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.

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.
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 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.
I have an overall medium to high performing class this year. I take on a whole body listening approach in my classroom
management and gradual lease for my lesson delivery instruction. I have small group instruction throughout the day and
my students have a lot of scaffolded opportunities that allow them to perform at high levels.

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.

We are expected to use math practice standards in math. Collaborative settings for teaching, technology, and an
organized literacy plan. We are given liberties with supplemental materials, required inquiry cycle in PLC, and required
intervention times.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
I devote about two and a half hours to literacy instruction in my classroom. This is made up of Reading, writing, phonics,
grammar, and small group instruction throughout the day.

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 2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
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.
Our district uses Benchmark advance to deliver our literacy instruction. We also have the liberty to implement any
supplemental materials we see fit to ensure an engaging and purposeful literacy instruction.

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.
 White boards
 Keegan Strategies
 SIOP Strategies
 Daily 5
 Wealthy Classroom Library
 Creative Writing Notebooks
 NewsELA
 Mystery Science

About the Students in the Class Featured in This Assessment

1. Grade-level(s): _Second Grade _
2. Number of
 students in the class: _29__

 males: _17____ 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
SST Students 1 Close monitoring, sentence frames, modified
assignments, closer seating, small group
instruction
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Level One EL Student 1 Leveled text, bilingual aid support, bilingual
curriculum, translated directions

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

Focus Student EL Student Grade level 2nd

What sources were What information was What impact will this information
used to gather gathered? will have on instruction?
information?
Learning Modalities and Observation Lessons provided integrated Teacher must know and
Learning Style Preferences Teacher all learning modalities. understand students learning
(i.e., Visual, Auditory, Kinesthetic/ Students Observed student using modalities/learning preferences in
hands on) visuals, focusing attentively, order to plan accordingly. By
and when the lesson called planning according, students will
for a kinesthetic component be provided with instruction that
the student participated. effectively delivers the message.
Cultural Considerations: Observed Observed teacher provide Culture considerations that are
Ex. Teacher student with home language necessary for students are a
 Cultural Group when sharing a prompt in crucial component to understand
 Proximity issues their “Family” circle and in order to plan and scaffold
 Eye contact uses proximity in order to students learning and to gain
 Home Language
provide student with understanding of the content.
communication support.
Conversational Language – Observation Observed great strategies for This information impacts
Basic Interpersonal Teacher communication, such as instruction because it allows the
Communication Skills (BICS) Students Mix-Pair-Lift, Think-Pair- teacher to support students
Share, and Grand according to their learning needs.
Conversations. Student sits If the student needs that language
in teacher’s proximity, so support, close proximity, or verbal
she is supported by the prompt than they should be
teacher and peers that speak provided with that strategy.
other languages.
Academic language: Observed The teacher provides the This information definitely
Cognitive Academic Teacher student with extra one-to- impacts instruction because it
Language Proficiency Students one support. Throughout the requires the teacher to make
(CALP) lesson the teacher provides adjustments to provide the student
the student with verbal and with adequate support without
visual cues to assist the diminishing the instruction and
student’s learning. The learning for the rest of the
student responded well to students. Therefore, it requires
prompts. careful consideration.
Study skills and general Teacher Teacher engages student in a Understanding the student’s study
academic ability Student one-to-one content reteach to skill and academic level is an
quickly deliver instruction important element of being able to
and expectations in her provide each student with the
home language, then is given proper tools and learning
specific instruction for strategies that will help them
student to independently understand the content better and
work. be able to generalize their leaning.
Specific knowledge related to Observed When learning about parts of This information impacts
the lesson content Student speech the student was able instruction since plan adequate
to make connections with strategies to activate prior
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 her first language (Prior knowledge is a crucial part of a
knowledge) and come up lesson. Making connections
with some adverbs, between known and new
adjectives and prepositional knowledge helps them retain new
adverbs. learned knowledge by association.
Physical, Social, and Observed The student’s physical, This information impacts
Emotional Development Student emotional, and social instruction since teacher needs to
Teacher development seemed to be provide every student with an
healthy. equitable learning environment.
Interests /aspirations Observation Observed student working Knowing this information helps
Teacher hard to earn class bucks. instruction and an overall effort
Students When the teacher towards the student’s success,
approached the her and since they are being motivated.
addressed her weekly goal, Providing students with many
the student expressed that opportunities to be successful will
she will be working on help their overall learning
learning 10-20 more sight outcome.
words, so she can earn more
bucks and use them to use a
flexible sitting teacher’s
directing chair.

