Literacy

Context for Learning Information

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.

NAME: Emily Moller

1. In what type of school do you teach?
Elementary school: [X]
Middle school: [ ]
High school: [ ]
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.
My kindergarten class is a collaborative class meaning it is a mixture of special
education. The way the classroom is set up is the lessons are team taught with a special
education teacher. We often times split up into stations in order to help the students in a
smaller setting. We also do plenty of work as a whole class; we have plenty of aids there
to help all spectrums if any student is struggling.
3. Describe the physical facilities (e.g., regular classroom, specially equipped art room,
portable, storage space), materials, and equipment (e.g., easels, potters wheel, kiln)
available to you for the learning segment.
We are in a standard classroom with 4 tables, built in sink, water fountain, and storage
units. We have a Smartboard that students and teachers can use collaboratively to
present information interactively.
4. Describe any district, school, or cooperating teacher requirements, expectations, or
scheduling that might affect your planning or delivery of instruction, such as required
curricula, pacing plan, use of specific instructional strategies, or standardized tests.
The kindergarten team follows the same curriculum very closely. They are also on a
specific pace so we cannot dwell too long on certain subjects. In this instance, our
community helpers unit spans for over a month, but we only get one week for each
community helper. The kindergarten team all teaches from the same slides, so it is hard
to differentiate instruction for your specific classroom.
About the Class Featured in This Assessment

1. How much time is devoted each day to Social Studies instruction in your classroom?
Social Studies is not a topic we primarily focus on in kindergarten; It is much more
focused on reading, writing, and math. Social Studies topics are often intertwined and
integrated and we use the main subjects we are learning to reassure our social studies
standards are being learned.

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Literacy
Context for Learning Information

2. Is there any ability grouping or tracking? If so, please describe how it affects your class.
We have ELT instruction at the end of the day. The students move to certain classrooms
based on their ability groups. This is only one segment of the day as opposed to
separated all day long. The teachers track students progress frequently, so there is an
opportunity for students to move up or down in ELT groups.
3. Identify any textbook or instructional program you primarily use for social studies instruction.
If a textbook, please provide the title, publisher, and date of publication.
We do not have anything specifically for social studies instruction.
4. List other resources (e.g., electronic whiteboard, hands-on materials, online resources, art
posters, slides of artwork, and/or materials for art production) you use for social studies
instruction in this class.
We primarily use the Smartboard for interactive activities in the classroom. The students
could also use individual whiteboards because there is a class set available to utilize in
the classroom. Our classroom is also equipped with a class set of iPads so the students
are able to play educational games on them. Our major form of teaching is through
PowerPoint slides and educational YouTube videos. We also have a closet full of
manipulatives that we primarily use for math-related activities.
About the Students in the Class Featured in This Assessment

1. Grade level(s): [K]

2. Number of

students in the class [19]

males [10] females [9]
3. Complete the chart 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 chart. The first two 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 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).

Students with Specific Learning Needs

IEP/504 Plans:
Classifications/Needs
EIP
504s
Gifted

Number of
Students

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Our students are in the process of being
tested.
Our students are in the process of being
tested.
Our students are in the process of being
tested.

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Literacy
Context for Learning Information
Other Learning Needs
Speech

Number of
Students
8

ESOL

Supports, Accommodations,
Modifications
We have multiple students who have a
very hard time articulating words. One
student only slurs words and cannot
speak. These students get pulled out for
Speech to practice.
These students speak Spanish
frequently at home. Since this is their
first time out of the home and in school,
they often mix English and Spanish
together in their conversation.

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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
permitted only pursuant to the terms of a written license agreement.