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.
This is a private school that has an enrichment team that is responsible for assisting students who struggle, students with
IEP’s, 504 plans and students with ELL. The classroom is set up with students sitting in small groups to be able to
collaborate together. There is a one to one ratio for technology in the school.

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.

The curriculum being used for social studies is TCI-Social Studies Alive. There is also a pacing guide and curriculum map
in place for every grade level that the teacher is expected to follow as closely as possible. Technology is utilized across
curriculum. Students work in whole group, small group, independently and in pairs at times.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
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 Literacy takes place across all subject matter so perhaps about 85% of the day is composed of literacy.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
There is ability grouping in both math and reading in the classroom. The students are assessed through the STAR
program and with written assessments and placed accordingly. The students are able to move up or drop down,
depending on need of the student. Some students are self-conscious if they are placed into the “grade-level” grouping.
Whereas the opposite happens with the advanced students who are placed in the “advanced group”. There is usually
conflict that occurs socially in class during different times of the year, especially if students have to be moved to remain
successful.

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.
For language arts, reading and writing- we use Reading Street curriculum. For social studies and science, we used TCI.
For religion we use Finding God. For math we use Singapore Math- Math in focus.

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 present in the classroom are: projector, document camera, iPads, apple TV, interactive components of
curriculum, student library, teacher library, online subscriptions varying upon subject.
About the Students in the Class Featured in This Assessment
1. Grade-level(s): 3rd grade
2. Number of
 students in the class: ___24__

 males: ___12__ females: __12___

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
Students with Cerebral Palsy- 2 Close monitoring, talk to text technology, time
limited function on one side of body allotment to finish assignments. IEP goals-
complete assigned classwork and homework

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Students in ELL 3 Leveled text, targeted guided reading, ongoing
reading assessment (e.g., running records,
miscue, conferencing) technology services for
translation, close communication with family and

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 clear expectations communicated.

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 were What information What impact will this information will
used to gather was gathered? have on instruction?
information?
Learning Modalities and 1.Obs. The teacher in The teacher seems to be very aware of
Learning Style Preferences 2.Teacher this classroom what the student needs to be successful in
(i.e., Visual, Auditory, Kinesthetic/ 3.Student made many her classroom. The student and teacher
hands on) 4. Student work accommodations have developed and implemented clues
samples for the student that they use together to signal for help
with EL. The without drawing attention to oneself. The
teacher spent a teacher comes to the aide of the student
lot of time one on when she has an opportunity to and, in the
one with the meantime, the student does his best to
student and had a understand and ask table mates for
“buddy” paired clarification on the questions until the
up with the teacher can stop and assist him. The
student to assist impact this has on learning is facilitating
in comprehension the willing “buddy” to help the student
of directions on with EL and coming up with and teaching
assignments. The the non-verbal signals to the student to ask
student was a for assistance.
visual and
Kinesthetic
learner here in
the U.S. but
could have been a
different type of
learner had the
student not been
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Cultural Considerations:
Ex.
 Cultural Group
 Proximity issues
 Eye contact
 Home Language
Conversational Language –
Basic Interpersonal
Communication Skills (BICS)
Academic language :
Cognitive Academic
Language Proficiency
(CALP)
Study skills and general
academic ability
Specific knowledge related to
the lesson content
Physical, Social, and
EL.
1.Obs. This student is a This has an impact on his learning because
2.Teacher Spanish speaking his first and most comfortable language is
3. Student student from Spanish. The student does speak English,
Mexico. This but not to the expertise that he speaks
student does not Spanish. The student often asks for a
speak English as translation and for further explanation on
a first language. assignments. If this child was not so
The student is outspoken and brave, I imagine that this
sitting at the front skill would be difficult.
of the classroom
at a table group
with various
levels of students.
His home
language is
Spanish and has
not trouble
making eye
contact when
speaking to
another
individual or
being spoken to.
1.
2.
3.
1.Obs. Student works The impact this has on instruction is
2.Teacher hard on providing the student with an excellent
3.Student assignments and work ethic to complete assignments in a
classwork. timely manner. This also affects the
Student spends a students confidence when he does well
lot of time at and when he does poorly on something.
home on The student is driven and eager to learn.
homework and
projects. Student
is working at
grade level with
accommodations
and modifications
of workload.
1.Teacher The teacher does These effects learning because the teacher
her best to work needs to supply the student with the same
one on one or material for learning but presented in a
buddy up student different way. The student requires many
with EL when visual aides to assist in learning and
lesson content understanding new content heavy
becomes complex vocabulary terms.
with vocabulary.
1.Obs. The student is This effects learning for the student
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Emotional Development 2.Teacher physically normal because he has learned how to make
compared to friends with students in class and on the
fellow playground. He is learning what is
classmates. The acceptable and what is not acceptable as
student is far as behavior goes. The student is a bit
becoming more of a worrier. He spends a lot of time
social as the year questioning things he should already
goes on. The committed to memory, due to fear of
student has a failure because of Spanish being his first
number of friends language. He has verbalized that he is
he trusts and has scared he will fail and his family is
bonded with in counting on him to be successful.
the classroom
and on the
playground. The
emotional
development that
the student has is
occasional worry
about completing
or understanding
assignments and
fear of
disappointing
family and
teachers.
Interests /aspirations 1.Student The student This student wants to grow up and be a
wants to grow up successful veterinarian. He is very
to be a passionate about animals and helping the
veterinarian. less fortunate. He voiced his memories of
being back in Mexico with a lot of
homeless animals. He would struggle with
the idea that the animal was not getting
the care it needed to live and he wants to
be that person for the animals when he
grows up.

