Lisett Romero

EDU512

EDU 512 Methods of Teaching Social Studies and Language Arts

Multiple Subject Teacher Candidate
Teacher Aiding Experience

Observations:
The observations of 20 hours for this class may not be used for any other class.
However, you can observe Language Arts in Math and Science /Reading Phonics and overlap 10 hours in
language arts with your Math and Science/Reading Phonics Observations. Many of the observation
hours will be informal and will be used to gather the information needed to complete the six activities.
Keep an accurate log of your fieldwork hours in the classroom of your choice. The information needed
for these activities can be part of what you are gathering while in working in your classroom.

Field Work Activities:

The following 6 activities are a required part of the field work experience. These reports should be
written in detail and fully cover each area of investigation. You may add text outside of the tables but the
tables should expand enough to include most/all of your findings for the activities.

Do as much as possible of these activities while in your fieldwork classroom so as to save time. Come
prepared to work on them as you do your fieldwork hours.

Field Work Activities:

The Activity forms are color coded to direct you through each component of each activity as follows:
Activity #1: Blue
Activity # 2: Gold
Activity #3: Tan
Activity # 4: Red
Activity #5: Orange
Activity #6: Yellow

Field Work Activities:

Note that some activities have several steps. Please follow the directions carefully for each step in all
activities.

Activity #1 must be completed early in the Course as it provides the foundational information you will
need to complete the class assignments.

EdTPA:
These activities help you gather information needed for TPA work as well as for this class.

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Field Work Forms:
Please note and use all of the forms in this packet. Note that the form for the Log of Hours and the
Master Teacher Evaluation Form are required prior to receiving a grade. These tasks are designed to
prepare you for the EdTPA tasks you will complete during Student Teaching.

Task #1: Planning for Literacy Instruction and Assessment

TPEs 1, 2, 3, 4, 6, 7
EDU 512 Fieldwork Observation Task

Step 1: Preparation for completing this task

 Read Task 1 in EdTPA Handbook
 Read the Guidelines in the first section of this task below so you know your areas of responsibility
on the EdTPAs.
Step 2: Observe a Language Arts Lesson in the class where you are doing your fieldwork
Step 3: Fill out the Elementary Literacy Context for Learning Information section in the chart
below as much as possible based on your observation.
Step 4: Reread your answers and see if they are complete and descriptive.

Note: Just add space below each bullet point in each section and provide your answers. Make sure
your answers are clearly separated from the EdTPA Task text. This is a practice assignment and
cannot be used for your actual TPA.

Elementary Literacy Context for Learning Information

(Fill this section out by using bullet points and commentary.)

Use the Context for Learning Information to supply information about your school/classroom
context.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate description; if
“other” applies, provide a brief description.)
Elementary school: __x___
Middle school: _____
Other (please describe): _____

Urban: __x___
Suburban: _____ Rural: _____

2. List any special features of your school or classroom setting (e.g., charter, coteaching,
themed magnet, intervention or other leveled small group instruction, classroom aide,
bilingual, team taught with a special education teacher) that will affect your teaching in this
learning segment.

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 -The class I am observing has one instructional aid who works with students in small
reading groups. She comes in the classroom twice a day to work with the different types of
learners like ELL’S and behavioral students. The instructional aid helps students improve on
their reading fluency and practices vocabulary with struggling students. At times, the aid is
required to test students to see if they are improving on their fluency and acquisition of
vocabulary. Furthermore, the instructional aid helps with differentiating instruction and guides
students when completing alternative assignments.

-The classroom setting is organized and has various posters to support student learning. For
example, the posters encourage positive behavior, list class expectations, and reference
vocabulary terms. Also, the teacher has a table in the corner of the classroom for reading
group instruction . She placed the table in the corner so students have space from the rest of
the class and it helps limit distractions. The teacher also provided a rug for students to sit on
during reading time. The special features like the various posters that encourage good student
etiquette, and the table for reading groups will affect my teaching because students will be
focused and excited to learn.

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.

- I will be required to teach curricula from the California Common Core state standards: English
Language Arts & Literacy in History/Social Studies, Science, and Technical subjects. Thus, I
have to use reading material that is from California’s common core standards.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?

