ࡱ> _  bjbj 8Z5\5\+L<<2JBJRJRJRJfJfJfJ8JDJfJ1{KKLKKK@M>~MM zzzzzzz~zRJO@M@MOOzRJRJKKHz(OSOSOSORJKRJKzOSOzOSOSnswK+:yPt zz<1{ug1QTg@wwgRJwM0NhOSNTN MMMzzRMMM1{OOOOgMMMMMMMMM<> H: TASK 1: 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: _____ Middle school: _____ Other (please describe): _____ 2. Where is the school where you are teaching located? (Type an X next to the appropriate description.) City: _____ Suburb: _____ 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. [ ] 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. [ ] About the Class Featured in this Learning Segment 1. How much time is devoted each day to literacy instruction in your classroom? [ ] 2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class. [ ] 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. [ ] 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. [ ] About the Students in the Class Featured in this Learning Segment 1. Grade level(s): [ ] 2. Number of students in the class: _____ males: _____ females: _____ 3. Complete the charts 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 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 Assessment Task 3, you will choose work samples from 3 focus students. At least one of these students must have a specified learning need. Note: California candidates must include one focus student who is an English language learner. Students with IEPs/504 PlansIEPs/504 Plans: Classifications/Needs Number of StudentsSupports, Accommodations, Modifications, Pertinent IEP Goals Example: Visual processing 2Close monitoring, large print text, window card to isolate text Students with Specific Language NeedsLanguage Needs Number of StudentsSupports, Accommodations, ModificationsExample: English language learners with only a few words of English2Pre-teach key words and phrases through examples and graphic organizers (e.g., word cluster, manipulatives, visuals) Have students use pre-taught key words and graphic organizers to complete sentence startersExample: Students who speak a variety of English other than that used in textbooks5Make connections between the language students bring and the language used in the textbookStudents with Other Learning NeedsOther Learning Needs Number of StudentsSupports, Accommodations, ModificationsExample: Struggling readers5Leveled text, targeted guided reading, ongoing reading assessment (e.g., running records, miscue, conferencing)   If you need guidance when making a selection, reference the NCES locale category definitions ( HYPERLINK "https://nces.ed.gov/surveys/ruraled/definitions.asp" https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.  California candidatesIf you do not have any English language learners, select a student who is challenged by academic English.       SUBJECT \* MERGEFORMAT Elementary Literacy Task 1: Context for Learning Information Copyright 2016 Board of Trustees of the Leland Stanford Junior University.  PAGE 1 of  NUMPAGES 3 | 4 pages maximum All rights reserved. V5_0916 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. Copyright 2012 Board of Trustees of the Leland Stanford Junior University.  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