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.

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

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: _____

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 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.
Charter, intervention based, student TAs

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.

Very open instruction strategies, curriculum is sound, uses various instructional strategies since all
classrooms have chrome books.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
No less than 1 hour.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects
your class.
An AR system is used for tracking. Students are allowed to test on books they read and accumulate
points.

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.
Points are gathered and the teacher monitors student progress. Grades and points are posted on
PowerSchool for parents to have access to books and additional resources from class.

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.
Electronic whiteboard, class set of novels, Prodigy(online)

About the Students in the Class Featured in This Assessment

1. Grade-level(s): _______________6th grade_______________
2. Number of
students in the class: __25__

males: ___11__ females: __14__

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

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 Underperforming students or those with gaps in academic knowledge

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,

Classifications/Needs
Example: Visual processing
Far below grade level in all
literacy aspects
Difficulty in Speech
Students Modifications, Pertinent IEP Goals
2 Close monitoring, large print text, window card to
isolate text
1 Meets with specialized teacher and counselor
once a week.
1 Meets with speech therapist twice a week.

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)

Difficulty maintaining attention to 4 Taken out of classroom and read to in small

story. groups.

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

What sources What What impact will this
were used to information information will have on
gather was instruction?
information? gathered?
Learning Modalities 1.Obs. Visually Instruction needs to gear towards
and Learning Style 2.Teacher stimulating heightening motivation. Using
Preferences (i.e., Visual, 3.Student that leads to kinesthetic approaches is
Auditory, Kinesthetic/ hands 4. Student work hands on important to keep students
on) samples interaction. attentive and focused.
Cultural 1.Obs. Hispanic, Student will need to be told

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Considerations: 2.Teacher lack of instructions clearly and
Ex. 3. Student recognition of repeatedly.
Cultural Group personal
Proximity issues space,
Eye contact difficulty
Home Language making eye
contact.
Conversational 1. Obs. Speaks his Student interaction focused on
Language Basic 2.Student mind but checking for understanding when
Interpersonal 3. doesnt student struggles with
Communication Skills clearly utilize articulation.
(BICS) correct forms
of speech.
Academic language: 1. Obs. Rarely uses Lesson will be focused on using
Cognitive Academic 2. Student work academic specific words related to the
Language Proficiency language. content. Student will receive list
(CALP) Refers to of dead words to understand
assignments the difference between academic
as that one language and current speech.
paper
Study skills and 1. Teacher Notes are Student will be prepped prior to
general academic 2. Student work very the lesson. His desk and work
ability 3.Obs. unorganized, station will be organized and
desk is messy monitored at various times where
and he breaks we can point out thats how the
his supplies. desk should look.
Specific knowledge 1. Observation Seems to be Using trigger words that are
related to the lesson 2. Student work distracted but attention getters for him. This
content 3. Teacher understands will keep him focused or bring
content at him back when he starts to drift
random. off.
Physical, Social, and 1. Obs. Is very vocal Using group activities and
Emotional 2. Friends and putting him in a leadership role
Development 3. Playground expressive. where he has the opportunity to
helper Turns to delegate tasks. He will be
some sort of monitored in order to ensure the
injury lesson continues.
(headaches,
hand) to get
out of doing
assignments
after recess.

Interests /aspirations 1. Student Enjoys Using his interests can be the

2. Interest survey soccer, wants focus of a paper or assignment to
to play keep him motivated.
professionall
y for
Barcelona,

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 favorite
subject is
reading, only
child,

Activity #3 : Language Arts/Social Studies Content and

Resources
Review the current Answer the questions in the spaces below.
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 Major time periods: dark ages, middle ages, renaissance),
are covered during the causes of change, mythology: Egyptians, Greeks, romans.
school year?

What are some examples of Using a project about Egyptian artifacts where they build
writing assignments one and write a report on its importance/why its
integrated throughout the
social studies curriculum? significant.

How are students assessed Checked for understanding by using presentations and
concerning the content of rubrics used to ensure a grade is given. If students are in

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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.
groups they will be each assigned a grade for their
knowledge of their role in the assignment.
Social Studies: Assignments geared toward research and
comprehension that is taught through a broad discussion of the
outline.
Language Arts: Mini-lessons where reading is modeled by the
teacher and then progresses toward a self-reflection from the
differences in the readings that relate to the individual student.
Writing is taught by emphasizing structure. The use of
intro, body, and conclusions paragraphs helps organize
students and challenges them to adapt their writing to fit
various styles (creative, argumentative, persuasive)
Handwriting isnt covered. I see the students type into
their chrome books and rarely use a separate sheet of paper
to organize thoughts but the writing on that paper isnt
graded since its more of a brainstorming technique.
Social Studies: Rubric based grading based off presentation and
high grade is awarded if the requirements are fulfilled.
Language Arts: Writing is graded for spelling and grammar.
Reading is assessed through Accelerated Reader.

