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.

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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: _____

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 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.

a Coteaching, intervention (read 180)

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 Common core curriculum, small groups, whole group, rotations.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
 Literacy instruction typically occurs all day; the teacher tries to implement it in
every lesson. This allows students to read and improve literacy skills; no matter
what subject they may be learning.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects
your class.
 There is tracking in this class. This class greatly benefits from tracking. Many
students skip lines while reading, or skip words, therefore tracking keeps them
reading fluently, at a consistent speed, as well as helps them remember where
they left off when the teacher stops to answer questions or allows for
conversation.

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.
Wonders
McGraw
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.
 Classroom library
 Smart Board
 Videos
About the Students in the Class Featured in This Assessment
1. Grade-level(s): First grade
2. Number of
 students in the class: 23

 males: 10 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.

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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
Hearing Impairment 1 Sits in the front of the room, teacher uses a
microphone that straps onto her neck, uses a lot
of illustrations and modeling during her teaching.

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Struggling readers 8 Texts based on their specific reading level,
tracking, simplified vocabulary, very little
assessment (this is normally done in read 180).

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 What impact will this

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 were used to information information will have on
gather was gathered? instruction?
information?
Learning Modalities 1.Obs. Student was Kinesthetic learning will be the
and Learning Style 2.Teacher able to learn most beneficial for this student.
Preferences (i.e., Visual, 3.Student better when The teacher may need to spend
Auditory, Kinesthetic/ 4. Student work sitting in the more time planning the lesson,
hands on) samples front of the however accommodation is what
classroom, is most important.
learned better
when it was
kinesthetic.
Cultural 1.Obs. Student was This would make instruction
Considerations: 2.Teacher more focused crucial to the student. By
Ex. 3.Eye contact visually do to allowing him to have the
 Cultural Group hearing opportunity to understand and
 Proximity issues impairment. hear what she is saying.
 Eye contact Teacher used
 Home Language
microphone
around her
neck to assure
student can
hear.
Conversational 1. Think-Pair- All students Makes instruction easier for the
Language – Basic Share responded well teacher as she can have them re-
Interpersonal 2.Talking through to using these explain the material to a partner.
Communication Skills a telephone. different Also if they are all on-task,
(BICS) 3.Grand strategies, they students will be engaged and
conversations all participated, understand the material at a
and they all faster rate.
enjoyed
learning.
Academic language : One-on-one Students This may be harder for the
Cognitive Academic Face to face responded well teacher, however when multiple
Language Proficiency with one-on- students needed help on the
(CALP) one or face to same thing she pulled them to
face instruction the back kidney shaped table.
when they
needed help.
Study skills and Guided practice Students and This impact will greatly benefit
general academic Independent work teacher did students as they are learning how
ability guided practice to study for further education
together. later on.
Independent
practice was
done on their
own. Teacher
reminded them
to read the
whole question

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 and then solve
carefully.
Specific knowledge Prior Knowledge They were This greatly impacts the students
related to the lesson continuing on learning experience as they learn
content to another how to implement their prior
lesson that knowledge into their future
utilized the learnings.
students’ prior
knowledge.
Physical, Social, and Cultural The teacher This impacts instruction in an
Emotional Background took their extraordinary way. Students will
Development Prior knowledge cultures, life all benefit from this as it also
Learning Strategy style, prior shows that the teacher really
knowledge, as cares for her students and their
well as learning education. By implementing all
strategies and of these things, students will be
implemented in the best environment and they
them into the will be sure to learn the material.
planning of the
lessons to make
sure she was
accommodating
to all students.
Interests /aspirations Interest Survey Teacher took in This impacted instruction in a
their interests positive manner. Students were
and tried to able to relate to the lesson better,
implement as they were more interested and
most of them engaged.
into the
lessons.

Activity #3 : Language Arts/Social Studies Content and

Resources
Review the current Answer the questions in the spaces below.

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textbooks/curriculum and
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 For grade two students are required to differentiate between
are covered during the past and present, they learn maps and different locations,
school year?
explain the government and how it works, the economy, and
the importance of individual action and characters.
What are some examples of Journaling, writing stories that could’ve happened, essays,
writing assignments writing the declarations, reflections, and maps.
integrated throughout the
social studies curriculum?

How are students assessed They must be able to recite the content clearly, dates, and
concerning the content of people’s names should be clear and correct.
social studies?

What specific pedagogy did Social Studies: Creating a map of California. They made little
you observe? pictures on each little spot (rivers, trees, beaches, ect).
Refer to Frameworks to
describe pedagogy.
Language Arts: I observed them learning the differences in past and
present tense. They ended up doing 3 worksheets in which they had
to choose the correct word that fits in the sentence.
How is writing taught? What Writing is taught through Step Up to Writing, multiple typing
curriculum is used (ex. Step websites, and even in other subjects.
Up to Writing)?

How is handwriting taught? Handwriting is taught through repetition. This class gets to
What method/curriculum is write a journal every day, and then at the end of the day they
used?
reflect on their day in their journals.
List and explain several Social Studies: Tests, observation, correct content (dates, people,
assessment methodologies correct locations).
you have observed in each
area.
Language Arts: Eligibility, correct punctuation (commas, periods,
exclamation points, capital letters, and question marks).

