Elementary Education - Literacy

Task 1: Literacy Context for Learning Information

TASK 1: LITERACY CONTEXT FOR LEARNING INFORMATION
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. 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.
!le"entary school# $$X$$$
%iddle school# $$$$$
&ther (please describe# $$$$$
'rban# $$$$$
(uburban# $$X$$$
)ural# $$$$$
2. *ist any special features of your school or classroo" settin+ (e.+., charter, co,teachin+,
the"ed "a+net, intervention or other leveled s"all +roup instruction, classroo" aide,
bilin+ual, tea" tau+ht with a special education teacher that will affect your teachin+ in this
learnin+ se+"ent.
-.urin+ the literacy bloc/, the special education teacher co"es into the classroo" and wor/s
with specific students. 0dditionally, there is s"all +roup instruction durin+ +uided readin+. There
are no special acco""odations that need to be ta/en into account for the lessons I will be
teachin+.1
3. .escribe any district, school, or cooperatin+ teacher re2uire"ents or expectations that "i+ht
affect your plannin+ or delivery of instruction, such as re2uired curricula, pacin+ plan, use of
specific instructional strate+ies, or standardi3ed tests.
-The re2uired curriculu" durin+ the writin+ bloc/ of literacy is called Everyday Writing. This
specific curriculu" focuses on buildin+ the co""unity in the classroo", and beco"in+
co"fortable sharin+ writin+ with peers. 0dditionally, the teacher is to write while the students
write, "odelin+ writin+ sta"ina.1
About the Class Featured in This Assessment
1. 4ow "uch ti"e is devoted each day to literacy instruction in your classroo"?
-There are two lar+e bloc/s of ti"e that are devoted to literacy instruction. Total, the students
spend 5.6 hours wor/in+ on a variety of literacy s/ills, includin+ word wor/, s"all +roups,
independent readin+, writin+, and read alouds.1
2. Is there any ability +roupin+ or trac/in+ in literacy? If so, please describe how it affects your
class.
-In the classroo", s"all +roup readin+ +roups are based on the student7s readin+ level. 8ountas
and 9innell7s :ench"ar/ 0ssess"ent (yste" is the assess"ent +iven to students in order to
identify their instructional readin+ level.1
3. Identify any textboo/ or instructional pro+ra" you pri"arily use for literacy instruction. If a
textboo/, please provide the title, publisher, and date of publication.
Copyright !"# $oard of %rustees of the &eland 'tanford (unior )ni*ersity. 1 of 2 | 3 pages maximum
+ll rights reser*ed. ,-.!/"#
%he ed%P+ trademarks are owned by %he $oard of %rustees of the &eland 'tanford (unior )ni*ersity. )se of the ed%P+ trademarks is
permitted only pursuant to the terms of a written license agreement.
Elementary Education - Literacy
Task 1: Literacy Context for Learning Information
-This year in the 0n/eny (chool .istrict, there is not a set curriculu" for the teachers to use to
teach readin+. The "a;or focus in readin+ is co"prehension strate+ies, as well as word wor/
and writin+. <ritin+ curriculu" is called Everyday Writing, and the fra"ewor/ found in Words
Their Way is used for word wor/. <hen teachin+ literacy, teachers use professional articles and
best practice to "a/e decisions on what to teach and how to teach.1
4. *ist other resources (e.+., electronic whiteboard, classroo" library or other text sets, online
professional resources you use for literacy instruction in this class.
-In the classroo", there is an !*%& and pro;ector to be used by the teacher as needed. In
addition, there is a classroo" library full of boo/s to be used for independent readin+. 1
About the Students in the Class Featured in This
Assessment
1. =rade,level(s# - 6th 1
2. >u"ber of
students in the class# $5?$$
"ales# $?@$$ fe"ales# $??$$
3. Ao"plete the chart below to su""ari3e re2uired or needed supports, acco""odations, or
"odifications for your students that will affect your literacy instruction in this learnin+
se+"ent. 0s needed, consult with your cooperatin+ teacher to co"plete the chart. (o"e
rows have been co"pleted in italics as exa"ples. 'se as "any rows as you need.
Aonsider the variety of learners in your class who "ay re2uire different strate+iesBsupports
or acco""odationsB"odifications to instruction or assess"ent (e.+., !n+lish lan+ua+e
learners, +ifted students needin+ +reater support or challen+e, students with Individuali3ed
!ducation 9ro+ra"s -I!9s1 or 6@C plans, stru++lin+ readers, underperfor"in+ students or
those with +aps in acade"ic /nowled+e.
St!e"t# $it% S&eci'ic Lear"i"( Nee!#
IE)*+,4 )la"#:
Cla##i'icati-"#*Nee!#
N./er -'
St!e"t#
S&&-rt#0 Acc-..-!ati-"#0
M-!i'icati-"#0 )erti"e"t IE) G-al#
iven extra time !hen needed " Close monitoring, extra time to !ork on
assignments and tests as needed
Ot%er Lear"i"( Nee!# N./er -'
St!e"t#
S&&-rt#0 Acc-..-!ati-"#0
M-!i'icati-"#
#one $
Copyright !"# $oard of %rustees of the &eland 'tanford (unior )ni*ersity. 2 of 2 | 3 pages maximum
+ll rights reser*ed. ,-.!/"#
%he ed%P+ trademarks are owned by %he $oard of %rustees of the &eland 'tanford (unior )ni*ersity. )se of the ed%P+ trademarks is
permitted only pursuant to the terms of a written license agreement.