EDU 512 Methods of Teaching Social Studies and Language Arts

Multiple Subject Teacher Candidate

Teacher Aiding Experience

Observations:
The observations of 20 hours for this class may not be used for any other class.
However, you can observe Language Arts in Math and Science /Reading Phonics and overlap 10 hours in language
arts with your Math and Science/Reading Phonics Observations. Many of the observation hours will be informal
and will be used to gather the information needed to complete the six activities. Keep an accurate log of your
fieldwork hours in the classroom of your choice. The information needed for these activities can be part of what
you are gathering while in working in your classroom.

Field Work Activities:

The following 6 activities are a required part of the field work experience. These reports should be written in detail
and fully cover each area of investigation. You may add text outside of the tables but the tables should expand
enough to include most/all of your findings for the activities.

Do as much as possible of these activities while in your fieldwork classroom so as to save time. Come prepared to
work on them as you do your fieldwork hours.

Field Work Activities:

The Activity forms are color coded to direct you through each component of each activity
as follows:
Activity #1: Blue
Activity # 2: Gold
Activity #3: Tan
Activity # 4: Red
Activity #5: Orange
Activity #6: Yellow

Field Work Activities:

Note that some activities have several steps. Please follow the directions carefully for each step in all
activities.

Activity #1 must be completed early in the Course as it provides the foundational information you will
need to complete the class assignments.

EdTPA:
These activities help you gather information needed for TPA work as well as for this class.

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Field Work Forms:
Please note and use all of the forms in this packet. Note that the form for the Log of Hours and the Master Teacher
Evaluation Form are required prior to receiving a grade. These tasks are designed to prepare you for the EdTPA
tasks you will complete during Student Teaching.

Task #1: Planning for Literacy Instruction and Assessment

TPEs 1, 2, 3, 4, 6, 7
EDU 512 Fieldwork Observation Task
Step 1: Preparation for completing this task
Read Task 1 in EdTPA Handbook
Read the Guidelines in the first section of this task below so you know your areas of responsibility on the EdTPAs.
Step 2: Observe a Language Arts Lesson in the class where you are doing your fieldwork
Step 3: Fill out the Elementary Literacy Context for Learning Information section in the chart below as much as possible based
on your observation.
Step 4: Reread your answers and see if they are complete and descriptive.

Note: Just add space below each bullet point in each section and provide your answers. Make sure your answers are
clearly separated from the EdTPA Task text. This is a practice assignment and cannot be used for your actual TPA.

Elementary Literacy Context for Learning Information

(Fill this section out by using bullet points and commentary.)

Use the Context for Learning Information to supply information about your school/classroom context.

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 school: X
Middle school: _____
Other (please describe): _____

Urban: _____
Suburban: _X Rural: _____

2. List any special features of your school or classroom setting (e.g., charter, coteaching, themed magnet, intervention or
other leveled small group instruction, classroom aide, bilingual, team taught with a special education teacher) that will
affect your teaching in this learning segment.
a Rosa Parks has teams for each grade level. The teacher being observed has a partner teacher, however the
fourth grade team works independently. They collaborate for intervention with struggling students. The teacher
being observed does have 2 highly autistic students who have full time aides. These aides assist the teacher
with their students and work with them one on one throughout the day to allow the teacher to focus on her class
as a whole.
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.

a Working with the cooperating teacher helps to make sure that the teacher being observed stays on track.
However, since they mostly work independently, the teacher being observed follows a module that CNUSD
provides. It contains materials and ideas that coincide with the state standards. This helps the teacher being
observed stay on track with the material that needs to be covered throughout the year.

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 About the Class Featured in This Assessment
1. How much time is devoted each day to literacy instruction in your classroom?
a 3.5- 4 hours of the day is devoted to literacy instruction in the classroom.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
a We are going to begin intervention and have students go to different classes depending on their reading level.
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.
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, online professional resources) you
use for literacy instruction in this class.
About the Students in the Class Featured in This Assessment
1. Grade-level(s): 4
2. Number of
students in the class: 30
males: 14 females: 16
3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy 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.

