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: _____
Middle school: __ X ___
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.) Students are split based off of CELDT scores. School offers a GATE
program for any student who would like to join and has passing grades called
the promethean academy. Students can start this program in sixth grade all the
way through eighth grade and earn credits for high school. Special education
classes are split based off of their LEXIL levels.

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.) At this site the general education classes use a pacing guide with a
series of units, modules, tests and tasks that must be completed and summited
to the district EADMS account. As for the special education department, the
pacing is more relaxed and the teachers are allowed to work at the students
level rather than making them preform to the level of their peers.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
a.) 1 hours
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects
your class.

a.) Yes, the students are grouped by lexile level and SRA level. The
teacher has 2 groups per class period. During the small group the other
students in the class are reading READ 180 books and taking quizzes.

3. Identify any textbook or instructional program you primarily use for literacy instruction. If a
textbook, please provide the title, publisher, and date of publication.

a.) SRA 2016 edition, READ 180 reading books and quizzes

4. List other resources (e.g., electronic whiteboard, classroom library or other text sets,
online professional resources) you use for literacy instruction in this class.

a.) READ 180 text used for supplemental reading comprehension.

b.) Personal scholastic library with the necessary lexiles and tests..
c.) Read 180 and System 44 computer component

1. Grade-level(s): 6th
2. Number of
students in the class: 12

males: __8__ females: __4___

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 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
Speech and Language Impairment 2 students Speech = IEP goal
Pull-out twice a week

IEP Students: SLD 10 students Students need reading and writing support.
Accommodations include:
Highlighting important parts of the text, teacher
assistance, audio books, separtation from the
whole group, one-on-one support
Other Learning Needs Number of Supports, Accommodations,
Students Modifications

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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 What impact will this
were used to information information will have on
gather was gathered? instruction?
information?
Learning Modalities 1. Classroom Knowledge of This will impact instruction by
and Learning Style Observations learning style, allowing the teacher to
Preferences (i.e., Visual, 2. Teacher performance understand how the student best
Auditory, Kinesthetic/ hands Interview levels, basic learns in the classroom. The
on) 3. Student Work student teacher will also be able to
Samples information, differentiate instruction based on
4. Student CELDT student needs and preferences.
Interview Levels
5. Student Formal
Assessment
Scores
Cultural 1. Classroom Information This will greatly impact
Considerations: Observations on students instruction because it will allow
Ex. 2. Teacher culture and the teacher to understand
Cultural Group Interview home life. As behavior issues and issues with
Proximity issues 3. Student well as, work completion.
Eye contact Interview behaviors in
Home Language the classroom
relating to
culture and
home life.
Conversational 1. Classroom Student Understanding the students level
Language Basic Observations observation of basic English skills is very
Interpersonal 2. Teacher notes, where I important to help them further
Communication Skills Interview was able to their academic English skills. It
(BICS) 3. Student Work watch the also helps the teacher understand
Samples student what is missing in their language
4. Student interact with development.
Interview others in an
academic and
nonacademic
setting.
Academic language : 1. Classroom I was able to Knowing what the students
Cognitive Academic Observations collect academic language levels are in
Language Proficiency 2. Teacher writing their home language can allow

