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.
 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, co-teaching, 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.

a Intervention School

b Impact Substitute

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.

a The required curriculum includes teaching from the Wonders curriculum and testing on the material from the
weekly lesson on Fridays. The pacing of the Wonders curriculum does affect the planning of the lessons
because you need to teach the weekly material in 4 days and have the kids ready to test on the 5th day.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
a 3 or more hours are devoted to literacy instruction, including phonics, high frequency words, and reading
fluency and comprehension.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
a Ability grouping and tracking is done through I-station reports; this helps plan out the lesson, pair students
together, etc.
 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.

a Wonders- Mcgraw-hill (2014)

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.

a Wonders online, teacher and student resource

b Wonders text books and practice books

About the Students in the Class Featured in This Assessment

1. Grade-level(s): ___3rd grade____________________________
2. Number of
students in the class: _27____

males: __15___ 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

Autistic student 1 Behavior goals include having the student remove

himself from situations that frustrate him, or make
him uncomfortable. Seating modifications include
allowing the student to move a single seat
throughout the day or for many days per his
request, until he feels comfortable enough to be
around the students in a table group. Some
Modifications for his academics include allowing
him to retake his test if he gets frustrated and
willingly marks the wrong answers the first time
around. Another academic modification includes
having him do his work with the learning center
teacher, one on one.

Other Learning Needs Number of Supports, Accommodations,

English Language Learners
Students Modifications
3 The modifications or these students include
modified classwork (if they are low and have very
little knowledge of the English language- 1
student in this class). Modified homework is also
provided to better suit the students needs and
 help work at their level.

Struggling readers 5 Small group work is done with these students to

guide them in the activity, as well as guided
reading groups to help them become fluent
improve their fluency and comprehension.

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 used What What impact will this information will
3rd grade girl (laura) to gather information? information was have on instruction?
gathered?
Learning Modalities and 1.Observations By observing, This information will impact instruction
Learning Style Preferences 2.Teacher collecting in a positive way. The teacher can
(i.e., Visual, Auditory, Kinesthetic/ 3.Student student work and incorporate activities and guided practice
hands on) 4. Student work samples working with the activities that will best suit her learning
student I can see preference.
This student seems to be a that she enjoys
hands on learner, she enjoys being hands on,
visuals and enjoys the and often gets
creating colorful and distracted, due to
engaging notes and or the language
projects. barrier, and
chooses to
manipulate her
materials to best
suit her, such as
decorating notes,
or using images.
Cultural Considerations: 1.Observations I gathered that This will impact instruction because the
Ex. 2.Teacher this student has student will behave a certain way in class,
Cultural Group no knowledge of such as being more reserved, and lack of
Proximity issues the English eye contact. This may hold the student
Eye contact language. She back from wanting to participate. The
Home Language
has received a language barrier will also affect the way
This student is new to the country formal education material is presented to the student;
and speaks not English; Spanish is in Mexico up to accommodations will have to be made for
the primary language. She does not
make a lot of eye contact when her current grade classroom instruction, and homework.
spoken to directly which can be level, but some
linked to her cultural group.
material is
different is that
what she was
being taught. The
way she behaves
in class is
reflective of her
cultural group
and the lack of
eye contact when
being spoken to
is a direct link to
her cultural
group.