English language learners

Gifted students needing greater support or challenge
Students with Individualized Education Programs (IEPs) or 504 plans
Struggling readers
Underperforming students or those with gaps in academic knowledge

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
Autistic 2 Full time aide, modified curriculum, instructional
aide
Learning Disabilities 1 Modified curriculum, 180 hours of resource

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)

Gifted 1 Lead groups, grade with a stricter guideline

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 Activity #2: Adaptations- Complete Table below concerning each of your selected
Focus Students. Use these students for your Lesson Adaptations
Use this table to help you plan instruction for your focus students and provide a
rationale for your decisions. Complete Table once for each Focus Student. Similar to
TPA tasks.

Focus Student #1 EL Student Grade level: 4th

Bee What sources were What What impact will this information will
used to gather information was have on instruction?
information? gathered?
Learning Modalities and 1.Observation Higher level EL This will impact instruction because
Learning Style Preferences 2.Teacher student. Was Bees modifications will not be
(i.e., Visual, Auditory, Kinesthetic/ placed in the EL extreme. The teacher will be able to
hands on) program because implement small modifications to meet
she received a C- Bees needs.
in Language
Arts.
Cultural Considerations: 1.Observation Parents are fluent This could impact instruction if Bee
Ex. 2.Teacher in English and incorporates any Spanglish into her
Cultural Group Spanish. They work. Although her parents speak
Proximity issues
speak both English fluently, she might use slang
languages at Spanish to communicate with certain
Eye contact
home. Her seat is topics. The teacher would need to make
Home Language close to the sure Bee uses appropriate English
teachers desk, while writing and talking in an academic
but not for her setting.
need. She helps This could also be a plus because Bee
her table mates can bring in her own culture and
throughout the experiences to the class to teach fellow
day. classmates about her culture.
Conversational Language Observations She converses This is going to help Bee with building
Basic Interpersonal well with her her vocabulary because she is able to
Communication Skills desk buddies and hold a conversation and work with
(BICS) while at recess. others. Unlike other EL students, she is
Shes social and not shy with conversing on the
vocal. playground and with fluent English
speaking students.
Academic language : Teacher Is able to write at Although she is almost able to write at
Cognitive Academic almost grade grade level, her usage of certain
Language Proficiency level. Struggles vocabulary words needs practice. Making
(CALP) with certain sure she knows when academic language
word usage. is appropriate.
Study skills and general Teacher They do not This will help because Bee enjoys
academic ability really study in school and looks forward to learning new
class, but her material. Maintaining that passion is
teacher said that going to be key.
Bee is almost
at grade level
academic ability.
Specific knowledge related to Teacher ? ?
the lesson content
Physical, Social, and Teacher Enthusiastic Her physical, social and emotional
Emotional Development student who development are strong. Using her
loves to work enthusiasm with working with others will
with her table help her to practice her English speaking 4
mates. skills.
Interests /aspirations Student Loves soccer and The teacher can use soccer literature or
talks bout her writing assignments to motivate Bee to
younger sister. write detailed pieces of work.
Activity #3 : Language Arts/Social Studies Content and Resources
Review the current
textbooks/curriculum and
Teachers Manuals for a
specific grade level and find out
how the social studies and
language arts standards and
focus students needs are being
addressed in the curriculum.
What social studies topics are