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(CALP) Interview samples and the teacher ways to access them
3. Student Work work samples in their second language. If the
Samples that student has a strong background
4. Student demonstrating academically in their home
Interview the students language this can aid in learning.
CALP level. I Whereas, if the student has poor
was able to academic language skills the
see formal teacher will need to modify the
assessment curriculum to meet the students
scores for the needs.
CELDT test.
Study skills and 1. Classroom This student Knowing what the students
general academic Observations struggles general academic ability levels
ability 2. Teacher academically are will help guide the
Interview due to poor differentiated lesson and student
3. Student grades, groupings. This will also help to
Interview classroom determine what study skill the
4. Report Card participation, student will need to work on at
Scores and work school and at home.
5. Formal completions.
Assessment This student
Scores has very poor
study skills
and often
times does
not complete
his work.
Specific knowledge 1. Classroom This student Understanding a students
related to the lesson Observations struggles in strengths and weaknesses will
content 2. Teacher ELA and in help you to understand why they
Interview writing. He is are not completing working in a
3. Student unable to particular subject, why there are
Interview create more behavior issues during particular
4. Report Card than one times in the day, and what you
Scores paragraph can do as a teacher to help
5. Informal without promote a positive attitude about
Assessment support. But a particular subject. On the other
Scores this student hand, knowing this student has a
does have strength in math will allow me to
strength in integrate other reading
math and is comprehension skills within math
able to reasoning problems. This will
understand promote his strength and allow
concepts with him to work on his weakness.
minimal
support from
the teacher.
Physical, Social, and 1. Classroom I was able to This student has difficulties with
Emotional Observations look further making appropriate friendships
Development 2. Teacher into the and interacting with others.
Interview students Understanding this will allow the

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 3. Student behavior teacher to group the students
Interview issues that based on their social needs as
have been well as their academic needs. It
going on will also give the teacher a
since chance to find teaching moments
elementary to model appropriate interactions
school. This with peers.
student has
poor social
skill and does
not have
many friends.
There are no
issues
physically.
Interests /aspirations 1. Classroom This student Student interests and aspirations
Observations likes soccer are one of the first things a
2. Student and plays on teacher needs in order to gain
Interview the weekend. repore and create a classroom
When he community with the students.
grows up he
would like to
be a police
officer or
work with
animals.

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Activity #3 : Language Arts/Social Studies Content and
Resources
Review the current
textbooks/curriculum and
Teachers Manuals for a
specific grade level and find
out how the social studies
and language arts standards
and focus students needs are
being addressed in the
curriculum.
What social studies topics
are covered during the
school year?
What are some examples of
writing assignments
integrated throughout the
social studies curriculum?
How are students assessed
concerning the content of
social studies?
What specific pedagogy did
you observe?
Refer to Frameworks to
describe pedagogy.
How is writing taught? What
curriculum is used (ex. Step
Up to Writing)?
How is handwriting taught?
What method/curriculum is
used?
List and explain several
assessment methodologies
you have observed in each
area.
Answer the questions in the spaces below.
6th Grade History- Ancient Civilizations: Early People and
the Environment, Building Blocks of Civilizations
(Mesopotamia and Egypt), Religion (Israel and India),
Philosophy and Life (China and city-states of Greece),
Government (Greece and Rome)
Graphic Organizers, Research Paper, Group Research
Projects, Create a Museum Display with timeline, facts,
and information on the topic
End of the Unit Assessments, District Pre-Test and Post
Test, Projects, Research Papers
Social Studies: Understand and Apply. I was able to see the
students learn about China and their religious beliefs system, as
well as demonstrating their understanding while working on a
group poster project.
Language Arts: Evaluate. I was able to see the students argue
their positions on the different religion belief and practices in
China, by creating poster and presenting their view points.
Step Up to Writing is used in the ELA classes. Most of the
teachers use a mix of Step Up and other methods they have
developed.
Hand writing is not being taught, but legible and clear
writing is stressed by the teachers.
Social Studies:
Student Observations: The teacher would evaluate part of their
grade based on participation and whether or no they had
completed the work for the day.
Informal Assessments: The teacher used ticket to leave which
was to answer one question based on the lesson for the day. This
helped the teacher see which students understood the lesson.
Language Arts:
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Presentations: The teacher graded the students using the oral
presentation standards. He was able to grade each student based
on how and what they presented.
Written Reports: The teacher had the students write about
religion in China and gave them a grade based on what they
wrote, mechanics and structure of their writing.

