Edtpa Literacy Context For Learning - Olgethorpe Kindergarten

Elementary Education
Elementary Literacy 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.
This school is a public school that serves as a placement for student teachers from the
University of Georgia. In this classroom, there is a student teacher, a paraprofessional who
delivers small-group instruction, intervention pull-out targeted towards reading for students
identified as at-risk, and an ESOL teacher who comes in and teaches Writers Workshop.
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.
There is a student teacher in this classroom as well who is completing EdTPA requirements.
The school follows Clarke County standards as well as Georgia Performance Standards/
Common Core Curriculum. This school has to use Daily Five during literacy instruction.
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 in the school day devoted to literacy instruction. Twenty-five minutes
are scheduled for Interactive Read-aloud. Right after this, there are thirty minutes reserved for
Writers Workshop. This is modeled by the teacher for the whole group and then the students
work individually. Lastly, they have Daily Five rotations for roughly twenty minutes.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
Yes. During Writers Workshop, the ESOL teacher works with a student who is learning English.
During Daily Five, the paraprofessional and the teacher both pull groups for students who are
struggling. During ELT at the end of the day, there is a teacher who pulls a group of students
identified by assessments as at risk and works with them on reading. At some points in time,
many students will not be present in the classroom or they will be working in a group with the
teacher/paraprofessional.
Copyright 2013 Board of Trustees of the Leland Stanford Junior University.

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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.
The class utilizes the text: Differentiated Reading Instruction: Strategies for the Primary Grades
by Sharon Walpole and Michael C. McKenna by Guilford Press. Rigbys is also used, as well as
the programs RazKids and Classworks on the computers/iPads.
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.
The teacher utilizes the SmartBoard to teach word sorts, shared and guided reading, sight
words, songs, a multiple other components of lessons. The students each have book boxes with
multiple sets of books. There is a classroom library.
About the Students in the Class Featured in This

Assessment
1. Grade level(s): [ Kindergarten]
2. Number of
students in the class [22 ]

males [ 11 ] 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.
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:
Classifications/Needs
Speech
Number of
Students
1
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Extended time on assessments, speech
teacher can come administer
assessments, doesnt get counted off for
sounds she cannot make
Other Learning Needs

Struggling readers
Number of
Students
6
English Language Learners
Supports, Accommodations,
Modifications
Pull-out during ELT, extended reading
time, small-group instruction
ESOL teacher teachers part of literacy
block, pulled for ESOL, repetition of
concepts

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Elementary Education

Elementary Literacy Context for Learning Information

About the School Where You Are Teaching

About the Class Featured in This Assessment

Copyright 2013 Board of Trustees of the Leland Stanford Junior University.

About the Students in the Class Featured in This

students in the class [22 ]

Other Learning Needs

English Language Learners

Copyright 2013 Board of Trustees of the Leland Stanford Junior University.

Copyright 2013 Board of Trustees of the Leland Stanford Junior University.

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