covered during the school year?
What are some examples of
writing assignments integrated
throughout the social studies
curriculum?
How are students assessed
concerning the content of social
studies?
What specific pedagogy did
you observe?
Refer to Frameworks to
describe pedagogy.
How is writing taught? What
curriculum is used (ex. Step Up
to Writing)?
How is handwriting taught?
What method/curriculum is
used?
List and explain several
assessment methodologies you
have observed in each area.
Answer the questions in the spaces below.
Unit 1: Land and Early People- 1. CA geography 2. CA Indians
Unit 2: Early California- 3. Exploration and Early Settlements 4. Mexican Rule in CA
Unit 3: The Road to Statehood 5. CA, Here we Come 6. Statehood for CA
Unit 4: Growth and Development 7. Transpiration and Communications 8. A Growing Economy
Unit 5: Progress as a State 9. Growing and Changing 10. Into Modern Time
Unit 6: California Today and Tomorrow 11. The Golden State 12. Californians and Government
Students created a pioneer journal for their unit on Gold Rush and moving West. The schools
focus is writing, so they have their teachers incorporate as much as possible.
Students are assessed informally by being asked questions, taking notes and using their sticky
notes. The teacher has the students take notes on a sticky pad and they take their individual sticky
note to paste on the Sticky Wall. This helps students explain what they have learned while also
being able to see what their classmates have learned.
Social Studies:
Students have equal access to learning opportunities , teacher interacted the same to all of her
students. Teacher used videos to help teach the lesson being observed and also opened the floor for
students to ask questions.
Language Arts: Teacher silenced students who were being disruptive, but used a technique that
helped refocus the students to their writing journal activity.
Writing is taught through ACE ( answer question, cite evidence and extend your answer). Students
use these steps to write up their short responses.
The class also uses step up to writing strategies.
No cursive handwriting is taught
Social Studies: TDQ ( text dep. Questions), tests, sticky notes, journals
Language Arts: Tests and writing pieces. Students write out their work by hand, and then are given
the option ( for certain assignments), to type their work up on a laptop.
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 Activity #4: Pro-social Behavior/Citizenship/Religion/Moral
Development
Pro-social Behavior/Citizenship/Religion/Moral Development
Questions: Your Answers:
4. Web/Professional Journal Project on Morals and Religion in Public Schools (TPE 12 & 13)
Explore the topic of teaching morals and religion in public schools on the Internet /professional journals.
Do the following:
Download 2-4 articles that provide information concerning the proper teaching of religion and morals in the public school.
Read the articles and color highlight key points. Submit articles in your folder.
http://time.com/4515229/religion-teaching-public-schools/
Record an annotated site directory of 5-7 beneficial web sites that pertain to this topic. Your directory should guide another
person to the best web sites for study of this topic. This means that you look at more web sites than what you select so that
you share the best of the best in terms of beneficial sites.
http://time.com/4515229/religion-teaching-public-schools/
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198805_p4.pdf
http://www.tolerance.org/blog/you-can-teach-about-religion-public-school
https://www.aarweb.org/sites/default/files/pdfs/Publications/epublications/AARK-12CurriculumGuidelines.pdf
http://usatoday30.usatoday.com/news/opinion/forum/2010-10-04-column04_ST_N.htm
Be able to discuss and answer the following questions:
What does the law say about teaching these topics? (See CA Education Code on web or bookstore)
How do you teach morals and religious ideas that may come up in the curriculum or from student inquiry?