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 Activity #4: Pro-social
Behavior/Citizenship/Religion/Moral Development
Pro-social Behavior/Citizenship/Religion/Moral Development
Questions: Your Answers:
4. Web/Professional Journal Project on Morals and Religion in Public Schools (TPE 12 &
13)
Explore the topic of teaching morals and religion in public schools on the Internet /professional
journals.
Do the following:
Download 2-4 articles that provide information concerning the proper teaching of religion and
morals in the public school.
Read the articles and color highlight key points. Submit articles in your folder.
Record an annotated site directory of 5-7 beneficial web sites that pertain to this topic. Your
directory should guide another person to the best web sites for study of this topic. This means that
you look at more web sites than what you select so that you share the best of the best in terms of
beneficial sites.
Be able to discuss and answer the following questions:
What does the law say about teaching these topics? (See CA Education Code on web or
bookstore)
How do you teach morals and religious ideas that may come up in the curriculum or from
student inquiry?
Notes are sufficient...no formal paper necessary.
Answer the questions below based on your fieldwork experience.

What connections do you find in
the SS curriculum and pro-social
(moral development) behavior in
general?
Ask the teacher/view school web
site and find out what steps the
school is taking to provide safety
for students and staff (e.g.,
earthquakes, hate crimes, fire,
etc.)
How is religion appropriately
taught throughout the content of
social studies? Provide examples
you find appropriate based on the
curriculum you have reviewed.
In the social studies curriculum I found there to be
many connections be to moral development and
religion. Each unit had several sections discussing the
moral code of different countries and the religions that
use the different ideas. I was surprised to see these
different ideas through the standards and units.
The school has emergency procedures in place that the
students practice at least once a month. They conduct
fire drills once a month. As well as, having sporadic
earth quake drills throughout the year, including the
yearly state drill, California Shake Out. The school
also has a yearly active shooter drill. This drill includes
the staff going to designated posts and participating in
a real life simulated drill, where there are hurt students
and real life scenarios.
Religion is discussed. They talk about the different
religions throughout the ancient world. They give an
over view of what the religion is, what they believe and
why.
For instance, there is a unit on religion in Israel and
India. The students are asked about the development of
the religion, the core beliefs and its influence on the
people and society at that time. The teacher asked the
students to relate it to what they believe and how their

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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.
own religious beliefs affect their lives. I find this an
interesting way to discussing religion without bringing
up each students beliefs and allowing for a safe
discussion about different types of religions.
Moral values are taught throughout each different
ancient civilization. The teacher makes it a point to
discuss what the morals and values are of each
civilization and relate it to the current values of people
in todays society from where we live to other places in
the world that they are discussing.
1st Grade
1.3 Students know and understand the symbols, icons,
and traditions of the United States that provide
continuity and a sense of community across time.
1. Recite the Pledge of Allegiance and sing songs that
express American ideals (e.g., My Country Tis of
Thee).
2. Understand the significance of our national holidays
and the heroism and achievements of the people
associated with them
3rd Grade
3.4 Students understand the role of rules and laws in
our daily lives and the basic structure of the U.S.
government.
1. 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.
2. Discuss the importance of public virtue and the role
of citizens, including how to participate in a classroom,
in the community, and in civic life.
5th Grade
5.4 Students understand the political, religious, social,
and economic institutions that evolved in the colonial
era.
3. Describe the religious aspects of the earliest colonies
(e.g., Puritanism in Massachusetts, Anglicanism in
Virginia, Catholicism in Maryland, Quakerism in
Pennsylvania)
6th Grade
6.3 Students analyze the geographic, political,
economic, religious, and social structures of the
Ancient Hebrews.
1. Describe the origins and significance of Judaism as
the first monotheistic religion based on the concept of
one God who sets down moral laws for humanity.
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2. Identify the sources of the ethical teachings and
central beliefs of Judaism (the Hebrew Bible, the
Commentaries): belief in God, observance of law,
practice of the concepts of righteousness and justice,
and importance of study; and describe how the ideas of
the Hebrew traditions are reflected in the moral and
ethical traditions of Western civilization.
3. Explain the significance of Abraham, Moses, Naomi,
Ruth, David, and Yohanan ben Zaccai in the
development of the Jewish religion.

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Activity #5 Teaching: Small Group Work /Social Studies
Vocabulary Development

Work with one/two student(s). Describe student in terms of gender, ethnicity, and
general academic performance. Select a chapter from the social studies text that the
students have previously studied. Describe how the students interact with the text.
Answers the questions below in complete and accurate descriptive terms. Keep in mind
that although this is a table it expands for your content.
Questions: Your Answers- Explain in detail that fully describes your activity.

