Lauraine Chavez

EDU 512-A
4/3/18

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.
Arlanza Elementary School is located within the Alvord Unified School District. The classroom I observed is a 4h grade
general education classroom in a public-school setting. There is one teacher to 24 students, with no aide. This school is
located within a predominantly Hispanic, Spanish-speaking population. Per the teacher, students were divided into EL and
non-EL students prior to creating the 4th grade classrooms. He received 1 intermediate level EL students in his class,
while other 4th grade EL students were placed with another teacher. The teacher I observed speaks very little Spanish;
however, all of his students are fluent in English.

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.

Arlanza Elementary School adheres to California Common Core State Standards and participates in CAASPP (California
Assessment of Student Performance and Progress) testing beginning April 23rd.

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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On average, 120-150 minutes are spent on daily literacy instruction. Literacy is incorporated in multiple subjects
throughout the day, including Social Studies, Writing, and Language Arts.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
The teacher I observed uses a schoolwide online literacy program known as ‘Lexile’. It is accessed via website at
Lexile.com and is a framework for reading that matches readers with texts via assessment and allows teachers and
parents to monitor reader’s growth online.

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 school has provided literacy textbooks, Reading and Traditions – 4th Grade Edition, for instruction, however the
teacher states that it is not mandatory to use these books as the principal allows teachers to use other resources as long
as they are covering the necessary state standards. This particular class also has a class library that uses the ‘Lexile’
reading levels labeled on fiction/non-fiction books within the 850-1200 reading range.

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.)
This classroom has a Smartboard, digital projector, classroom library, 6 laptops, and access to online resources via
Readworks.com.

About the Students in the Class Featured in This Assessment

1. Grade-level(s): _4th__
2. Number of
 students in the class: _24__

 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: Number of Supports, Accommodations,

Classifications/Needs Students Modifications, Pertinent IEP Goals
IEP - Other Health Impairment 1 No additional supports; per teacher, student is at
grade level and has no accommodations at this
time.
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Intermediate EL Student 1 Leveled text via Lexile reading program; one-one-
one w/teacher as needed during targeted guided
reading.

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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 #1 EL Student Grade level - 4th

Learning Modalities and
Learning Style Preferences:
Visual, Auditory
Cultural Considerations:
Ex.
 Cultural Group
 Proximity issues
 Eye contact
 Home Language
Conversational Language –
Basic Interpersonal
Communication Skills (BICS)
Academic language: Cognitive
Academic Language Proficiency
(CALP)
Study skills and general
academic ability
What sources were used What information What impact will this information will have on
to gather information? was gathered? instruction?
1.Obs. Student received Student read with teacher and seemed to
2.Teacher one-one-one help benefit from visually seeing where he was
3.Student from teacher making mistakes as well as audibly hearing
4. Student work samples during guided the teacher re-read the word or explain context
reading time (about clues.
20 min. daily).
1.Obs. Student selected Student was engaged in instruction and was
2.Teacher his own book using interested in what his teacher was saying. He
3.Student Lexile reading seemed able to understand explanation and
levels; teacher sat engage in conversation easily, as well as
across from receive correction when making pronunciation
student, using eye errors.
contact and
explained some
vocabulary using
‘slang’ or Spanish
words.
1. Think-pair-share All students These strategies made instruction easier for the
2. Grand conversations responded well to teacher as she was able to explain the material
these different then have student re-teach their partner. If
strategies and were students were on-track, engaged, and
engaged, interacting, the teacher was able to cover the
participating, and material at a faster rate.
contributing
throughout.
One-on-one Students responded Providing this may be more difficult for the
Face-to-face well to one-one- teacher however, when multiple students
one with the needed help, they were allowed to join the
teacher and face- teacher at his “helps” table and wait to receive
to-face instruction help.
when they needed
help.
Guided Practice Students and Students will be benefited as they will be able
Independent Practice teacher did guided to use these skills in their next classes and
practice together. further education.
Independent
practice took place
on their own. They
were reminded to
re-read for context
clues, as well as
check questions for
key words.