- The teacher devotes about two hours of literacy instruction. In the morning, the students read a
story from the english textbook and then they write a reflection on their journal. Usually,
students use Costa’s level of questioning and write how they would change a part of a story or
provide their opinion. When students are finished with their reflections they write vocabulary
terms they did not understand in a post it note. After, the teacher goes over the vocabulary
terms and clarifies any questions the students had about the story. Then, students write the
definitions in their ELA three column notes.

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 2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects
your class.

- The teacher tracks students who have similar achievement during reading groups. Tracking
the students encourages them to participate more and the teacher gets to differentiate
instruction for the different learners. This affects my class since I have to come up with
different lesson plans that accommodate the different learners. Also, it affects my class in a
positive way since students will be willing to think out loud without worrying what the “higher”
achieving students will think of them.

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 texbook I will primarily use is titled Wonders Literature Anthology , Grade 4.

 The publisher is McGraw-Hill (2017); 1 edition (March 14,2016)

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.

 I will ask the students to use google classroom to turn in their work. Also, I will
communicate with the students here if I have updates for them.

 Students will use istation and iready to practice their fluency and acquire vocabulary.

About the Students in the Class Featured in This Assessment

1. Grade-level(s): 4th grade
2. Number of
◼ students in the class: 24
◼ males: 10 females: 14
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.

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 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: ELL Students 2 Think alouds,modeling

I will use think alouds during reading

groups so I can teach students how to
think more in depth. For example,
when I answer a comprehension
question, I will use the pronouns
“I” and “because” so students
understand my reasoning and know
how I came up with my answer. Using
think alouds is helpful because it
motivates students to engage in
similar cognitive thinking as the
teacher. Furthermore, I will use think
alouds so students can improve on
their metacognitive skills.

I will model my expectations for all

the assignments and use technology
to facilitate ELL student learning. For
example, when I ask students to write
a response about a reading, I will
provide them a sample of how their
answers should look like. The
example will be posted on google
classroom so that the students have a
visual representation of my
expectations. Similarly, I will use the

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 whiteboard in the class to show
students how to structure complete
sentences.

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Example: Struggling 5 Leveled text, targeted guided reading,
readers ongoing reading assessment (e.g.,
running records, miscue,
conferencing)
To accommodate struggling
readers, I will do targeted guided
reading with them. First, I will do a
picture walk and ask the students
what they think the story is going to
be about. Then, I will tell the students
to look at the questions in the back of
the book so they know what to pay
attention on. Shortly, we will start
reading the story and I will help them
pronounce certain words that they do
not know and we will make inferences
about characters feelings using
context clues. Lastly, I will emphasize
the vocabulary terms and constantly
check for understanding. This kind of
support will help readers improve their
fluency and move up through the
reading levels.

Furthermore, I will have a running

record of the students improvement.
Having a running record of students
errors will help me decide if the
student should move up or down a
reading level. Similarly, I get to see if
the strategies I am using are helping
students improve or if they are not
working.

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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

What sources What information What impact will this information will
were used to was gathered? have on instruction?
gather
information?
Learning Modalities and 1.Obs. The student is an I will allow student to look over the
Learning Style Preferences 2.Teacher English learner and book (picture walk) before we begin
(i.e., Visual, Auditory, 3.Student prefers to read reading a text. This will give the
Kinesthetic/ hands on) 4. Student work books with pictures. student the opportunity to predict what
samples She is a visual the story may be about and become
learner since she engaged. Also, I will teach vocabulary
learns knowledge using big picture cards with
through pictures. definitions. The visuals will help the
student better understand the concepts
and create context since she is an EL.
Cultural Considerations: 1.Obs. The teacher made I will do more modeling and use
Ex. 2.Teacher eye contact and gestures to create context and facilitate
 Cultural Group 3.student gestures to teach the understanding. Furthermore, I will
 Proximity issues meaning of think aloud and explain my reasoning
 Eye contact vocabulary words.to to the student as to why I explained a
 Home Language the student. At concept. Using gestures is helpful
times, the teacher when working with EL students since
used Spanish to they learn through visuals and
explain a concept so symbols.
the student learns
the concept in
English quicker.
Conversational Language 1.Think-pair- The student engaged Think-pair-share and student-to-
– Basic Interpersonal share in discussion with student interaction impact the
Communication Skills 2.student-to- members on their teacher’s instruction since student
(BICS) student table. The student recite information. When students
interaction. responded well to recite new learned knowledge, they
3. ideas and thoughts are more likely to understand the
of her classmates. concept deeply. Therefore, the teacher
She nodded her can spend less time repeating a lesson