What connections do you find in the SS
curriculum and pro-social (moral
development) behavior in general?
Ask the teacher/view school web site and
find out what steps the school is taking to
provide safety for students and staff (e.g.,
earthquakes, hate crimes, fire, etc.)
I found moral development connections in the social studies curriculum in how the
curriculum requires the teacher to explain and review diversity among the different units.
For example, the 4th grade curriculum discusses the diversity of the different settlers and
their origin. This shows pro-social development because it opens up the students mind to
study other cultures other than their own.
Some steps that the school takes to protect their students and campus are to have all
visitors check in at the office. They need to be signed in and given a pass by one of the
administration clerks. Another safety precaution is that all of the gates on campus remain
closed unless it is the beginning or end of the day.
There are traffic guides to help keep the parking lot safe for students being dropped off.
The school does participate in earthquake and fire drills. Students know the routine and
procedure of what to do if a real disaster were to occur.

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How is religion appropriately taught
throughout the content of social studies?
Provide examples you find appropriate
based on the curriculum you have
reviewed.
How/When is moral development
addressed though content and learning
activities?
List several CA State Academic
Standards that apply to teaching religion
and moral development across the grade
levels of social studies content.
Activity #5 Teaching: Small Group Work /Social Studies Vocabulary
Development
Work with one/two student(s). Describe student in terms of gender, ethnicity, and general academic
performance. Select a chapter from the social studies text that the students have previously studied. Describe
The school offers an anti-bulling informational link for parents to access through the
website of the school. There are videos done by students and staff to discuss the
importance of tolerance and why bullying is unacceptable. In addition to the videos done
by students, there are informational videos geared towards educators as well.
Religion is appropriately taught throughout the content of social studies based on the
topic of discussion. The district releases modules for the teachers to use as a guide, and if
the religion of the certain group of people that is being discussed is available, the teacher
is able to teach about it.
However, the teacher does not and is not allowed to preach to the students or provide a
bias on religious teaching.
For example, while the class as studying the Gold Rush and Expanding West, the teacher
was able to discuss the religious views of the settlers and Native Americans to the
students.
Moral development is addressed through content and learning activities in many ways.
First, Mrs. Pardee keeps her class morale very positive. Her class is aware and tolerant of
the differences each student has. When they learned about the Gold Rush, the class was
taught about how the settlers survived and their impact on the Native Americans.
Mrs. Pardee answers any questions students ask in regards to how each party (settlers and
Native Americans) were treated. She is carefully to use language that is appropriate to the
age group of her class and uses each question as an opportunity to teach kindness and
tolerance.
CCSS K.6 Students understand that history relates to events, people, and places of other
times.
CCSS 1.5.3 Compare the beliefs, customs, ceremonies, traditions, and social practices of
the varied cultures, drawing from folklore.
CCSS 3.2.1 Describe national identities, religious beliefs, customs, and various folklore
traditions.
CCSS 4.4.3 Discuss immigration and migration to California between 1850 and 1900,
including the diverse composition of those who came; the countries of origin and their
relative locations; and conflicts and accords among the diverse groups (e.g., the 1882
Chinese Exclusion Act).
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how the students interact with the text. Answers the questions below in complete and accurate descriptive
terms. Keep in mind that although this is a table it expands for your content.
Questions:
Who were your students?
Did the students understand the
vocabulary/key terms?
Were they able to read the passage
fluently? If not, what kind of
modifications did they need in order to
understand?
What were the students attitudes toward
the reading activity and the social studies
content? Were they interested in the
topic?
Did the students seem familiar with the
ideas and information in the text? What
evidence do you have for your answer?
Given this experience with these students,
what have you learned that will change
the way you write your Social Studies and
Language Arts Unit?
How were English language learners and
native English language speakers alike?
How were they different?
What links apply to this activity
concerning Universal Access? (Universal
Access: Review Ch. 7 in the LA
Frameworks and the UA section for the
grade level of your observation.)
Activity #6: Additional Teacher Aiding /Fieldwork Activities
Your Answers- Explain in detail that fully describes your activity.
Students Brief Description
1. Bee is a female student who is also an English Learner. She has good English
speaking skills but struggles with her writing. Her family uses English and Spanish in
their household.
2. Tasha is a female English speaking student. Her performance in school is average.
She struggles with some pronunciation, but does well when given one on one time.
Explain in detail
The chapter I chose to review with these two students was on the Gold Rush. The class
had been discussing this topic for about a week. When we worked together, the students
were able to understand the vocabulary and key terms.
Both students were able to read the passage fluently. Bee would read one page and
switch off with Tasha for the next page. The students used the key vocabulary terms to
help them decode any confusion while reading.
The students were excited to read the chapter on Gold Rush. They were discussing the
move West their first week talking about the subject of the Gold Rush. When their
teacher explained the factors that played into the move west and what was found, the
students were eager to learn more.
Yes, the students were familiar with the topic and information in the text. They
began to explain to be with a they had discussed and read the previous week and
how the information read in our chapter connected to it.
BY working with these two students, I learned that I will want to build up the
anticipatory set of my Social studies and language arts unit. Seeing how excited the
students were motivated them to want to learn as much as they could about the
topic.
Both students were alike in that they used the vocabulary definitions as a tool to
help them decode the information being read. Bee however, struggled a bit more
with larger words, however she never gave up trying to sound the word out. She
would ask Trisha if she knew the word, and if they both did not understand the
word being read, they asked me.
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 Please use the chart below and list and provide a brief explanation/description of any additional Teacher
Aiding types of activities that you may have engaged in during your fieldwork experience for this course.
Activities that provide support for the Field Supervisor Teacher as well as those activities dealing directly
with students should be included.
Examples:
Teach all/part of a lesson prepared/supervised by Field Supervisor
Prepare materials for a lesson taught by Field Supervisor
Grade student work
Monitor seatwork and provide assistance when needed
Review the Field Supervisors lesson plan book

Activity #6: Additional Teacher Aiding /Fieldwork Activities Recording Sheet

Teacher Grade level Description of Activity
Aiding Teacher/School
Activity Type
Grading 4th Pardee Assisted in grading paragprahs students wrote by hand before they typed their work
up on their class laptops.
Prepare materials 4th Pardee Assisted with preparing the class to move due to them going off track.

