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: 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.

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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  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.

 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:
Classifications/Needs
Example: Visual processing
RSP/IEP (student has low
reading and math skills)
Number of Supports, Accommodations,
Students Modifications, Pertinent IEP Goals
2 Close monitoring, large print text,
window card to isolate text
1 Student is given extra time, modified
work, extra monitoring, and 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.

Focus Student #1 EL Student Grade level

What sources were What information was What impact will this
used to gather gathered? information will have on
information? instruction?
Learning Modalities and 1.Obs. The student learned The information provided
Learning Style Preferences 2.Teacher better in the classroom shows that the student in this
(i.e., Visual, Auditory, 3.Student when the teacher taught class will benefit most from
Kinesthetic/ hands on) 4. Student work and would make eye visual and auditory
samples contact with the student. instruction. The teacher can
Visual aids posted in the have students think-pair-
classroom also helped to share or orally present
aid student learning. information and can use these
tools to further check for
understanding.
Cultural Considerations: 1.Obs. Students in the class are This will have a negative

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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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Physical, Social, and
Emotional Development
Interests /aspirations
1. Teacher In most of the lessons the
2. Student teacher tries to connect it
to the students and their
life. There is a lesson that
can be taught in
everything they do
1. Teacher As students shared
2. Student throughout the lesson the
3. Student work teacher was able to
sample gather more information
about what the students
are interested in.
information she felt
comfortable with proceeding
with the lesson.
Teacher tries to create an
environment that will foster
healthy physical, social, and
emotional development for
each student.
The teacher can use the
information gathered about
students’ interests and
incorporate them into the
lesson and can also use
student interests to motivate
good behavior.

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

Review the current
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?
Answer the questions in the spaces below.
The social studies topics that have covered during the school year are history like
the American Revolution. They also spent time learning about influential people
such as presidents, Helen Keller, the women of NASA, Jackie Robinson, and
Martin Luther King Jr. Students also learned about significant events in history
such as the Civil Rights movement.
The students did a lot of writing for social studies. One of the assignments that
students completed was historical biographies. The students went to the school
library and checked out books on different influential people in history. After
learning about various people students were allowed to choose a person to write a
biography about them.
Students in this class are assessed based on graded assignment and also through
observation as the teacher moves throughout the classroom and listens to student
conversations.

What specific pedagogy
did you observe?
Refer to Frameworks to
describe pedagogy.
Social Studies: A pedagogy that I observed being used during the social studies
lesson was question. The teacher would ask the students lots of questions
throughout the lesson for comprehension. Sometimes based on the answers given
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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How is writing taught?
What curriculum is used
(ex. Step Up to Writing)?
How is handwriting
taught? What
method/curriculum is
used?
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.
The teacher uses the Step Up to Writing program. In the classroom the writing
process is posted on the walls for the students to refer back to. There are acronyms
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.
Currently the students in this 2nd/3rd grade combo class they have not begun
handwriting. The teacher will be instructing them on handwriting within the next
few weeks therefore she is not currently using any curriculum.

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.

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 development) behavior in
general?
The students completed a lesson about Ancient Rome and the many things
that they have contributed to our society. The teacher spoke to the students
about one of Rome’s greatest contributions, which were the aqueducts.
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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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.
not take what they have for granted.
The school is currently working on becoming a safe school. They are
trying to make security on campus a priority. The campus is now
considered a closed campus. Parents must go to the office before entering
the campus. The school is also in the process of putting more gates up
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.
Religion can be taught appropriately in the classroom. Religion can be
presented in a historical context or for cultural studies. The students when
they were studying about different cultures they learned about that culture
religion such as Hinduism or Buddhism.
Moral development can be addressed through a lesson as the teacher asks
the students questions and they are given additional activities that allow
them to think critically.
3.4 Students understand the role of rules and laws in our daily
lives and the basic structure of the U.S. government.
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,
and in civic life.
5.4.3 Describe the religious aspects of the earliest colonies (e.g.,
Puritanism in Massachu setts, Anglicanism in Virginia,
Catholicism in Maryland, Quakerism in Pennsylvania).
5.4.4 Identify the significance and leaders of the First Great
Awakening, which marked a shift in religious ideas,
practices, and allegiances in the colonial period, the growth
of religious toleration, and free exercise of religion.
5.7.5 Discuss the meaning of the American creed that calls on
citizens to safeguard the liberty of individual Americans
within a unified nation, to respect the rule of law, and to
preserve the Constitution.
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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. Boy, Hispanic, English language learner, a good reader.

2. Girl, Hispanic, has good reading and comprehension skills.
Did the students understand the The students did understand a majority of the vocabulary words.
vocabulary/key terms?

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
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?
I really liked the social studies unit that the teacher put together. I would
have the students continue to do engaging activities. The students could
probably participate in hands on activities. One activity that could have
been done to enhance the students’ presentation on their historical figure
could have been them dress up like their character and then presenting
what they have learned.
They were alike because every student got a chance to participate in
groups discussing the person they chose and having their peers help them
to revise and edit their papers. All of the students had some background
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.
The overall goal of the language arts programs in California is to provide
students with access to high quality curriculum and instruction and meet
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(Universal Access: Review Ch. 7
in the LA Frameworks and the UA
section for the grade level of your
observation.)
the needs of our English language learners. Teachers can do so by making
sure to start each lesson by activating prior knowledge on the subject to
gauge what the students know and what they need to know about the
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.

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
Preparing 2nd/3rd grade The teacher had me preparing worksheets and folders for social studies
Material for Davidson biographies.
lesson Elementary

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

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.

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

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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.

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)
____ 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

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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:

Evaluator Name________________________________________ Evaluator Signature: ____________________________________

School Name:__________________________________________ School Address:_______________________________________

Grade Level:____________________________ Content Area(s) Observed:

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