Specific knowledge related to the Prior Knowledge Teacher began a This impacts students as they are learning to
lesson content fiction read aloud make new connections using previous
that required information or experiences with new concepts
students to access or ideas.
prior knowledge.
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Physical, Social, and Emotional
Development
Interests /aspirations
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?
What specific pedagogy did you
observe?
Refer to Frameworks to
describe pedagogy.
How is writing taught? What
curriculum is used (ex. Step Up
to Writing)?
Cultural Teacher utilized Connecting with students benefited learning as
Background student’s cultures, the teacher personalized the lesson as well as
Prior Knowledge experiences, prior portrayed caring for the students, ensuring
Learning Strategy knowledge, as well they understood and felt connected to the
as learning material.
strategies and
implemented them
into the lesson to
accommodate all
students.
Aspirations Teacher had This impacted instruction in a very positive
developed manner. Students were able to relate to
relationships with instruction and the teacher made positive
many families impacts, helping them engage and express
within the school, interest in specific topics and subjects.
also runs Choir and
religious groups.
Uses personal
connections to
students in lessons.
Answer the questions in the spaces below.
Textbook: History/Social Science for CA: Our California – Scott Foresman (Pearson 2006).
Topic that are covered in the school year:
Unit 1 – The Land of California
Unit 2 – Early People in CA
Unit 3 – Early History in Statehood
Unit 4 – Growth & Development (Since 1850)
Unit 5 – California Government
*Following state testing (if time), Unit 6 – California Missions
Some examples of writing assignments done throughout the social studies curriculum are:
journaling, writing summaries, personal reflections, answering comprehension questions, and
creating projects with research components.
Students are tested on each unit. Individual assignments may or may not have a rubric based on
what type of assessment/grade it is being used for. Per teacher, many social studies assignments are
used for multiple grades as they could have a writing, spelling, and language arts component.
Social Studies: making connection/meaning making.
Language Arts: introducing new academic language and vocabulary.
Students are learning how to write opinion essays (based on what someone thinks, feels, or
believes). They are not required to use cursive (taught in 3rd grade at this school) and are allowed
to print or use word processing (i.e. typing on laptops).
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How is handwriting taught? Per teacher, 4th grade does not use a specific writing program. Cursive is taught in 3rd grade and
What method/curriculum is handwriting instruction begins in earlier grades. Daily practice takes place on an informal basis.
used?

List and explain several Social Studies: Tests, observations, content (research), oral presentations, rubric.
assessment methodologies you
have observed in each area. Language Arts: Correct use of grammar rules, correct use of essay/writing requirements, correct
spelling, tests, oral presentations.

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.)
The 4th grade social studies curriculum covers subjects such as how women helped grow
California and how immigration and migrant workers contributed to California’s success.
Units 3 & 4 particularly touched on individual responsibility to one’s community and
nation and how it is vital for one to stand up for one’s beliefs. Students are also
encouraged to make a difference, today.
Per the teacher, students have periodic drills for fires and earthquakes. They also practice
a “code green” drill for intruders or shooters on campus. The campus is also gated with a
security presence at all times. Students are not allowed to move about campus without
the office notifying classrooms, or radioing staff.