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 head when she and move on to a new concept.
agreed with a point Student interaction benefits the
or understood the teacher since she can walk around and
idea. informally assess students. The
teacher may change or add more
strategies according to the students’
feedback.
Academic language : 1.Graphic The students learned Anchor and graphic charts impact
Cognitive Academic organizer vocabulary quicker teaching since students can visualize
Language Proficiency 2. Anchor charts when the terms were the information not just listen to the
(CALP) taught using charts. knowledge. Charts impact instruction
The students had since teachers save time answering
many examples of questions because students can
the terms such as reference the charts when working on
pictures, sentences, an assignment.
and definitions.
Study skills and general Guided practice The teacher This strategy will impact students
academic ability Independent modeled how to learning since they have clear
practice complete the guided expectations about the assignment.
practice and made The students have model work that
her expectations they can reference so they can turn in
known. The teacher perfect work.
wrote sentence
frames to help
student initiate
writing. Also, she
reminded students
to reference the
anchor chart to
remind the students
to use transition
words.
Specific knowledge related Prior Knowledge The students Comparing two types of native
to the lesson content revisited vocabulary American cultures benefits the
terms they had used students since they will understand
in the previous people have similar traditions around
lesson from the last the world. Also, the student can use
unit. The students prior knowledge to learn new
made knowledge and facilitate
generalizations understanding of material.
about native
Americans in other
continents. Students
analyzed and
compared data then
came up with their

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 own logical
explanations.
Physical, Social, and Cultural The teacher created Relating content to student lives is
Emotional Development Background context by using useful since it engages students and
relevant examples motivates them to learn about new
from students lives. ideas. When a topic is related to
For example, the students, they are more likely to
teacher asked engage in discussion and want to
students to discuss write.
their own family
traditions and
compare them to
native Americans.
Interests /aspirations Interest The teacher played This strategy is useful because student
with students during see that their teacher cares about them
recess to get to and wants to make learning more fun.
know each of her By creating more fun lesson, the
students’ interest. teacher creates an inviting
She used the environment where the students feel
information to like they belong in.
incorporate
student’s hobbies to
the lessons.

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 During the school year students learn history about the state they live in and how
are covered during the California is connected to the federal law. Also, Students learn about what is their
school year?
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 role as a citizen in the state. Another topic student learn about is culture, and
customs of people around the world.

What are some examples Students were learning about the California missions in their local region. The
of writing assignments teacher assigned two assignments to engage students in writing. First, students
integrated throughout the were asked to create an informative presentation about one local mission. Students
social studies curriculum? had to write information like where is the mission located, when was it built, and
how was it built. Students were asked to write a reflection at the end of the
presentation and discuss what was their favorite part about making the
presentation. On another occasion, students went on a field trip to look at different
missions in Orange County. The next day, the teacher asked students to write a
reflection and write about opinion. Students went on google classroom to answer
the following question: “In your opinion what was the best part about the mission
field trip”. The teacher modeled and think aloud to help students start the first
sentence. She asked a couple of students how they can start their first sentence. A
student said, “you can start your sentence by saying in my opinion I think…”.
Another student said, “you can also start a sentence by saying: “I think the best part
of the mission was….” This writing assignment was completed on google
classroom and students had 10 minutes to complete their opinion write up.
Lastly, students created a poster where they inquire about native Americans in the
local region. Students did research to find information about the Coahuila Indians.
The students wrote the research on their poster.

How are students assessed The teacher informally assessed students understanding of the content by asking
concerning the content of them to write an exit pass. Students were learning about the Coahuila Indians
social studies? culture and how they lived. Thus, students were asked to write two things they
know about the Coahuila Indian culture. The next day, students were given a
formative assessment. The assessment was to write a short biography of one of the
persons they were studying. Students were to type a biography where they wrote
about the person’s early life, contributions, and highlights.