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

Review the current Answer the questions in the spaces below.
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 Unit 1: Communities & Cultures/Government & History (Our Country)
covered during the school year? Unit 2: Map Skills/The World Around Us
Unit 3: Geography/Using Our Resources
Unit 4: History (U.S. History/People Long Ago)/Communities & Cultures
(Traditions Around the World)
Unit 5: Communities & Cultures/History & Cultures (A World of Many People)
What are some examples of Some examples of writing assignments integrated throughout the social studies
writing assignments integrated curriculum were close reading an article, writing in journal, and quick notes from
throughout the social studies
curriculum?
video.
How are students assessed Teacher monitors their learning by walking around the room and quickly
concerning the content of social
discussing their writing, thoughts, and ideas. The teacher uses their Think-Pair-
studies?
Share and grand conversations to do informal assessment. Then, students submit
their assignments and their teacher uses a rubric to formal assess their writing and
content.
What specific pedagogy did you Language Arts & Social Studies: Ability to engage all students in their learning,
observe? knowledgeable in content and naturally gets students to engage student in higher
Refer to Frameworks to
level thinking and asking questions. Excellent communication and interpersonal
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describe pedagogy. skills. Has amazing positive classroom management skills with high expectations
of behavior and academics.
How is writing taught? What During my observations, the teacher did an amazing job proving students with a
curriculum is used (ex. Step Up mentor text lesson that would take up to a week and half or two weeks. The
to Writing)?
teacher has the students define the purpose of that particular assignment, which
was dissecting the information and elements of a fictional journal entry to support
and inspire us to formulate our own unique journal entry. They dissect one
paragraph at a time and they begin with a strong opening. They focus on
identifying the setting, describes setting/weather, and describing the emotions in
that moment using a poster tree thinking map. Then, students get to begin writing
their own journal entry utilizing the tree thinking map poster as a reference.
How is handwriting taught? Handwriting was only addressed right before writing as a reminder to out in their
What method/curriculum is best effort to be neat and organized. Teacher did not specify a handwriting
used?
program.
List and explain several Social Studies: Grand conversations, thinking maps, observations, content
assessment methodologies you Language Arts: Conventions, students’ writing, conversations, rubric
have observed in each area.

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.
 A Teacher’s Guide to Religion in Public Schools by Charles C. Haynes
 Religion in the Curriculum
 How to Teach About World Religion in School by Linda K. Wertheimer
 Teaching about Religion in Public Schools by Todd C. Ream
What connections do you find in the SS The connections found in the Social Studies curriculum and prosocial
curriculum and pro-social (moral behavior/moral development were in the government unit, which discusses
development) behavior in general?
citizens right, laws, rules, and responsibilities. Through the discourse of
community, the moral judgement of an individual is emphasized in the
curriculum, which gives certain behavior expectations that are socially
accepted.
Ask the teacher/view school web site and Although education (academics) is the main priority in this school,
find out what steps the school is taking to providing a safe environment for students and staff is the school top
provide safety for students and staff (e.g.,
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earthquakes, hate crimes, fire, etc.) priority. Teaching and learning will not successful occur if both teachers
and students do not feel safe at school, so earthquakes, fire, disaster,
lockdown drills are discussed and regularly practiced maintaining
everyone aware of the inevitable.
How is religion appropriately taught Given that it is a public school, religion is not really discussed. However,
throughout the content of social studies? in the content of social studies religion is addressed in an objective
Provide examples you find appropriate
based on the curriculum you have
manner, when discussing communities, cultures, U.S. Government, U.S.
reviewed. Constitution, Bill of Rights, and particularly when targeting the First
Amendment of the United States of America.
How/When is moral development Moral development is addressed practically every school day from day
addressed though content and learning one at school. Although it is covered in the content, it falls along the lines
activities?
of behavior, rules, expectations that must be adopted from day one.
Students must understand that it is their responsibility to differentiate from
good and bad choices and understand the whole dynamic of every choice
is followed by a consequence whether it is good or bad.
List several CA State Academic SOME OF MANY MORE
Standards that apply to teaching religion
and moral development across the grade CCSS.1.5.3 Compare the beliefs, customs, ceremonies, traditions, and social
levels of social studies content.
practices of the varied cultures, drawing from folklore.
CCSS.3.1.2 Trace the ways in which people have used the resources of the local
region and modi fied the physical environment (e.g., a dam constructed upstream
changed a river or coastline).
CCSS.3.2.1 Describe national identities, religious beliefs, customs, and various
folklore traditions.
CCSS.3.3.1 Research the explorers who visited here, the newcomers who settled
here, and the people who continue to come to the region, including their cultural
and religious traditions and contributions.
CCSS.3.4 Students understand the role of rules and laws in our daily lives
and the basic structure of the U.S. government.
CCSS.3.4.1 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.
CCSS.3.4.2 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.
CCSS.4.2 Students describe the social, political, cultural, and economic life
and interactions among people of California from the pre-Columbian
societies to the Spanish mission and Mexican rancho periods.
CCSS.4.2.1 Discuss the major nations of California Indians, including their
geographic distribution, economic activities, legends, and religious beliefs; and
describe how they depended on, adapted to, and modified the physical
environment by cultivation of land and use of sea resources.
CCSS.4.2.4 Describe the mapping of, geographic basis of, and economic factors
in the placement and function of the Spanish missions; and understand how the
mission system expanded the influence of Spain and Catholicism throughout
New Spain and Latin America