Activity #3 : Language Arts/Social Studies Content and Resources

Review the current Answer the questions in the spaces below.
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textbooks/curriculum and
Teacher’s 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.
The social studies topics that are covered in this 3rd grade year are geography, map
skills, citizens, diverse communities, immigration, small businesses, Native
Americans, missions and religion and government and politics.
Some examples of writing assignments that are integrated through the social
studies curriculum was the Dr. Martin Luther King Jr. biography paper the students
completed. Another writing assignment was when the students wrote as if they
were explorers coming to the U.S. for the first time and documenting all they see
and experience. The students also write about Ronald Reagan and how he used his
“can-do spirit” in life, office and for business.
Students are assessed in a number of ways- one is through informal assessment:
listening to vocal conversations with table groups, correcting assignments from
class or homework and grading the workbooks done in class. Students are also
graded formally on study guides and tests. These are given in a number of different
ways. A final way students are assessed is through the online lesson component of
the curriculum.
Social Studies:
Language Arts:
The writing assignment was taught using the Step Up to Writing method. The
teacher created an example on the board and used the titles- topic sentence, fact,
detail and conclusion. The students were also taught to use the colors red, yellow
and green to signify which portion of their writing the student was on.
Handwriting is formally taught and assessed. The students work in a handwriting
guide book all year long to master the concepts of print first is manuscript and then
in cursive. The Denelian cursive method is used and taught and the students use a
workbook along with formal instruction from the teacher that is published by
Zaner-Blosser.
Social Studies:I observed students preparing for a test by getting into groups to play a
game of trivia Jeopardy. The students gathered on opposite sides of the room to play the
opposing team in answering the trivia questions that were based on the weeks test
questions for social studies. The students had to answer independently and correctly to
score points for their team. The team that won at the end of the period was given a ticket
to put in the treasure box bin for the Friday drawing. I also observed students completing a
test. The students all gathered their privacy boards to separate one another and then turned
in their study guides to the homework bin. The students knew to use the word bank that
was provided for the test and to answer using complete sentences. The students were not
permitted to use the study guides or the textbooks for the test. The test was administered
on paper and had vocabulary, fill in the blank and short answer questions on the formal
assessment.
Language Arts:I observed a spelling test as well as a reading comprehension and
vocabulary test that was administered. The students gathered their privacy folders and
numbered their given paper to prepare for the spelling test. The teacher began by stating
the word twice, then using it in a sentence and repeating the word a third time. The
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 students signaled they were ready to move on when their pencils were raised into the air.
The students were allowed to ask for repeated words at the completion of the spelling test.
The same privacy folders were kept up for the reading and vocabulary assessment. The
students begin by following along in a cold reading passage that the teacher is reading
aloud from their test. The students are tracking with her as she reads. The teacher then
asks each comprehension question aloud, even though it is written for the students to read.
She then tells the students to turn back to their reading and find the proof in the text for the
correct answer. She asks students to highlight their answers within the text and then return
to bubble in the correct answer. The students are verbally reminded to check their work
and spelling. After this is completed, the students are read the written verbal response
prompt on the story of the week and the teacher writes the Step Up to Writing formula she
is expecting from the students on that written question. The students are expected to use
titles and colors that coincide with the Step Up to Writing program. Lastly, the students are
asked to complete the vocabulary section of words from the week of lessons earlier taught.

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.

What connections do you find in the SS

curriculum and pro-social (moral
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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.)

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
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.
2.

Did the students understand the Explain in detail

vocabulary/key terms?

Were they able to read the passage

fluently? If not, what kind of
modifications did they need in order to
understand?

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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.)

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 Supervisor’s lesson plan book

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

Teacher Grade level Description of Activity
Aiding Teacher/School
Activity Type
Ex. Teaching

Grading

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 Etc.

Log of Teacher Candidate Teacher Aiding Experience

Student Name: Course #:

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.

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 Total time for this page: Hours Minutes

CBU Student Signature of Verification _________________________

Student___________________________________________________________________________________
(Last) (First) (Middle)

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.
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 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.

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 candidate’s 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)
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 ____ 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:

Evaluator Name________________________________________ Evaluator Signature: ____________________________________

School Name:__________________________________________ School Address:_______________________________________

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

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