Conversational Language 1. Observations This student has This will impact instruction positively
Basic Interpersonal 2. Teacher no because the student is comfortable
Communication Skills 3. Student conversational interacting socially with other students,
(BICS) skills in the even if there is a language barrier. This
English may help the student feel more
language; she confortable being grouped with students
has made friends in class, and may help her feel
and comfortable to try and use the English
communicates language with her peers.
with gestures to
those who do not
speak Spanish,
and
communicates in
Spanish to most
who do.
Academic language : 1. Observation The students This will affect how the student is able to
Cognitive Academic 2. Teacher academic participate during classroom instruction,
Language Proficiency 3. Student language seems as well as how she is able to apply the
(CALP) to be at grade material in activities, or with homework.
level in Spanish. The instruction will need to be modified
When discussing to best fit the students need. This may
academics in her need to be done by translating all the
native language material to Spanish, as she has not
she understands, knowledge of the English language as of
and when yet.
translating the
material from
English to
Spanish, she also
seems to be able
to grasp the
content.
However there is
not academic
language
proficiency in
the English
language.
Study skills and general 1. Teacher The student This will positively impact instruction
academic ability
Specific knowledge related to
the lesson content
Physical, Social, and
Emotional Development
Interests /aspirations
2. Observations seems to have because the student will be able to take
3. Student good study skill, study material home and practice it to
the parents seem improve her knowledge of the English
to be very language, which will help her grow in the
involved and she content area being focused on in class.
does all the work
required of her in
the classroom.
Her academic
ability is that of a
3rd grade student
but the language
barrier does not
allow her to
grasp or engage
in the material in
the same manner.
1. Teacher The student will This will affect instruction because it
2. Student copy what is on seems that she needs someone to work
the board, not one on one with her, first explaining the
knowing what is material in Spanish, and then translating it
says or what it is in English for the student, so that she gets
about. When comfortable hearing the lessons in
asking if the English while also understanding what is
student knows being taught. Otherwise, the teacher will
about certain need to pause the lesson to interpret it for
content, the the student after each point is made, if no
student will not translation is given the student will not
have the grasp any of the content material.
knowledge
because she is
not fully
grasping the
material.
1. Teacher The student This will impact instruction positively
2. Observations seems to be because the student will have friends in
making lots of the classroom with whom she feels
friends and is not confortable practicing her English with,
shy around other and that student could even quiz or tutor
students. her in English as a May do activity.
1. Observations From what Ive This will impact instruction in a positive
observed in the way because these interests can be
classroom she applied to the lesson, or used as an
seems to enjoy anticipatory set to get her excited, and
coloring and engaged in the lesson.
drawing, she also
enjoys doing
classwork and
being a part of a
group.
Activity #3 : Language Arts/Social Studies Content and Resources
Review the current
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
observe?
Refer to Frameworks to
describe pedagogy.
Answer the questions in the spaces below.
The topics covered in grade 3 throughout the year include maps, Native Americans, and the
government.
Some examples of writing assignments include creating a graphic organizer based on the reading,
comparing and contrasting content between one lesson and the follow or prior lesson. Another
writing assignment in the TE was having the student answer prompts at the end of each lesson
answering questions that touched on topics that were just discussed.
The students are assessed based on the end of the unit tests that are given. The questions at the end
of the lesson can also count as a mini formative assessment to check for understanding of new
concepts.
Social Studies:
The lessons being taught from the text did provide some questions at the beginning, but I think
more needs to be incorporated to build background knowledge and make learning relevant to the
students, I also think that these types of lesson can and are taught through conversations with the
students. For example when asking students to share about where their families are from and if they
are all from one place or different places we can get students to start discussing as a group, or to
each other, about people, and locations. This can then lead into the lesson which can include the
reading, and then pauses in between to hold meaningful classroom conversation that build upon
what is being read and how they can relate it to their real lives.
Language Arts:
From what I observed from Language arts, a lot of it is based on adjusting the complexity of a
lesson to best fit the students needs. If a lesson is on a concept that is too advanced for that
particular group of kids, you need to adjust the lesson or reteach a prior lesson to get them ready to
move forward later in the week. This hold true because language arts build the foundation of
reading and comprehension as well as affects how students use speech and the ways they structure
their sentences, their fore appropriate pacing needs to be in place for the class as well as for smaller
target groups.
How is writing taught? What Step up to writing was used in this school, and it was explicitly taught mixed in with the grammar
curriculum is used (ex. Step Up portion of the wonders curriculum. Students would write to answer a prompt and incorporate the
to Writing)? grammar form that was being addressed that day in the wonders lesson plan.

How is handwriting taught? Handwriting is taught by having the students write daily to get the practice, as well as by giving
What method/curriculum is students time at the end of the day to practice writing in cursive.
used?

List and explain several Social Studies:

assessment methodologies you
have observed in each area. Some assessment methods I saw included in the Teachers Edition when looking through the
curriculum included unit tests, as well as examples of projects that could be done at the end of a
unit to show mastery of the content.