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?
The history of religion, comparative religion, the Bible (or other scripture)-as-literature
(either as a separate course or within some other existing course), are all permissible
public-school subjects and may be taught in accordance with state standards. In the
particular class that I observed, students were openly Christian/Catholic and shared
stories and experiences pertaining to their faith. Also, because of this being a
predominantly small Hispanic community, students discussed church services they
attended together, discussed pastor’s messages, quoted scripture, and used Bibles for
independent reading time. The teacher also stated that there was also a “Good News”
club ran by CBU students (on campus) after-school.
Moral development is often addressed as character building and is addressed during
reinforcement of classroom rules or behavior management. In this particular classroom,
the teacher established “Signs of a Scholar” and listed 10 particular characteristics that he
believed were important for his students to develop over the year. When students would
display a characteristic, they would be rewarded with a “scholar point”. When they were
not displaying scholarly behavior, they were asked to recite which ‘rule’ they were
breaking (i.e. interrupting others, being critical, etc.) During an interactive read aloud, a
book about “dedication” was also read, teaching students about the importance of
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List several CA State Academic
Standards that apply to teaching religion
and moral development across the grade
levels of social studies content.
Activity #5 Teaching: Small Group Work /Social Studies Vocabulary
Development
Work with one/two student(s). Describe student in terms of gender, ethnicity, and general academic
performance. Select a chapter from the social studies text that the students have previously studied. Describe
how the students interact with the text. Answers the questions below in complete and accurate descriptive
terms. Keep in mind that although this is a table it expands for your content.
Questions:
Who were your students?
Did the students understand the
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?
steadfastness and keeping commitments.
According to California’s 7th grade Social Studies standards: “Students analyze the
geographic, political, economic, religious, and social structures of the civilizations of
Islam in the Middle Ages.” Reading and writing standards for 8th grade include:
analyzing how a modern work of fiction draws on themes, patterns of events, or character
types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new. Grades 11-12 are to use specific rhetorical
devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion
or ethical belief; relate a personal anecdote, case study, or analogy).
Your Answers- Explain in detail that fully describes your activity.
Students – Brief Description
1. Male, Hispanic, grade level ability and performance
2. Male, Hispanic, grade level ability and performance
Both students were asked to work on the question/answer portion on pg. 41 of their
Social Studies workbook. The lesson had occurred 1 day prior. Both students were
familiar with the vocabulary and re-read the text for the “compare and contrast” portion
earlier.
Explain in detail
Vocabulary was taken from Unit 2 of Social Studies text, “Lesson 2 – Early People in
California: How did Early Europeans come to California?” The students were familiar
with about 50% of the vocabulary from previous lessons (i.e. colony, missionary,
mission) and the word ‘Catholicism’ from personal experience.
Both students were able to read the passage with about 80% fluency. More difficult
words like ‘Europeans’, ‘settlement’, and specific names (Gaspa de Portola, Junipero
Serra) took some one-on-one help (i.e. sounding out). Students were also asked to slow
down, as they read very quickly (as if competing with each other) and were not
concentrating on comprehension.
The students were interested in the names of the missionaries and “Fathers” who founded
the early missions. They were able to connect old information with new, recognizing that
local places in California were named after these people (i.e. San Luis Obispo, San
Fernando, etc.) Discussion following the reading was informative and humorous.
Yes, the students were familiar with the ideas in the text as they have been learning about
California missions due to an upcoming project that they will be presenting following
state testing in late April. A model of a mission is on display in their classroom, and
students have been conducting research on various missions in California that they are
considering for their project (i.e. written, oral, or a constructed model).
I have learned that I can incorporate multiple standards within one lesson, as well as the
need to stay flexible and open each lesson to students for opportunities to share. The
students’ contributions to class discussion added to the lesson, with questions prompting
a deeper discussion into the subject material and helping students stay engaged. Their
interest and excitement in the lesson was ideal.
EL’s and non-EL’s were alike in that the lesson did not need to be modified. Because the
EL student is intermediate, he is able to follow along and learn the same content at the
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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.)
same level as other learners. He also asked questions and participated in the class
discussion with others. The one area of noted difference was in discussing the
vocabulary; he did write unknown vocabulary terms (at the teacher’s prompting) in his
“word journal” while other students did not.
Equity was provided for all students during the instruction time. The classroom was set
up in a way where all students had access to learning materials, including textbooks, the
library, and resource materials. Students were allowed to select reading materials based
on their assessed level of reading. Students who needed one-on-one help received it as
needed. Students received instruction that including scaffolding and modeling. Students
who were not comfortable writing their projects were given access to laptops in order to
type them out. Lastly, students who needed guided reading helps received it in small-
group format.

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
Monitor Seatwork 4th Grade Observed setting, classroom set-up, student behavior. Participated in distributing
Mr. Jones’ class materials and helping students by answering questions regarding assignment.
Arlanza Elementary
Guided Reading 4th Grade Sat with a small-group of students who were asked to read independently. Listened to
Mr. Jones’ class each student read aloud; worked on specific issues with each student including
Arlanza Elementary pronunciation and fluency.
Read Aloud 4th Grade Conducted a read aloud for the class over 2-days. Conducted picture walk, discussed
Mr. Jones’ class inferences, reviewed vocabulary, referred students to text for context clues.
Arlanza 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)

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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 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:____________________________ Content Area(s) Observed: ___

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