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Edu 512 Fieldwork
Edu 512 Fieldwork
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.
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.
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.
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.
Use the Context for Learning Information to supply information about your school/classroom context.
Urban: X
Suburban: _____ 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.
The classroom that I am observing in is an elementary class. It is a 2nd/3rd grade combo
class.
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.
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In this classroom the teacher spends at least 3/4 of the day teaching literacy and the
remaining time is spent teaching math.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
Yes, there is ability grouping and tracking used in literacy. It can have an affect on
instruction. Sometimes students are placed in small groups based on ability. The teacher
also provides opportunities for blended learning.
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 teacher is bilingual and some students in the class are English Language learners and
she does use an instructional program known as GLAD (Guided Language Acquisition
Design) units. The school also follows the Wonders curriculum.
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.
Other resources that are used for literacy instruction are the class library, chapter books,
and the computer, specifically read theory.
About the Students in the Class Featured in This Assessment
1. Grade-level(s): 2nd/3rd Grade combo class
2. Number of
students in the class: 24 (20 2nd graders & 4 3rd graders)
males: 11 females: 13
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.
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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)
English Language Learners 3 High scaffolding, small group
instruction, note taking, charts (teacher
made), and GLAD units.
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.
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Ex. 2.Teacher diverse but the majority impact on instruction. This
Cultural Group 3. are Hispanic students. will take time from the
Proximity issues There are 3 English teacher’s instruction as she
Eye contact Language students. For has to frequently stop to
Home Language some of the students redirect students.
proximity can be an
issue. If they are not
understanding the content
they will become less
focused and end up
talking with the student
next to them
Conversational Language 1.Teacher The students in the class This will make it easier for
– Basic Interpersonal 2. Student all speak English. They students when they are
Communication Skills are able to communicate working in pairs or small
(BICS) with each other and the groups. They are able to
teacher. communicate with each
other. This also gives
students the opportunity to
pick up on academic
language they may not know.
Academic language : 1. Teacher The teachers and students The continued use of
Cognitive Academic 2. Student use academic language in academic language and by
Language Proficiency the classroom. The posting important vocabulary
(CALP) teacher has academic around the room this will aid
language posted students in developing their
throughout the classroom academic vocabulary and it
for the students to refer will benefit the student as
back to. The teacher they progress in their
stresses to the students education.
the importance of using
such language.
Study skills and general 1. Teacher The teacher uses guided The teacher will get a better
academic ability 2. Student practice and models these understanding of what the
3. Student work skills for students. In students are comprehending.
samples order to determine if The teacher can use
students are observation in the classroom
understanding the along with collecting work
material the teacher can samples to determine
collect homework and in students’ academic ability.
class assignments. This The teacher can also give the
will give the teacher a students examples of better
better understanding of ways to study.
the students’ skills.
Specific knowledge related 1. Teacher Teacher would ask the Activating students’ prior
to the lesson content 2. Student students questions before knowledge played a major
the lesson to activate part in how the teacher’s
prior knowledge. lesson would proceed. If
most of the class had a good
understanding of prior
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information she felt
comfortable with proceeding
with the lesson.
Physical, Social, and 1. Teacher In most of the lessons the Teacher tries to create an
Emotional Development 2. Student teacher tries to connect it environment that will foster
to the students and their healthy physical, social, and
life. There is a lesson that emotional development for
can be taught in each student.
everything they do
Interests /aspirations 1. Teacher As students shared The teacher can use the
2. Student throughout the lesson the information gathered about
3. Student work teacher was able to students’ interests and
sample gather more information incorporate them into the
about what the students lesson and can also use
are interested in. student interests to motivate
good behavior.
What specific pedagogy Social Studies: A pedagogy that I observed being used during the social studies
did you observe? lesson was question. The teacher would ask the students lots of questions
Refer to Frameworks to throughout the lesson for comprehension. Sometimes based on the answers given
describe pedagogy. students would get to choose something out of the honey pot (which was basically
candy) and if it was a really tough question and a student got it right they would
get to pick out of the treasure chest.
Language Arts: The teacher often provides the students plenty of opportunity to
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work in small groups or pairs to discuss portions of the lesson. While students are
engaged in conversation the teacher is listening and assessing what the students are
discussing and making sure that the students are staying on topic.
How is writing taught? The teacher uses the Step Up to Writing program. In the classroom the writing
What curriculum is used process is posted on the walls for the students to refer back to. There are acronyms
(ex. Step Up to Writing)? that the teacher has posted in the class. When she is grading an assignment she will
leave comments on there such as the word CUPS meaning students need to
remember capitalization, usage, punctuation, and spelling.
How is handwriting Currently the students in this 2nd/3rd grade combo class they have not begun
taught? What handwriting. The teacher will be instructing them on handwriting within the next
method/curriculum is few weeks therefore she is not currently using any curriculum.
used?
