Elementary Education: Literacy with Mathematics Task 4

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.
[My classroom is co-taught between myself and my cooperating teacher. There is a group of
students who go to reading intervention, two students who get ELD intervention, and one
student who goes to resource to work on reading goals, we also do ELA centers with groups
based on reading level]
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.
[I am required to teach a lesson in each content area for my credential program (ELA, Social
Studies, Math, Health/PE, Art, and Science. The school uses Wonders for ELA and Engage
NY for Math curriculum, however I am allowed to add supplemental lessons to the already
established content. Additionally, alongside of those two models I can inject content needed
for my credential program such as science, art, health/PE, and social studies as long as it
follows the content we cover for the 5th grade level.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
[ At least 90 minutes ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ During ELA centers all prepaid groups are selected based on reading level. We track
reading levels based on STAR reading tests (two times a trimester)]

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 with Mathematics Task 4

Task 1: Literacy Context for Learning Information

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.
[Wonders California Reading/Writing Workshop published by McGraw-Hill Education (2017)]
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.
[overhead projector, traditional whiteboard, projector, google classroom, chrome books for
students, and novel studies, classroom library for silent reading]

About the Students in the Class Featured in this Learning Segment

1. Grade level(s): [ 5th ]
2. Number of students in the class: 30
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 the focus students must have an identified learning need (for example, an
English language learner, a student with an IEP [Individualized Education Program] or 504
plan, a struggling reader, an underperforming student or a student with gaps in academic
knowledge, and/or a gifted student needing greater support or challenge). Note: California
candidates—within your edTPA, you must include an English language learner, a student
with an identified disability, and a student from an underserved education group. You only
need to meet this requirement once across your edTPA Tasks 1–4.2

Students with IEPs/504 Plans

IEPs/504 Plans:
Classifications/Needs
IEP: reading difficulty and
struggles with multistep
instruction
504 Plans: Difficulty focusing
Number of Supports, Accommodations,
Students Modifications, Pertinent IEP Goals
1 Text to speech technology, smaller
assignments, close monitor, buddy/
partner help
2 Modifications to note taking requirements,
seating chart consideration, access to
alternative chair types, close monitoring

Students with Specific Language Needs

2California candidates—If you do not have any English language learners, select a student who is challenged by
academic English. If you do not have a student with an identified disability or a student who is from an
underserved education group, select a student receiving tiered support within the classroom or a student who
often struggles with the content.

Copyright © 2020 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 4 pages maximum
All rights reserved. V07.1
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 with Mathematics Task 4

Task 1: Literacy Context for Learning Information

Language Needs Number of Supports, Accommodations,

Students Modifications
English language learners 2 Repeated instruction, seating chart
who speak a variety of consideration, buddy/partner help, extra
English. support through iReady on Chromebook,
visual examples, ELA/Math centers
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Struggling Readers 4 Buddy/partner help, ELA/Math centers,
reading interventions 2x a week (60min)
Low Level Math Students 3 Buddy/partner help, ELA/Math centers,
math intervention 2x a week (60min)

Copyright © 2020 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 4 pages maximum
All rights reserved. V07.1
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.