CSSS 6.2.3 Understand the relationship between religion and the social and
political order in Mesopotamia and Egypt.
CSSS 6.3.1 Describe the origins and significance of Judaism as the first
monotheistic religion based on the concept of one God who sets down moral
laws for humanity.
CSSS 6.3.2 Identify the sources of the ethical teachings and central beliefs of

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 Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of
law, practice of the concepts of righteousness and justice, and importance of
study; and describe how the ideas of the Hebrew traditions are reflected in the
moral and ethical traditions of Western civilization.
CSSS 6.3.3 Explain the significance of Abraham, Moses, Naomi, Ruth, David,
and Yohanan ben Zaccai in the development of the Jewish religion.
CSSS 6.3.4 Discuss the locations of the settlements and movements of Hebrew
peoples, including the Exodus and their movement to and from Egypt, and
outline the significance of the Exodus to the Jewish and other people.
CSSS 6.3.5 Discuss how Judaism survived and developed despite the continuing
dispersion of much of the Jewish population from Jerusalem and the rest of Israel
after the destruction of the second Temple in A.D. 70.
CSSS 6.4.4 Explain the significance of Greek mythology to the everyday life of
people in the region and how Greek literature continues to permeate our literature
and language today, drawing from Greek mythology and epics, such as Homer's
Iliad and Odyssey, and from Aesop's Fables.
CSSS 6.5.3 Explain the major beliefs and practices of Brahmanism in India and
how they evolved into early Hinduism.
CSSS 6.5.3 Know the life and moral teachings of Buddha and how Buddhism
spread in India, Ceylon, and Central Asia.
CSSS 6.6.3 Know about the life of Confucius and the fundamental teachings of
Confucianism and Taoism.
CSSS 6.7.7 Describe the circumstances that led to the spread of Christianity in
Europe and other Roman territories.

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 (Did not use actual names)
1. Aiden – Male, Hispanic, Grade-level ability and performance
2. Quinn – Female, Caucasian/White, Grade-level ability and performance
Did the students understand the Vocabulary words are addressed in context in a close reading strategy or in
vocabulary/key terms? sentences where students are able to make inferences and use context
clues to define the word without using a dictionary. Students seemed to
understand vocabulary, however, they were good and consistent about
asking clarifying questions.
Were they able to read the passage Students read fairly fluent. Some opportunities that were presented to
fluently? If not, what kind of hear both read were reading their own writing during independent writing,
modifications did they need in order to
understand?
in which both Aiden and Quinn read at an average of 90 percent
accurately.
What were the students’ attitudes toward Students demonstrated an average level of interested towards learning
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the reading activity and the social studies about government. The participated in the citizenship lesson by giving
content? Were they interested in the suggestions of building character.
topic?

Did the students seem familiar with the Student great knowledge of being a good member of their classroom,
ideas and information in the text? What since their classroom management system is extremely positive and
evidence do you have for your answer?
effective.
Given this experience with these students, The entire experience was very inciteful
what have you learned that will change
the way you write your Social Studies and
Language Arts Unit?

How were English language learners and Although the class extremely diverse, there was only one English learner
native English language speakers alike? in the entire class that is Hispanic.
How were they different?

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
Small 5th/Hoffman/Rosa Guided reading with three students. Reading a story/Annotated notes/Writing Conventions
center/Assisting Parks (verbs/adverbs/nouns)
Teacher
Whole 2nd/Cardenas/Rosa Monitoring Students Independent Writing – Answering questions, having students
class/Focus Parks readback
Students
Monitor partner 2nd /Cardenas/Rosa Distributing paper and materials, assisting with citizenship classroom system by
work Parks discussing their goal and expectations

Log of Teacher Candidate Teacher Aiding Experience

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 Student Name: Course #:

SUBMITTED IN PERSON
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

SUBMITTED IN PERSON
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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
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

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