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.
[ White board, document camera ]
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.
[ In the classroom we are required to use Storytown curriculum and the Common Core State
Standards for ELA. We spend about a week per topic in literacy. The students are preparing to
take the SBAC in the spring, and have recently taken the MAPS test for reading. ]

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[ Usually an hour. We start at 12:45 and go up until afternoon recess at 1:40. ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ No formal ability grouping. Sometimes the fourth grade classes are split into three levels for
book projects, but this only happens for a week at a time. It is not a consistent grouping and
doesn’t happen everyday we do literacy instruction. ]
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.
[ We primarily use Storytown. Storytown. (2008). Houghton Mifflin Harcourt. ]
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.
[ White board, document camera, classroom library. ]

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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): [ 4 ]
2. Number of
 students in the class [ 26 ]
 males [ 14 ] females [ 12 ]
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
Reading disabilities 2 Tests, projects, or assingments may be
reas aloud, and answers may be written
down by the teacher

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)
ELL student 1 All support is done outside the general
classroom. Clarifications on spelling and
word meanings may be necessary on
tests or assignments.

Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 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.