World Language

Task 1: Context for Learning Information

TASK 1: 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: _____
Middle school: _____
High school: __X___
Other (please describe): _____
Urban: _____
Suburban: _X____
Rural: _____
2. List any special features of your school or classroom setting (e.g., supporting English
language learners in English-only classrooms, focused on the socialization of recent
immigrants as well as on language skills) that will affect your teaching in this learning
segment.
[ ]
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.
[ My cooperating teacher requested that I do my lesson on the topic of food, therefore I did not
have a choice as to what topic I would be teaching on for my lessons. ]

About the Class Featured in this Learning Segment

1. What is the name of the course?
[ Spanish 2 ]
2. What is length of the course? (Type an X next to the appropriate description; if other
applies, provide a brief description.)
One semester: _____
One year: _X____
Other (please describe):
[ ]
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[ The schedule of this course is a block schedule of 90 minutes every other day with the
exception of Monday being a class of 46 minutes. ]
4. Is there any ability grouping or tracking in world language? If so, please describe how it
affects your class.
[ There are not official ability groupings in this class. ]
Copyright 2015 Board of Trustees of the Leland Stanford Junior University.
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World Language
Task 1: Context for Learning Information

5. Identify any textbook or instructional program you primarily use for language instruction. If a
textbook, please provide the title, publisher, and date of publication.
[ For this course my cooperating teacher does not use any specific textbook. He pulls mostly
from online and previously done activities. ]
6. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) you
use for language instruction in this class.
[ We have a whiteboard in the classroom, as well as six computers and a projector. There are
also hands on materials such as poster paper, bingo sheets, and other small games. Other
resources used during this course are online: Quizlet, and a website called Conjuguemos
where students can practice their verb conjugations. ]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[ 9-11 ]
2. Number of

students in the class: _22____

males: _14_____ females: __8___
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your 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, students who are heritagelanguage speakers of the target language [e.g., Spanish-speaking students in Spanish classes).
For 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.1

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 and the use of video
and pictures to represent new concepts
and ideas in the target language

California candidatesIf you do not have any English language learners, select a student who is challenged by academic

English.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

2 of 3 | 4 pages maximum
All rights reserved.
V4_0915
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.

World Language
Task 1: Context for Learning Information

Students with Specific Language Needs

Language Needs
Post-monitored ELL

Number of
Students
2

Supports, Accommodations,
Modifications
Provide clear instructions that arent
confusing or use potentially unknown
words in English.

Students with Other Learning Needs

Other Learning Needs
TAG students

Number of
Students
5

AVID students

Supports, Accommodations,
Modifications
Accelerated instruction, differentiation,
challenges.
Support with tools to succeed: study tips,
note taking, general academic tools.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 4 pages maximum
All rights reserved.
V4_0915
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.