Professional Documents
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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.
Copyright 2012 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 3 pages maximum All rights reserved. V1_0113 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.
Context for Learning Information [There is no ability grouping in writing. However, in reading, we have four ELL students who are pulled out to work with the ELL specialist. We also have students whose test scores on the NWEA (Northwest Evaluation Association) did not show adequate improvement who are pulled out by special subject teachers just to give them more work in a small group setting with greater individualized attention. The special subject teachers are not reading specialists they are the gym, art and library teachers. However, because they students will be getting more individualized attention, the idea is that they will see greater progress. For the remaining students in our classroom during the reading block, they are only pulled in small groups by reading level about once a week to work in a guided reading group. Otherwise, they are all working in Storytown, listening to reading on TumbleBooks, or reading to himself or herself or a partner with a self-chosen book. Students were instructed at the beginning on the school year how to pick a just right book for independent reading times. Students know that if they encounter more than five words on a page that they are struggling with, they should find a slightly lower book that is not in their frustration reading level.] 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 our next unit of writing realistic fiction, I will be using Writing Fiction: Big Dreams, Tall Ambitions Grades 3-5, FirstHand, 2006. My teacher has the Lucy Calkins series which she generally uses for writing instruction but that I did not use for the lesson segment that is shown in this assessment. For our students reading textbook we use Storytown Student Edition Level 3-1 2008, Harcourt School Publishers, 2004 and Storytown Student Edition Level 3-2 2008, Harcourt School Publishers, 2004. ] 4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, on-line professional resources) you use for literacy instruction in this class. [My mentor teacher has a classroom library that has around 400 books in it. She also has about 50 titles outside of the library that she has four or more copies of each book so that they can be used in small, guided reading groups. In addition, for each unit that we do, I go to the public library and bring in 25-40 books in the specific subject area we are studying to supplement student learning and to make sure that the books represent a variety of cultures and languages when possible. The school has a subscription to TumbleBooks, which we can access on the four classroom computers. We have a document camera with an iPad hookup so that we can show paper documents as well as projecting whatever is on an iPad screen (text, movie, photo). Each student has an iPad. The iPads are used primarily for eSpark work but are also used when students need to research something or look up a photo, say, of a specific kind of animal for an illustration they are doing.]
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). Learning Needs Category Example: Visual processing Number of Students 2 Supports, Accommodations, Modifications, and/or Pertinent IEP Goals Close monitoring, large print text, window card to isolate text
5 15 2
Leveled text, targeted guided reading, ongoing reading assessment (e.g., running records, miscue, conferencing) Pullout with ELL specialist or RTI Self-contained special needs classroom are included in our classroom for science and social studies daily. Also included for any music instruction (Ravinia musicians, Old Town School of Folk Music African Dance and Storytelling) Full-time personal aide Pull out with special education teacher for small group work on math and literacy, once a week meetings with social worker, extra attention in the classroom, individualized assistance, behavior tracking. Extra attention in the classroom, RTI process, individualized assistance. Leveled text, individual work with teacher or student teacher on Frys phrases, lower level texts for guided reading, partnered with stronger reader for partner reading and partner activities, some pulled out for RTI. Materials for parents about ways to enrich their learning at home, extra opportunities in the classroom for extension and enrichment.
IEP IEP
1 1
1 6
Gifted
Copyright 2012 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 3 pages maximum All rights reserved. V1_0113 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.