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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.
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.
[There are three students reacieving speech which they go out during the day to receive
services. There are two students who receive occupational therapy. They have teachers come
in and help them and also leave the class room for assistance as well. There are also three
special education students who are being served in and out of the classroom.]
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 three special education students have IEP’s that help in providing information on their
cirriculm and instruction. The WAKids assessments we use provide information which is used to
help group students in reading andmath. The assessments help plan cirriculum and pacing. ]
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All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
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Elementary Literacy for Washington
Context for Learning Information
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.
[There are a wealth of ltieracy books in the calssroom grouped by levels in math, science, art,
letters, etc. There is also a document camera and chrome books for students to listen to stories
and do other activities. ]
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).
Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 3 pages maximum
All rights reserved. V2_0913
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 Literacy for Washington
Context for Learning Information
Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 3 pages maximum
All rights reserved. V2_0913
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.