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: _____
Middle school: _____
Other (please describe): _____

Urban: _____
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.

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?
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.

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.

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 About the Students in the Class Featured in This Assessment
1. Grade-level(s): _______________________________
2. Number of
students in the class: _____

males: _____ females: _____

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
Example: Visual processing 2 Close monitoring, large print text, window card to
isolate text

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)

Activity #2: Adaptations- Complete Table below concerning each of your selected Focus
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 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.
Learning Style Preferences 2.Teacher
(i.e., Visual, Auditory, Kinesthetic/ 3.Student
hands on) 4. Student work
samples
Cultural Considerations: 1.Obs.
Ex. 2.Teacher
Cultural Group 3.
Proximity issues
Eye contact
Home Language

Conversational Language 1.
Basic Interpersonal 2.
Communication Skills (BICS) 3.
Academic language :
Cognitive Academic
Language Proficiency
(CALP)
Study skills and general
academic ability
Specific knowledge related to
the lesson content
Physical, Social, and
Emotional Development
Interests /aspirations

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
Teachers Manuals for a
specific grade level and find out
how the social studies and
language arts standards and
focus students needs are being
addressed in the curriculum.
What social studies topics 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 Social Studies:

observe?
Refer to Frameworks to
describe pedagogy. Language Arts:
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 Social Studies:

assessment methodologies you
have observed in each area.
Language Arts:

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 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?
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.

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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.
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?

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.)

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 Activity #6: Additional Teacher Aiding /Fieldwork Activities

Please use the chart below and list and provide a brief explanation/description of any additional Teacher
Aiding types of activities that you may have engaged in during your fieldwork experience for this course.
Activities that provide support for the Field Supervisor Teacher as well as those activities dealing directly
with students should be included.
Examples:
Teach all/part of a lesson prepared/supervised by Field Supervisor
Prepare materials for a lesson taught by Field Supervisor
Grade student work
Monitor seatwork and provide assistance when needed
Review the Field Supervisors lesson plan book

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

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

Grading

Etc.

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 Log of Teacher Candidate Teacher Aiding Experience

Student Name: Course #:

Date of Time In/Time Out Grade Level Teachers 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)

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 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.

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.

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 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 candidates 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: ____________________________________

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School Name:__________________________________________ School Address:_______________________________________

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

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