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Context For Learning

Coco Boothby's Context for Learning

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Coco Boothby
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450 views

Context For Learning

Coco Boothby's Context for Learning

Uploaded by

Coco Boothby
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Early Childhood

Task 1: Context for Learning Information

TASK 1: 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.)
Preschool: _____
Elementary school: ______x__
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.
[ The school that I am teaching in provides leveled small group instruction for students with
different literacy abilities, pullouts for low achieving students with a certified teacher as well as
an English Language Specialist and computer program for ELL students. These pullouts
sometimes occur during the core lesson, however, this is avoided when possible. ]
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.
[ The district newly adopted the Go Math curriculum so the classes are required to teach the
material. On a building level, classes do the chapter test and report them to the math leader.
For literacy, the FAST test that the state initiated dictates what is taught and when. The specific
literacy curriculum used is called Journeys, however my cooperating teacher does not teach out
of it. Rather, she uses the standards and objectives from it and teach it in a way she feels is
appropriate for her students. ]

About the Class Featured in This Assessment


1. How much time is devoted each day to language and literacy instruction in your classroom?
[ Each day we devote an hour and a half to language and literacy instruction.]
2. Is there any ability grouping or tracking in language and literacy? If so, please describe how
it affects your class.
[ Reading groups are used to provide more in depth literacy instruction to groups ranging from
one student to six. ]
3. Identify any textbook or instructional program you primarily use for language and literacy
instruction. If a textbook, please provide the title, publisher, and date of publication.
[Journeys / Houghton Mifflin / 2011 ]
4. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you
use for language and literacy instruction in this class.
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
1 of 2 | 3 pages maximum
All rights reserved.
V3_0914
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.

Early Childhood
Task 1: Context for Learning Information

[ For instruction, I utilize an electronic whiteboard, Go Math! Videos, YouTube videos, Lincoln
Logs, wooden blocks, Kinex, Wedgits, pattern blocks and boards, Legos, and leveled readers. ]

About the Children in the Class Featured in This


Assessment
1. Grade-level(s): [ K ]
2. Age range: _5-6____
3. Number of

children in the class: __23___


males: __14____ females: __9___
4. Complete the chart below to summarize required or needed supports, accommodations or
modifications for your children that will affect your 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., English language
learners, gifted children needing greater support or challenge, children with Individualized
Education Programs [IEPs] or 504 plans, struggling readers, or children who are at different
points along the developmental continuum).
Children with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
Example: Visual
processingIEP for speech,
math, and reading

Number of
Children
21

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, large print text,
window card to isolate textOne-on-one
with special education teacher, small
group intervention

Other Learning Needs


Example: Struggling readers

Number of
Children
5

English Language Learners

Supports, Accommodations,
Modifications
Provide oral explanations for directions,
guiding/scaffolding language, and
literacy experiences (e.g., breaking
down tasks)
Guiding / scaffolding language, direct
support from ELL educator, enhanced
visual representations

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.


2 of 2 | 3 pages maximum
All rights reserved.
V3_0914
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.

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