DRAFT: This module has unpublished changes.

Teacher Performance Assessment (TPA)


Elementary Literacy/Reading

Task 1: Planning Instruction and Assessment

Part A: Context for Learning Information

About the School Where You Are Teaching

  1. In what type of school do you teach?

    Elementary school:  X

    Middle school:


  2. Urban:  X




  3. List any special features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.

 The school used for this TPA learning segment is a regular Public School within a large Territory inside an urbanized area and inside a principal city.  Formally an early childhood school serving PK – 3, PS 249 has now added a fourth and fifth grade. It enrolls many students who arrive with little grasp of English. To serve them the school offers a dual language Spanish English classes.

Admissions: Neighborhood school – Because it has expanded its grades there are few seats for out of zone kids, the school is at 110% of its capacity.

To prepare for the city Standardized reading and Math exams the school assesses students with tests at least three times a year. There is before-school, after school, and Saturday test-prep sessions. There are several self-contained classes, but no integrated Co-Teaching classes.  There are occupational, physical and speech therapists.

English is the secondary language spoken by many of the students of the class designated for this learning segment.  There are five IEPs that exist in the classroom. However there are no in-class accommodations.

  1. Describe any school, district, 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 ability groupings for literacy – students are grouped based on their reading levels but work as a large group for read aloud period. Then back into their small groups for independent reading and writing. My cooperating teacher wants me to maintain the groups.

About the Class Featured in this Assessment

  1. How much time is devoted to literacy instruction in your classroom?

Fifty-five minutes to one hour each day is devoted to literacy instructions.

  1. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.

    The ability grouping of students working in small groups does not affect me teaching this learning segment.

  2. Identify any textbook or instructional program you primarily use for literacy instruction.  If a textbook, please provide the title, publisher, and date of publication.


    I used Following Characters into Meaning – Envisionment , Prediction, and Inference by L. Calkins and K. Tolan to guide my lesson plan.


  3. List other resources (e.g., electronic whiteboard, manipulative, online resources) you use for literacy instruction in this class.

    Computer connected to the internet, SmartBoard, Elmo camera projector and Easel were used to enhance literacy instructions in this class.

About the Students in the Class Featured in this Assessment

  1. Grade level(s): Third grade (3rd)


  2. Number of

  1. Students in the class: 28

  2. males: 20

    females: 8

  3. English language learners: 0

  4. Students identified as gifted and talented: 2

  5. Students with Individualized Education Programs (IEPs) or 504 plans:  5


  1. Complete the chart below to summarize required accommodations or modifications for students receiving special education services and / or students who are gifted and talented as they will affect your literacy instruction and assessment in this learning segment. As needed, consult with your cooperating teacher to complete the chart.


    Students with Specific Learning Needs


IEP/504 Plans:



Number of



Supports, Accommodations, Modifications, Pertinent IEP Goals.


Example: Learning Disability


  Example   5



Learning Disability




 Small groups
















DRAFT: This module has unpublished changes.