Literay Context For Learning 4th Grade

Elementary Literacy for Washington
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.
About the School Where You Are Teaching

1. In what type of school do you teach?
Elementary school: [ X ]
Middle 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.
[ The school is currently doing hybrid teaching due to COVID. The students are split into two
cohorts. Cohort A comes in on Mondays and Thursdays, and cohort B comes in on
Tuesdays and Fridays. Wednesday’s is a day when all students do their schoolwork online,
and teachers come in to do planning.]
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.
[ There are pacing guides for reading, iReady testing, and state tests.]
About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
[The students receive literacy instruction for about 2 hours each day. ]
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
[ There are 95% groups for students who need extra support and at their group meets the
students work on learning phonics and phonetics. ]
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.
[ The textbook that the students work from is called Journeys published by HOUGHTON MIFFLIN
HARCOURT.]
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.
[ Other resources that students use for their literacy learning is iReady reading which is an
online textbook. The students also use google classroom where they can find all of the online
assignments that the teacher has created for them.]
About the Students in the Class Featured in This Assessment

1. Grade level(s): [ 4 ]
2. Number of
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¡ students in the class [ 17 ]

¡ males [ 5 ] females [ 12 ]
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. 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 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: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text,
window card to isolate text
Math, Reading, Written 1 Allow extra time to process and respond
Language, Communication to questions.
Break down tasks into smaller steps;
modify or shorten assignments.
Testing accommodations include text-to-
speech, or a human reader.
Math, Reading, Written 1 After giving directions to the class as a
Language, Communication, whole, provide additional directions to
Social/Emotional the student.
Allow the use of concrete and/or visual
learning supports for instruction, daily
work, and testing,
Keep verbal directions short and pair
with visuals.
Scribe for extended writing.
Access to keyboarding technology.
Predictable structured schedule.
Reading, Written Language, 1 Access to keyboarding technology.
Communication, Executive Access to peer reader.
function, Occupational Access to breaks whenever needed.
therapy Additional processing time which may
include leaving a difficult task and
returning to it later.
Set behavioral expectations before each
activity.
Allow the use of concrete and/or visual
learning supports for instruction, daily

work, and testing,
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)

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Elementary Literacy for Washington

Context for Learning Information

About the School Where You Are Teaching

About the Class Featured in This Assessment

About the Students in the Class Featured in This Assessment

¡ students in the class [ 17 ]

Students with Specific Learning Needs

learning supports for instruction, daily

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