What specific pedagogy Social Studies: (Modeling Word Solving)

did you observe? Students were learning about missions in the local region and studied vocabulary
Refer to Frameworks to related to the topic. The teacher taught vocabulary by displaying the terms in a
describe pedagogy. chart on the projector. The teacher modeled word solving so that students
understand the terms better and tap into the teacher’s metacognitive process. For
example, the teacher drew four boxes where she wrote information about a mission
term and illustrated the vocabulary. In one box, the teacher wrote the word. In the
second box, the teacher wrote the definition of the term. In the third box, the
teacher wrote a sentence using the term. Lastly, in the fourth box, the teacher
illustrated the term so that students visualize the information.

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 Language Arts: (Modeling digital literacy)
The teacher modeled how to use various internet sources to find research about
topics. She displayed the various website on the projector so students can access
the sites at the same time. The teacher taught students about citing online research
and copy and paste regulations. Students were assigned the job to inquire about
local missions and find information. However, the teacher told students to not copy
and paste research, instead summarize information in their own words. It is
important students know that information because they learn at a young age about
copyright laws.

How is writing taught? The school district uses the strategy WICOR (Writing, Inquiry, Collaboration,
What curriculum is used Organization, and Reading) to facilitate writing and reading for students. This
(ex. Step Up to Writing)? strategy teaches students that they are to consider their audience in writing and
purpose. Students understand there are various writing processes to give a
discourse about various situations. Finally, students understand the importance of
using evidence to support their thinking and demonstrate understanding. The
teacher highly encouraged students to implement this strategy in all the writing
done in the classroom. Another strategy the teacher used to help students organize
their writing about missions is teaching the IVF method. In this method students
first identified the text in their writing and students explain/describe the main idea
of whatever writing they are engaging. Then, students created a graphic organizer
to write an opinion essay about what was their favorite mission from the fieldtrip.
The main tool the teacher used to teach writing was charts and graphic organizers.

How is handwriting Handwriting is taught briefly. The teacher passes worksheets to the student’s, so
taught? What they practice cursive for morning work. Each day the students focus on one letter
method/curriculum is and work on it during the “may do” time. At home, students trace cursive letters on
used? their laminated homework folders. Each student has a chart on the back of their
folders.
List and explain several Social Studies:
assessment methodologies - The teacher used the technology app “Kahoot” to informally assess the
you have observed in each whole class. Students will be taking a test on the social studies unit on
area. Friday about California missions so they were reviewing terms using
Kahoot. The Kahoot test assessed students understanding about the
vocabulary words related to the missions.
- Students wrote a quick write up about important information regarding
missions. The teacher read students responses to decide if the students need
to review more.
Language Arts:
- The students were learning about native American’s in the local region and
created a chart to present information. The presentation was a formative
assessment to check students understanding of a reading.
- Students took a spelling test to assess students’ ability to make relationships
between letters and sounds. The test shows the teacher if students are ready

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 to move on to a new reading if they know how to read the words that were
on the spelling test.

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 4th grade social studies curriculum discusses the native American’s
the SS curriculum and pro-social religious beliefs and customs. Students go over the traditions Indians
(moral development) behavior in practiced and their religion. The class I conducted fieldwork in studied
general? how native American’s valued respect above all. For example, students
learned how native American respect all living creatures like animals,
people, and places. The students studied the different rituals native
American did like praying throughout the day.
Ask the teacher/view school web To provide safety for the students, the school practices fire drills once a
site and find out what steps the month. Students know that during a fire drill they are to exit the classroom
school is taking to provide safety in an orderly line. Students know the designated routes and where to line
up. Teachers take the emergency folder with them and have attendance

