Other Learning Needs
Other Learning Needs
Example: Struggling readers
Number of
Students
5
Supports, Accommodations,
Modifications
Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)
Copyright 2016 Board of Trustees of the Leland Stanford Junior University.
3 of 3 | 4 pages maximum
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.
