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: [ x ]
Suburban: [ ]
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.
[ Dual language classrooms, co-teach during reading groups, classroom aides are used during
different times during the day-at the most 2 during reading groups, they have a lot of para help
because its a Title 1 school.]
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.
[ For the district-Journeys reading curriculum with pacing plan, required to attend two
workshops related to curriculum, For school-monthly planning with team including dual
teachers, try to base reading groups off of Journeys. District-kindergarten assessment at
beginning of the year and then another in the spring, no dibbles because they get enough data
from the kindergarten assessment. ]

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[ 2 hours, 30 minutes for small reading groups included in time ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ Yes, based off of kindergarten assessment and benchmarking reading small groups are
organized by their scores, and they are constantly changing based on ability. ]
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.
[Journeys ]
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.
[ Whiteboard, easel ]

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 Elementary Literacy for Washington
Context for Learning Information

About the Students in the Class Featured in This

Assessment
1. Grade level(s): [ Kindergarten ]
2. Number of
students in the class [ 18 ]
males [ 9 ] 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
504-Medicine 1 Alarm set every day for them to go to
nurses to take medicine 30 mins before
lunch
504-Physical Disability 1 Wears lift in shoe every day because
one leg is shorter than the other,

Other Learning Needs Number of Supports, Accommodations,

Example: Struggling readers
Readers at different levels
(high and low)
Behavior
Doesnt speak English (ELL is
Students Modifications
5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)
all Ability-based reading groups, slowing
down or speeding up instruction based
on their level
2 For one, he is given a wiggle seat
inflatable sensory chair to use at the
carpet and at his desk. Other student
has problems interacting appropriately
with classmates and goes to behavior
counseling during free time before lunch
recess with the counselor. We also give
him lots of cleaning jobs to keep him
busy and redirect him from misbehaving
1 We use lots of pictures and hand

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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

not a program at school) modeling

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.