Prepare materials Prepared the materials needed for the classs gold rush frame activity. Gathered
materials and distributed to the class while walking around the room to monitor and
assist students as needed.
Read Assisted the teacher with reading a couple of chapters out of the book being read at
the time. (Holes). Mrs. Pardee reads a chapter of a book after math every day of the
week. I offered to read for her a few days of my fieldwork.

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 Log of Teacher Candidate Teacher Aiding Experience

Student Name: Course #:

Date of Time In/Time Out Grade Level Teachers Printed Name and
Observation and Total Time School and District K-12; Sp Ed Signature
Mary Jones
SAMPLE 9:00 - 11:15 2 . 25 Joyful Elementary, Perfect USD 2nd Mary Jones
1/02/04 a.m.

Total time for this page: Hours Minutes

CBU Student Signature of Verification _________________________

Student___________________________________________________________________________________
(Last) (First) (Middle)

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 Field Supervisor Evaluation of Teacher Candidate
Teacher Aiding Experience

1. Please have Field Supervisors fill out the Field Supervisor Evaluation of Teacher
Candidate Form included in this packet.

2. Please explain that it is very important for you to have the opportunity to
demonstrate most if not all of these capabilities.

3. As you do the activities be sure to include several of the components listed on the
Evaluation Form below.

4. It is understandable that it is not always possible to have opportunity to engage

in all of the types of activities that would help you demonstrate your capabilities
in each area but please strive to have few, if any, NAs on your evaluation.

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 Field Supervisor Evaluation of Teacher Candidate
Teacher Aiding Experience
The CBU Teacher Preparation program is designed to provide a developmental sequence of fieldwork experiences. Prior to the
placement in your classroom, the candidate has completed a rigorous series of observation experiences where the focus was on
matching theory to practice. During the time in your classroom, the candidate will be responsible for completing the range of teacher
aiding activities laid out in the fieldwork packet as well as others you may be able to provide. We need your help in evaluating the
candidate during this time. Your feedback will be combined with other data sources to determine the candidates readiness to move
into student teaching. If at anytime you have questions or concerns, please call Dr. Timmons at (951) 343-4483.
Thank you in advance for your support of our candidate.

Name of Candidate_________________________________________ Type of Credential_______________________________

The candidate is notifying you that: ____ I waived my right to view the content of this review (please return in sealed envelope)
____ I DO NOT waive my right to view the content of this review

Please use the following scale to evaluate the candidate:

4 Exhibited the skills, knowledge and abilities consistent with a week one student teacher
3 Is ready for student teaching but should be carefully monitored during the first few weeks
2 - Needs additional work as a teacher aid before being transitioned into student teaching
1 Activities in which the candidate did not provide basis for judgment.
1. Can apply State Academic Content Standards to instructional planning 1 2 3 4
2. Can provide support for students intellectual, social, and personal development 1 2 3 4
3. Can plan instruction that encourages active student engagement 1 2 3 4
4. Encourages students in small groups to think critically and/or problem solve 1 2 3 4
5. Demonstrated the ability to use different strategies to motivate students during group work 1 2 3 4
6. Used language accurately so that communications were clear and concise 1 2 3 4
7. Can plan small group instruction that is equitable for all learners 1 2 3 4
8. Demonstrated an ability to use informal assessments during group work 1 2 3 4
9. Listened attentively and demonstrated an understanding of what s/he heard 1 2 3 4
10. Demonstrated an ability to interact with adults in a professional manner 1 2 3 4
11. Demonstrated an appropriate level of care and concern for the students 1 2 3 4
12. Demonstrated the characteristics of a professional in dress and timeliness 1 2 3 4
13. Demonstrate an ability to observe details of classroom management and make adjustments 1 2 3 4
14. Writes in a manner that is clear and grammatically correct 1 2 3 4
15. Provides a positive learning tone when working with groups or assisting in the class room 1 2 3 4
16. Appropriately identified and accurately completed tasks that were available 1 2 3 4

Additional Comments:

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Evaluator Name________________________________________ Evaluator Signature: ____________________________________

School Name:__________________________________________ School Address:_______________________________________

Grade Level:____________________________ Content Area(s) Observed: _____

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