Elementary Education

Elementary Literacy Context for Learning Information

Context for Learning Information Directions:​ 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; 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 ] A2 STEAM at Northside
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.
[All the first grade teachers work cooperatively and have regular planning meetings twice
a week. (planning and project). The teachers check that they are all on the same path in
all subject matters including math and language arts. There are several students in the
classroom who are taken out on a regular basis to work on their language arts skills.]
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.
[A2 STEAM at Northside uses the integration of the STEAM (Science, Technology,
Engineering, Arts & Mathematics) education program to enrich kindergarten through 8th
grade learning for Ann Arbor Public School students. This is done through the process of
Project Based Learning (PBL). This school has also adopted the Common Core State
Standards in Language Arts and Mathematics; and thus all instruction, assignments, and
assessments are aligned to those standards.]

About the Class Featured in This Assessment

1.​ How much time is devoted each day to literacy instruction in your classroom?
[There are multiple blocks of ELA/Literacy instruction that occur throughout the day in
this first grade classroom. The first, is seventy-five minute time block devoted to reading;
which includes a reading mini lesson and reading groups. Second, there is fifteen minutes
of word work block before lunch and an additional fifteen minutes after lunch. The third
and final block is a fifteen to thirty minute writing block. There are a variety of methods
for Language Arts Instruction that are being used: Guided Reading, Reading Workshop,

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 Elementary Education
Elementary Literacy Context for Learning Information

phonics, word families, and the Daily 5. In order to do this, students are working on the
five components of the literacy block that include: Read to Self, Read to Someone, Listen
to Reading, Work on Writing and Word Work.]
2.​ Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[Students are grouped based on their benchmark assessment and NWEA results that show
the goals that they need to work on. Additionally, students are assessed through
observation based on the Core 5 data.]
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.
[For reading the classroom uses the Fountas & Pinnell - ​Benchmark Assessment System
(third edition). For word work students use ​Words Their Way - Word Study for Phonics,
Vocabulary, and Spelling Instruction​ (sixth edition), by Donald R. Bear, Marcia
Invernizzi, Shane Templeton, and Francine Johnston. For writing the classroom uses
Writing Pathways - Performance Assessment and Learning Progressions​ (grades K-8),
by Lucy Calkins, Kelly Hohne, and Audra Robb; and Colleagues from the Teachers
College Reading and Writing project. All programs are geared toward second grade
learning.
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.
[Similar to the other subject areas the teacher utilizes the project, computer, and
whiteboard to project lesson presentations. The teacher also uses the Elmo to project
worksheets, images, and other materials that are not on the computer. Each student has a
one-to-one ipad that they can use for completing assignments/goals/benchmarks in
programs such as Raz Kids, Core 5, Epic. The iPads do not go home and are used for in
class or specials use only. Students do have access to the learning apps they use in the
classroom at home, but only on their own computers or tablets. The teacher also uses
apps or learning programs from the MAISA literacy program.

About the Students in the Class Featured in This Assessment

1. Grade level(s): [ 1st Grade ]
2. Number of
◼ students in the class [ 24 ]
◼ males [ 13 ] females [ 11 ]
3. Complete the chart 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 chart. Some rows
have been completed in italics as examples. Use as many rows as you need.

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 Elementary Education
Elementary Literacy Context for Learning Information

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 IEPs/504 Plans
IEP/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals

Students with Specific Language Needs

Language Needs
English Language Learner -
primarily speaks Japanese
Number of Supports, Accommodations,
Students Modifications
1 ELL support from ELL instructor at least
2xs a week; One-on-one work with
first-grade teacher as well

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
RTI - Response to 1 Teacher consultant that pulls student out
Intervention for reading daily and mathematics at
least 3xs a week
Reading Intervention 3 work with reading intervention specialist
daily for 30 minutes outside the
classroom

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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.