Language Arts:

Assessment methods noted for language arts include weekly quizzes to test for spelling,
vocabulary, and reading comprehension. There is also a unit test that is given at the end of the unit
that corresponds with the wonders curriculum, as well as benchmark assessments completed after
each unit. A project can be done in the week after the unit is complete before moving on to the next
unit.

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?
Some connection I see include teaching the younger students how to follow rules, and
how to take turns with others and why it is important to do so, which them touches on
other moral development concepts such as being kind, respectful, etc.
The school recently participated in the California shake out to promote safety during an
Earthquake, which was followed by a fire drill, where the whole school evacuated the
buildings and meet at the playground. Steps taken against hate crimes, and bullying
include holding assemblies and having peer mentors from upper grades help those having
problems with bullying in younger grades.
My Unit for this course was on Native Americans and part of that was addressing their
culture, and beliefs. I believe that to appropriately teach religious beliefs you need to talk
about it objectively. The curriculum Ive reviewed has been worded in a non-obtrusive
way, wording things as facts, not as opinions or encouragements.
Moral development is addressed as early as kindergarten and first grade by teaching
about turn taking, following rules, being kind, respectful, and a good citizen.
 List several CA State Academic
Standards that apply to teaching religion
and moral development across the grade
levels of social studies content.
1.5.3.Comparethebeliefs,customs,ceremonies,traditions,andsocialpracticesofthe
variedcultures,drawingfromfolklore.
3.2.1.Describenationalidentities,religiousbeliefs,customs,andvariousfolklore
traditions.

4.2.3.DescribetheSpanishexplorationandcolonizationofCalifornia,includingthe
relationshipsamongsoldiers,andmissionaries.

5.1.2.Describetheirvariedcustomsandfolkloretraditions.

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. The first student was a Hispanic boy who was falling behind in his academics in
terms of reading comprehension.
2. The second student was Caucasian and African American; he would get
frustrated easily when doing any type of reading. He was having trouble with
reading comprehension, and fluency.

Did the students understand the The students did understand the vocabulary and key terms after having worked
vocabulary/key terms? then in a smaller group setting.

Were they able to read the passage The students were not able to read the passage fluently, the modifications they
fluently? If not, what kind of needed in order to understand included pausing and breaking up the word to be
modifications did they need in order to able to piece the sounds together, as well as rereading the sentence from the
understand? beginning for a clue as to what it might say.

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?
They were excited to learn about the social studies content, but they were not
excited to have to do they reading. The second student complained about the length
of the text and the time it was going to take to read through it. They were interested
to read about Native Americans, as it was close to thanksgiving and they had just
watched a video about the first thanksgiving.
They seemed a bit familiar with the material because they had previously watched a
video and had a class discussion on the first thanksgiving and how the pilgrims
came and how Native Americans were the first people on the land. However they did
not seem very familiar with all the vocabulary terms because when we began to
preview the vocabulary, the second student would ask what that was, or would make
a confused face. When reading through the text and having paused to ask questions,
their responses were more in depth than would be possible form just the reading, as
they had just had the discussion on the video they watched.
The experience I had with these students taught me that students are genuinely
excited to learn something new, they come to dread it when it involves something
they do not feel confident doing or are struggling with. This will impact the way I
write my Unit by incorporating hands on activities and videos to get students

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.)
excited and motivated to learn. I will also include group work to be able to help
struggling students in a smaller setting.
EL Learners and native EL speakers were alike in terms of learning new
vocabulary, sentence structures, and academic language. They differ because EL
learners need to learn the basics of English, as well as conversational English, and
they have to build terms that are harder for them to understand on top of what they
are already trying to learn.
Strategic Grouping
Use of pacing
Intensive structural programs for EL learners

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
Teaching 3rd grade/ Bethune I taught the Language arts lesson and taught the social studies lesson and project on
Elementary landmarks.
Grading 3rd grade/ Bethune I graded the social studies projects, and graded their weekly spelling, reading,
Elementary comprehension, and vocabulary quizzes.
Prepare materials 3rd grade. Bethune I prepared the materials, lesson content being covered, and student expectations for
Elementary each lesson taught.
Monitor seatwork 3rd grade Bethune I created a seating chart for the students after having observed their classroom
Elementary behavior, to help create a better learning environment.