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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.
with them to check that all students are present during a drill. When all
students are lined up, teachers take row while students wait silently. The
school also has an earthquake procedure. In case of intense shaking,
students are to ‘DROP’ under a desk, table, or chair. Students should grab
the desk or whatever equipment they are under tightly. Student should not
get out until the shaking stops and wait for the teachers command. If
students are outside the classroom they know they should be away from
buildings, powerlines, and light poles. Students are to drop-and-hold in a
safe area and wait for instructions.
Religion should be appropriately taught since it plays an important role in
society and teaches students to be understanding. Teachers should teach
religion but only for educational purposes. However, teachers should not
demonstrate their own devotion or encourage acceptance of a religion.
For example, the teacher I observed taught how native American’s
believed it was important to pray many times a day. However, the teacher
did not encourage her students to pray every day or to believe in god.
Moral development is addressed when the teacher is managing the class. In
the morning, the class gathers for a morning meeting to go over the rules
and expectation of the day. The teacher has posters that list desired
behaviors and expectations students should follow in school. For example,
one of the moral rules students have to follow is to be kind to each other
and not use violence. Another moral code the students have to follow is to
respect one another and only speak if you are going to use your words to
say something that’s going to build up someone or motivate them. The
school is very big on respect since that is a major attribute one must
possess to be successful. When students are caught doing the right thing
they receive “talon money” or “DOJO points”. At the end of the week the
students are rewarded and they set an example for the rest of the class.
3.2 Students describe the American Indian nations in their local
region long ago and in the recent past.
1. Describe national identities, religious beliefs, customs, and various
folklore traditions.
3.3 Students draw from historical and community resources to
organize the sequence of local historical events and describe how each
period of settlement left its mark on the land.
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
K.1 Students understand that being a good citizen involves acting in
certain ways.
1. Follow rules, such as sharing and taking turns, and know the
consequences of breaking them.
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 2. Learn examples of honesty, courage, determination, individual
responsibility, and patriotism in American and world history from
stories and folklore.
3. Know beliefs and related behaviors of characters in stories from
times past and understand the consequences of the characters'
actions.

3.4 Students understand the role of rules and laws in our daily lives
and the basic structure of the U.S. government.

4. 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.
5. Explain the major beliefs and practices of Brahmanism in India and
how they evolved into early Hinduism.
6. Outline the social structure of the caste system.
7. Know the life and moral teachings of Buddha and how Buddhism
spread in India, Ceylon, and Central Asia.
8. Describe the growth of the Maurya empire and the political and
moral achievements of the emperor Asoka.

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. Male, Hispanic, grade level ability and performance
2. Female, Hispanic, English Learner

