ELE_LIT_Context_For_Learning
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Liberty University *
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Mathematics
Date
Feb 20, 2024
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doc
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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 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: _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: __X___
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.
[ My classroom is separate from general education. This classroom consist of three General Curriculum Special Educational teachers that hold small groups for all grade levels One teacher teachers kindergarten and fourth, one teachers 2
nd
and third and one teachers 1
st
and 5
th
. I work with general curriculum teachers to asses needs and learning topics throughout the week to decided weekly instruction ]
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.
[Virginia Standards of Learning, Pacing guide for district ]
About the Class Featured in this Learning Segment
1.
How much time is devoted each day to literacy instruction in your classroom? [ About three hours a day is devoted to literacy instruction in my class ]
2.
Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
[ At my school Identified General Intellectual Aptitude (GIA) students are offered placement in Pupils Learning Appropriately Together (PLATO) but it does not affect my class. I work with small groups for special education general curriculum students. Each student has IEP.. ]
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.
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.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
1 of 4 | 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.
Elementary Education - Literacy
Task 1: Literacy Context for Learning Information
[We are currently using the Ascend Smarter Intervention Curriculum program ]
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.
[ Smart Board, White Board, Chrome books for all students ,Lexia literacy online program, ST math online math program.]
About the Students in the Class Featured in this Learning Segment
1.
Grade level(s): [2
nd
and 3rd ]
2.
Number of
students in the class: _9____
males: __6___ females: __3___
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 these students must have a specified learning need. Note: California candidates
must include one focus student who is an English language learner.
2
Students with IEPs/504 Plans
IEPs/504 Plans: Classifications/Needs Number of Students
Supports, Accommodations, Modifications, Pertinent IEP Goals Example: Visual processing 2
Close monitoring, large print text, window card to isolate text
IEPs
9
Other Health Impairments, preferential setting ,movement breaks, access to adaptive paper for writing, verbal non verbal cues, alternative answer choices, timer, audio read aloud, math aids, provided fidgets, headphones, flexible seating
ELL
1
Speech/Language Therapy.
Mathematics Instruction
2
California candidates—If you do not have any English language learners, select a student who is challenged by academic English. Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
2 of 4 | 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.
Elementary Education - Literacy
Task 1: Literacy Context for Learning Information
Reading Instruction
Occupational Therapy.
Mathematics Support
Content Support
Occupational Therapy.
English/ Language Arts Instruction
IEP- All students have IEP. The disabilities include 3 students with Autism. 4 students with Other Health Impairment. 4 students with Specific Learning Disability. 1 student with Speech Language Impairment. 1 student with Developmental Delay
All students receive behavior
math and reading support. Several students receive Speech/language Therapy
ALL student have Reading and Math goals.
One student is ELL but speak fluent English and no other language . Parents are
from Hati and are bilingual.
Students with Specific Language Needs
Language Needs Number of Students
Supports, Accommodations, Modifications
Example: English language learners with only a few words of English
2
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
Example: Students who speak a variety of English other than that used in textbooks
5
Make connections between the language students bring and the language used in the textbook
Students with Other Learning Needs
Other Learning Needs Number of Students
Supports, Accommodations, Modifications
Example: Struggling readers
5
Leveled text, targeted guided reading, Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
3 of 4 | 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.
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Elementary Education - Literacy
Task 1: Literacy Context for Learning Information
ongoing reading assessment (e.g., running records, miscue, conferencing)
Struggling readers 9
Guided reading, leveled text, Asscend curriculum
Struggling with Math
manipulatives
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.
4 of 4 | 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.