List and explain several Social Studies: Two frequently used assessments are formal and informal
assessment methodologies assessments. The teacher will use for assessment like writing assignment or group
you have observed in each projects and grade them to assess student progress. Informal assessments are group
area. discussions and think-pair-share activities.
Language Arts: Throughout the language arts lesson the teacher also uses formal
assessments such as essays or various writing assignments students complete.
What connections do you find in The students completed a lesson about Ancient Rome and the many things
the SS curriculum and pro-social that they have contributed to our society. The teacher spoke to the students
(moral development) behavior in about one of Rome’s greatest contributions, which were the aqueducts.
general? She had provided students with examples of how people had to go about
getting water before the creation of aqueducts. They would have to walk
for miles and because of this they did not take water for granted. She
linked this back to the students and their everyday lives as they have
access to water with the turn of the handle on a faucet. She explained to
stressed to them about how lucky they were and about how they should
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not take what they have for granted.
Ask the teacher/view school web The school is currently working on becoming a safe school. They are
site and find out what steps the trying to make security on campus a priority. The campus is now
school is taking to provide safety considered a closed campus. Parents must go to the office before entering
for students and staff (e.g., the campus. The school is also in the process of putting more gates up
earthquakes, hate crimes, fire, etc.) around campus to prevent it from being an such an open campus. Just like
other schools they have protocols in place in the event of a fire or
earthquake.
How is religion appropriately Religion can be taught appropriately in the classroom. Religion can be
taught throughout the content of presented in a historical context or for cultural studies. The students when
social studies? Provide examples they were studying about different cultures they learned about that culture
you find appropriate based on the religion such as Hinduism or Buddhism.
curriculum you have reviewed.
How/When is moral development Moral development can be addressed through a lesson as the teacher asks
addressed though content and the students questions and they are given additional activities that allow
learning activities? them to think critically.
List several CA State Academic 3.4 Students understand the role of rules and laws in our daily
Standards that apply to teaching lives and the basic structure of the U.S. government.
religion and moral development
across the grade levels of social
studies content. 1. Determine the reasons for rules, laws, and the U.S.
Constitution; the role of citizenship in the promotion of rules
and laws; and the consequences for people who violate rules
and laws.
2. Discuss the importance of public virtue and the role of
citizens, including how to participate in a classroom, in the
community,
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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.
Were they able to read the passage The students were able to read the passage that was provided with ease.
fluently? If not, what kind of They may have had to stop and work through some words but for the most
modifications did they need in part they were able to read the passages fluently.
order to understand?
What were the students’ attitudes The students were very involved in the reading activity mainly because the
toward the reading activity and the students were getting the chance to read through a book that they liked and
social studies content? Were they they found the content to be very interesting. The students were learning
interested in the topic? about influential people in history that can be considered heros.
Did the students seem familiar Yes, the students were familiar with the content and ideas given in the text
with the ideas and information in as they had been learning about influential people in history over the
the text? What evidence do you course of a couple weeks.
have for your answer?
Given this experience with these I really liked the social studies unit that the teacher put together. I would
students, what have you learned have the students continue to do engaging activities. The students could
that will change the way you write probably participate in hands on activities. One activity that could have
your Social Studies and Language been done to enhance the students’ presentation on their historical figure
Arts Unit? could have been them dress up like their character and then presenting
what they have learned.
How were English language They were alike because every student got a chance to participate in
learners and native English groups discussing the person they chose and having their peers help them
language speakers alike? How to revise and edit their papers. All of the students had some background
were they different? knowledge of the information and they were able to learn more from each
other when they shared about what they had discovered. They were
different because some of the English language learners were a little more
timid when answering questions for fear of not knowing if they had the
correct answer.
What links apply to this activity The overall goal of the language arts programs in California is to provide
concerning Universal Access? students with access to high quality curriculum and instruction and meet
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(Universal Access: Review Ch. 7 the needs of our English language learners. Teachers can do so by making
in the LA Frameworks and the UA sure to start each lesson by activating prior knowledge on the subject to
section for the grade level of your gauge what the students know and what they need to know about the
observation.) topic. Provide modifications to the curriculum or instruction if necessary
for students. Use flexible grouping strategies that will meet students needs
and the task at hand. During my observations I noticed that the teacher did
use a lot of these strategies when working with the students to ensure that
everyone was getting the opportunity to learn.
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 Supervisor’s lesson plan book
Monitored 2nd/3rd grade I was able to monitor and provide assistance to students as they were
student work Davidson writing their essays for social studies about heroes.
and provided Elementary
assistance
Reviewed the 2nd/3rd grade Teacher gave me the chance to review her lesson book for her Language
teacher’s Davidson Arts lesson.
lesson plan Elementary
Worked with a 2nd/3rd grade I sat with a group of students as they worked on their solar system project
small group Davidson and I helped them research more information for their planet.
Elementary
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Log of Teacher Candidate Teacher Aiding Experience
Date of Time In/Time Out Grade Level Teacher’s 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.
Student___________________________________________________________________________________
(Last) (First) (Middle)
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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.
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
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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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