Part A - Literacy Context for Learning Template PDF

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Elementary Education - Literacy with Mathematics Task 4 Task 1: Literacy Context for Learning Information

TASK 1: LITERACY CONTEXT FOR LEARNING INFORMATION Re s p o n dt ot h ep r o mp t sb e l o w( n omo r et ha n4s i ng l e s pa c e dp a ge s , i nc l u di n gp r o mpt s )b yt y p i n gy o u r r e s p o n s e swi t h i nt h e b r a c k e t sf o l l o wi n ge a c hp r o mp t . Don o t d e l e t eo r a l t e r t h ep r o mp t s . Pa g e se x c e e d i n gt h ema x i mu mwi l l n o t b es c o r e d .

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: _____ Town: ___X__ 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. The classroom setting is in second grade at a small school. The class is composed of 14 students, many of the students are struggling readers. Intervention is used for the struggling readers with RTI in place. The teacher uses small group instruction by grouping students by the reading skills. The struggling readers are also given one on one time for reading intervention.

[ ] 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 did not experience any issues with the school or host teacher on planning or delivering instruction. The lesson plan template used by the school I am in is different from the template used by Western Governor’s University. I did benefit from learning how the teachers in the district create their lesson plans. I plan to teach in this same district. [ ]

About the Class Featured in this Learning Segment 1. How much time is devoted each day to literacy instruction in your classroom? [ ] Two – Two and a half hours each day

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

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class. The class is small and the students read on different levels. During reading activities the class receives some whole group instruction, as well as, small homogeneous grouping. The students are grouped according to their reading level. This allows the struggling readers more practice time. [ ] 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. Title: Reading Street Publisher: Pearson Date of Publication: 2008 [ ] 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. During literacy instruction in the classroom the instruction was given using an electronic whiteboard. During small group instruction and reading intervention we used flash cards with sight words and phrases. This school and classroom uses the standardized test called AIMSWEB and uses Classworks to help students build from their current level. [ ]

About the Students in the Class Featured in this Learning Segment 1. Grade level(s): 2nd Grade [ ] 2. Number of students in the class: _14____ 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

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Elementary Education - Literacy with Mathematics Task 4 Task 1: Literacy Context for Learning Information

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 Example: Visual processing

Number of Students 2

Supports, Accommodations, Modifications, Pertinent IEP Goals Close monitoring, large print text, window card to isolate text

Students with Specific Language Needs Language Needs Example: English language learners with only a few words of English

Example: Students who speak a variety of English other than that used in textbooks

Number of Students 2

5

Supports, Accommodations, Modifications Pre-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 starters Make connections between the language students bring and the language used in the textbook

Students with Other Learning Needs Other Learning Needs Example: Struggling readers

Number of Students 5

RTI

3

Supports, Accommodations, Modifications Leveled text, targeted guided reading, ongoing reading assessment (e.g., running records, miscue, conferencing) Small Group intervention in the classroom

2 California 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. Co p y r i g h t ©2 0 2 0Bo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o rUn i v e r s i t y . 3of3| 4p a ge sma x i mu m Al l r i g h t sr e s e r v e d . V0 7 . 1 Th ee d TP At r a d e ma r k sa r eo wn e db yTh eBo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o r Un i v e r s i t y . Us eo f t h ee d T PAt r a d e ma r k si sp e r mi t t e d o n l yp u r s u a n t t ot h et e r mso f awr i t t e nl i c e n s ea g r e e me n t ....