Who were your students? Students Brief Description

1. Maria is a female student who is in the 6th grade. She is
Hispanic. She is currently in special education SDC classes. She is
4 years below grade level in reading and 3 years behind in math.
2. Jose is a male 6th grade student. He is Hispanic. His is currently
mainstreamed in math because he is at grade level. He is below
grade level in reading. He is currently 3 years below grade level
and participates in language arts and history special education
classes.

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? How
were they different?
When discussing the information with the students, they were
unable to use background knowledge to understand the different
vocabulary words. It wasnt until I used several SDAIE
strategies, such as using pictures and videos to explain what each
word was, that they were able to understand.
The students were given a passage at approximately the 4th grade
reading level. The passage was based on Buddhism, which was
atopic they had been discussing. They were able to read the text
with minimal support. The supports that were given were help
with decoding words and explain new vocabulary.
The students were interested in the topic. They had been
discussing it in class for several days and enjoyed reading the text
on their own. The students seemed to be very interested in the
topic because they asked many questions about the text and were
very willing to share what they thought about it.
The students seemed to be familiar with the information in the
text. They discussed what they had learned prior about
Buddhism and related it to Hinduism. The evidence I have to
support this is based on student observations and conversations
with the students.
This will change the way I write my social studies lesson for two
reasons. I will focus on creating lessons that the students are able
to interact with and can use their creative side to help them
understand text and concepts. I will also work to make lessons
that build upon one another. I want the information to help build
background knowledge for future lessons.
In this special education class, the ELD students and native
English language speakers were very similar. They both struggled
with decoding and vocabulary. The one difference I noticed was
the ELD students had more difficulty with grammar and sentence
structure. They often said and wrote sentences that were

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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.)
grammatically incorrect. They tended to mix up past and present
tense and the order of the words in the sentence.
Pacing and complexity were to areas that apply to this activity. In
order for the students to be successful the complexity has to be at
a level they can understand, but rigorous enough to challenge
each student. Pacing is also important. If the pacing of the lesson
is to quick the students will not be able to comprehend the task.
On the other hand, if its to slow the students will become bored.
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 Activity #6: Additional Teacher Aiding /Fieldwork Activities
Please use the chart below and list and provide a brief explanation/description of any
additional Teacher Aiding types of activities that you may have engaged in during
your fieldwork experience for this course.
Activities that provide support for the Field Supervisor Teacher as well as those
activities dealing directly with students should be included.
Examples:
Teach all/part of a lesson prepared/supervised by Field Supervisor
Prepare materials for a lesson taught by Field Supervisor
Grade student work
Monitor seatwork and provide assistance when needed
Review the Field Supervisors lesson plan book

Activity #6: Additional Teacher Aiding /Fieldwork Activities Recording

Sheet
Teacher Grade level Description of Activity
Aiding Teacher/School
Activity
Type
Computer 6th Grade/ Mr. The students were in the library and they were asked to
Support Casas research Hinduism. The students needed to find pictures and
articles. I was able to help them do this task by supporting
their internet search and help them to print their information.
Graded 6th Grade/ Mrs. The teacher asked me to grade the students reading quizzes. If
Classwork Riedell they passed they were able to get a new book if they did not
pass I had to help them find the information in the book and
they retook the test.
Small Group 6th Grade/ Mrs. I was asked to read with 3 students who were struggling
Reading Riedell readers. They were all reading the same text and I was just
there to help decode words.
Observed 6th Grade/ Mr. I observed the class and monitored the students as they
Casas completed their notes on Hinduism.
Helped with 6th Grade/ Mr. The students were working on making a diagram and I was
Projects Casas asked to support the students by helping them brainstorm
ideas.
Created Text 6th Grade/ Mrs. I helped the teacher create books to read with the students.
Riedell She asked me to copy the pages, cut down the pages, and
staple them together.

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