Activity #4: Pro-social

Behavior/Citizenship/Religion/Moral Development

Pro-social Behavior/Citizenship/Religion/Moral Development

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 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 Both say that you may teach the different characteristics, and
in the SS curriculum and pro- practices within the classroom. However, you aren’t allowed
social (moral development)
behavior in general?
to preach or practice those things within the classroom with
students present.
Ask the teacher/view school The teacher told me that their school is providing safety for
web site and find out what the students and the staff by practicing different drills such
steps the school is taking to
provide safety for students and
as fire drills, earthquake drills, and even lockdown drills.
staff (e.g., earthquakes, hate
crimes, fire, etc.)

How is religion appropriately Religion is appropriately taught in social studies when it

taught throughout the content matches with the curriculum and state standards. Students
of social studies? Provide
examples you find appropriate
must know the different cultures like Christianity, Muslim,
based on the curriculum you Greek Methodology, ect, therefore religion will become a
have reviewed. big topic. With that being said I have found that teachers
teach the actual material and study their practices, but they
never actually practice them with their students.
How/When is moral Moral development is taught within this and the classroom
development addressed though rules. Teachers create rules that are age appropriate and meet
content and learning activities?
their expectations for their age and proper development. It is
appropriate when the students are in the classroom and at
school.
List several CA State 1.1 Students describe the rights and individual
Academic Standards that apply responsibilities of citizenship.
to teaching religion and moral
development across the grade
1. Understand the rule-making process in a
levels of social studies content. direct democracy (everyone votes on the
rules) and in a representative democracy (an
elected group of people make the rules),
giving examples of both systems in their
classroom, school, and community.

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 1.5 Students describe the human characteristics of
familiar places and the varied backgrounds of
American citizens and residents in those places.

3. Compare the beliefs, customs, ceremonies, traditions,

and social practices of the varied cultures, drawing from
folklore.

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.

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

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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. This student was hard-working and was on-task the entire time.
The student was working on a reading packet that talked about
different animals and their habitats within the water. The student had
to read the passage and then answer the comprehension questions that
followed, then the student was required to make an illustration of the
animal that was talked about in the text (an otter).
2. I was only allowed to observe one student.

Did the students understand the The student did understand the vocabulary and the key terms that
vocabulary/key terms? were explained in the text. The vocabulary words were habitat,
aquatics, mammal, and linking. The student was answering different
questions in the comprehension questions that either used the
vocabulary word or asked what the meaning of the word was. The
student ended up getting all of the answers correct.
Were they able to read the passage This student was able to read the passage fluently. She was a fast
fluently? If not, what kind of reader, and one of the top readers in the class.
modifications did they need in
order to understand?

What were the students’ attitudes The students really enjoyed learning about otters and the history of
toward the reading activity and the them. The teacher had told me that when she did her interest survey
social studies content? Were they in the beginning of the year, most of the students listed that they
interested in the topic? really loved animals and they would like to know more about them.
They were excited, and all made sure that they were listening to the
story and their partner read it as well.
Did the students seem familiar The student seemed familiar with some of the ideas such as the ocean
with the ideas and information in life for an animal, moving in schools/herds, as well as what an otter
the text? What evidence do you was. They had posters up, as well as pictures of every stage of life the
have for your answer? otter has grown in.

Given this experience with these From this lesson, I have learned that I can really integrate any
students, what have you learned subject, especially social studies into any lesson. I will write my unit
that will change the way you write with confidence knowing that I can do a topic that my students are
your Social Studies and Language truly interested in as well as incorporates multiple subjects.
Arts Unit?

How were English language These learners are alike because they all were learning the same
learners and native English content, however for English Language learners, the lesson was
language speakers alike? How modified and accommodated a little further in order to assure that
were they different? they were understanding the content and the vocabulary. They were
different in the ways of how the content was demonstrated. For
example, English Language learners had vocabulary cards, and
English Language speakers did not have those.
What links apply to this activity The teacher was very flexible with her students. She allowed them
concerning Universal Access? extra time to complete their work, especially for English Language
(Universal Access: Review Ch. 7 learners. She allowed all of her students to use a dictionary, as well as
in the LA Frameworks and the UA use their chrome books for extra help defining terms, or even looking
section for the grade level of your at a picture to make the connection. This teacher also used a lot of

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observation.) scaffolding with all of her students, however most of them were
already doing the assignment with their partner and demonstrating
great understanding of the content.

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 Activity #6: Additional Teacher Aiding /Fieldwork Activities

Please use the chart below and list and provide a brief explanation/description of any
additional Teacher Aiding types of activities that you may have engaged in during
your fieldwork experience for this course.
Activities that provide support for the Field Supervisor Teacher as well as those
activities dealing directly with students should be included.
Examples:
 Teach all/part of a lesson prepared/supervised by Field Supervisor
 Prepare materials for a lesson taught by Field Supervisor
 Grade student work
 Monitor seatwork and provide assistance when needed
 Review the Field 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
Prepare 2nd Made copies, set out materials on student’s desks, sharpen pencils.
Materials

Grading 2nd Graded their journals based on the rubric that the teacher created.
Got to edit their work with punctuation, grammar, and spelling.
Monitor 2nd Observe behaviors, as well as work one-on-one with students
seatwork whom were having some troubles understanding the material.
Review lesson 2nd Looked over the teachers lesson plan, got to see the standards,
plan integrated strategies, as well as the layout she used in order to
assure each students needs were met.

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