The students read the chapter about California missions and Indians in
California. We used the common core textbook for fourth grade named
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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?
“Our California” by Pearson’s school. The students and I worked in a
small group of two. The students took turns to each read one paragraph and
I helped them with words they struggled to read. Also, I asked students
questions about the text to check for understanding.
Explain in detail:
- The students understood the vocabulary and key terms since the
previous day they created a graphic organizer where they wrote
definitions and wrote sentences about the chapter. Also, the teacher
displayed picture cards on the projector with definitions and went
over them with the whole class. Before we started reading the rest
of the text, I did a picture walk with the two students. I used the
big vocabulary cards with pictures to review the vocabulary once
again to reinforce students understanding. The picture walk was
useful since the students had a preview of the questions they were
going to answer and had an idea of what information to pay special
attention to.
- I noticed the students understood the vocabulary since they used it
in their oral responses during think pair share. Also, the students
used the vocabulary accurately in their written responses when they
were completing “stop and check” questions at the end of the
chapter.
- The male student read at his grade level. He was able to read the
passage fluently. For example, the student would stop when he
would read a period mark and pause when he read a comma. The
male student read at a good rate and read the text smoothly without
being choppy. Since the student showed fluency, I assigned him to
read the supplementary articles at the end of the chapter on his
own.
- The female student was an English learner who struggled to
pronounce words correctly and read at a slower pace. What slowed
down the student was that she had difficulty sounding out words
and confused words that looked similar. Thus, the female student
had issues recognizing words that she should know at her level.
When we finished the reading, I asked her a few questions to check
for understanding. The female student was not able to summarize
what she had just read and she spoke in a low tone. To support the
student during writing, I provided sentence frames so she can fill in
the blanks and help her memorizes how to begin a sentence to
summarize points. When I noticed the female student was not
understanding the text, I gave her a summary at the end of each
paragraph so she won’t feel lost. I noticed right away she was more
motivated to read and spoke in a normal tone.
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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?
- The male student was enthusiastic about learning about missions
since he thought missions are old and big. He thought it was
interesting how explorers built the missions and how many people
migrated to live near missions. When the male student was reading,
he read in an excited voice which was loud and clear. Lastly, the
student asked many questions about the reading before and after we
were done.
- The female student was interested about reading about missions
since she liked how they are painted white and are big. She was
interested to know how was the daily life of people who lived in
the missions. However, when the student struggled to sound out
some words her enthusiasm diminished. The female’s voice
lowered and she did not want to continue reading. Eventually, she
was motivated to read again when I gave her summaries after each
paragraph and I read along with her in some instances. At the end,
she participated in answering questions and made connections with
churches she has visited.
- The students seemed familiar with the ideas and information since
they had read about missions in the past and seen them on
television. For example, when we did the picture walk for the
reading, one of the students said: “Wow I have seen these on tv
when I watched a video about traveling to Santa Barbara.” The
other student said it reminded her of a church she saw when she
went to Mexico and said explorers built the missions in her
mother’s town. It was evident that the children had background
knowledge prior to the reading.
- Given the experience with the students I worked with, I realize the
importance of visuals. As a future teacher I will support English
learners by teaching them new information through visuals. ELL
students tend to become discouraged when they come across a lot
of writing so it is important to have pictures of the content. Also, I
will include more student-to-student interaction time and
collaboration. I noticed students were more engaged in the lesson
and ELL students benefited from this time since stronger students
were tutoring them about the topic. The ELL students responded
positively since they trust their peers to teach them things they did
not yet understand. I learned students feel more comfortable asking
their shoulder partner for help than the teacher, especially if they
feel they always ask the teacher for help.
- The English learners and native English language speakers were
alike since they both enjoyed learning through collaboration.
During think pair share students were very enthusiastic to share
their ideas and thoughts orally about the life of missionaries.
Furthermore, both types of learners seemed to understand the
material better when I presented visuals of the content. They both
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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.)
appreciated picture walks before reading the social studies
textbook.
- One main difference I noticed between English language learners
and native English language speakers is their ability to articulate
their ideas. The native English language speakers were more
confident in participating during discussions and spoke out their
mind. They used more complex vocabulary when explaining their
thoughts or answers.
- On the other hand, English learners understood the content but did
not have the same confidence to share their ideas. I noticed the
English learner was very smart but was shy to say her answers
orally. When she wrote her answers in a paper her answers were
correct and very detailed.
- The school I did fieldwork in gives all students an equal
opportunity to learn. Rainbow Ridge Elementary is committed to
provide all types of learners and students an equal opportunity to
succeed. For example, in the general education class I did my
fieldwork in, allowed a student with autism to come in after lunch
to read a book from the teacher’s library. The boy was very excited
since he gets to interact with his friends in that class and he gets to
sit in the furry chairs. Furthermore, there are a few English learners
in the class I did my fieldwork in. The teacher provides all the
support she can to help her students succeed. For example, she
created a small space with colorful furry chairs in the back of the
room so ELL students are motivated to read. What I admired the
most from the teacher I observed, is that she modeled her love for
books. When she read stories out loud she read with enthusiasm
and made sure to tell students why it is important to read everyday.
The students love reading in her class and have already improved
in their reading thanks to her modeling.

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
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Activity #6: Additional Teacher Aiding /Fieldwork Activities Recording Sheet
Teacher Grade level Description of Activity
Aiding Teacher/School
Activity Type

Small group 4th grade/ I worked with a small group of students to help them improve on their
instruction Rainbow Ridge fluency. First, we a read short story chorally so all the students practice
Elementary their speed on reading. It did not matter if some students did not know
how to say a word. Our goal was to get the students to read at a constant
speed versus reading to fast. Some of the students had the issue of reading
too fast but did not understand what the story was about.
Monitor seat 4th grade/ While students were working on fractions I circulated the class to aid
work Rainbow Ridge students who struggled with fractions. Most students did not struggle with
Elementary the lesson since the teacher modeled and used a lot of repetition to teach
the lesson. My main duty was to make sure students stayed on task and
worked on the “may do’s.”
Grade student 4th grade/ I helped with grading spelling tests that students took the morning I was
work Rainbow Ridge there. After I was done grading the tests, I recorded the scores in a chart.
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 - 2 . 25 Joyful Elementary, Perfect 2nd Mary Jones
1/02/04 11:15 a.m. USD

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 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

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 1 2 3 4

development

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

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 5. Demonstrated the ability to use different strategies to motivate students 1 2 3 4
during group work

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 1 2 3 4

adjustments

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 1 2 3 4
the class room

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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