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.
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.
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?
Notes are sufficient...no formal paper necessary.
Answer the questions below based on your fieldwork experience.

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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.)
Students are challenged to learn about the various
viewpoints throughout history. Mr. Reyes points out
that history is written by the winner and there are
untold stories that motivate students to indulge
themselves with perspectives/attitudes of people
throughout history.
Drills take place for fire and earthquakes. Lockdown
procedures are in place in case of weapons on campus
or strangers/intruders.

How is religion appropriately Throughout the content Mr. Reyes incorporates

taught throughout the content of
religion depending on which unit hes covering. For
social studies? Provide examples
example, if studying China he incorporates the study of
you find appropriate based on the
curriculum you have reviewed. Buddhism beliefs. I find this strategy appropriate when
he incorporated the compare/contrast activities that
allow students to understand religion around the world.
How/When is moral development Moral development is addressed through the overall
addressed though content and atmosphere of the class. Mr. Reyes reinforces the need
learning activities?
for students to understand multiple perspectives. I feel
challenging what students know/believe helps them
achieve high-level thinking and positively develop their
moral views.
List several CA State Academic CCSS.ELA-LITERACY.RH.6-8.5
Standards that apply to teaching Describe how a text presents information (e.g.,
religion and moral development
across the grade levels of social
sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RH.6-8.4
studies content.
Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to
domains related to history/social studies.

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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 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: Your Answers- Explain in detail that fully describes your activity.

Who were your students? Students Brief Description

1. Girl, white, high level of academic performance
2. Boy- white, average level of academic performance

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?
Both students were able to discuss the vocabulary term with
examples in the chapter. For example, both students were able to
identify specific types of society (roman empire, Greek, Indian)
and use them as primary sources in order to compare/explain
content specific vocabulary such as economy or deity.
Both students were able to complete a given passage. However,
the girl read at a faster rate and accuracy. The boy needed to be
given a moment to think at almost every content specific word or
vocabulary. This was then followed by a a-ha moment and he
continued reading.

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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.)
Both students chose to read about the same passage. Their
attitude towards reading about Greek gods seemed to keep them
motivated and interested. They were asked about their interest in
this specific content and responded by noting an activity they
previously performed where they had to match characteristics of
the Greek gods to characteristics in themselves and their
classmates.
The students appeared to be very knowledgeable on the content
due to the exposure of the related lessons. The two students were
motivated and excited to talk about Greek gods and share their
similarities. I believe the students became attached to their
relatable Greek god and wanted to share about themselves.
I will focus on relating information to the students. I want to
accomplish the same effect with all of my lessons and have
students eager to share their perspectives. Motivation is a crucial
step in order to execute this properly and in doing so I motivate
myself in making lessons where students are directly involved.
All students were able to be involved and participate in the lesson.
Mr. Reyes provided many visuals and allowed students to
collaborate in groups. There werent many differences other than
lack of attention to specific content or lack of participation for the
same reason.
1) Presents the goals and key components of an effective language
arts program.
2) Guides the development of appropriate assessment tools and
methods to ensure that each students progress toward achieving
specific knowledge, skills, and understanding in language arts is
measured.
3) Formal and informal as well as formative and summative
measures are used to document student performance.
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 Activity #6: Additional Teacher Aiding /Fieldwork Activities
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
Setting up 6th grade/ Mr. Prepared lesson about the U.S. constitution that I later
lesson: Reyes/ Highland implemented in the classroom. The preparation included
Academy setting up a PowerPoint, timeline, and organizing tables in

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 groups for discussion in the lesson.
Grading: 6th grade/ Mr. Grading consisted of helping Mr. Reyes with assignments on a
Reyes/ Highland quantitative scale.
Academy
Manage 6th grade/ Mr. Classroom management was executed by consistently walking
classroom: Reyes/ Highland around the classroom. Using attention grabbers such as
Academy waterfall helped in facilitating information during the
lesson.
Teach SS 6th grade/ Mr. Lesson focused on U.S. constitution. Students were split into
lesson. Reyes/ Highland three groups to represent the three branches of government.
Academy In these groups, students assigned delegates to represent their
groups in creating a new set of classroom rules. Using a
timeline format helped facilitate the process of
establishing/enforcing rules. Students were then able to
establish an organized debate whether or not the new rules
should be added to already establish classroom rules.

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