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: _____
Suburban: __X___ Rural: _____

2. List any special features of your school or classroom setting (e.g., charter, coteaching, themed magnet, intervention
or other leveled small group instruction, classroom aide, bilingual, team taught with a special education teacher) that will
affect your teaching in this learning segment.
Sixth grade is on a rotation. One teacher teaches social studies and science, one teachers language arts, and one
teaches math. Each teacher has an extra 45 minutes each day with their homeroom class to complete small groups and
individual work with students.

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.

Comply with Common Core State Standards.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
Two and a half hours

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 2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
DIBLES testing and Accelerated Reader with Star testing are used to track reading ability and independent reading.
Students are placed in small groups based on their DIBELS testing, classroom testing and class assignments.

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.
Reflections Ancient Civilizations, Harcourt School Publishers, 2007.
Literature Anthology, McGraw-Hill Education, 2017

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.
Electronic whiteboard, Chromebooks, google.docs, Time Readers for Kids, and classroom library for silent reading time.
About the Students in the Class Featured in This Assessment
1. Grade-level(s): ____6____
2. Number of
students in the class: __30__

males: __13__ females: __17__

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
Visual and hearing processing 1 Teacher has headphones to utilize speaker so
student can hear better. Student must sit in the
front of the class to see the white board and
examples clearly.
Speech 1 Attends speech therapy sessions with a specialist
once a week.
Auditory processing 3 Teacher has to speak directly to them, slowly,
when giving directions or explaining expectations
in order for the student to listen more clearly and
to read the teachers lips.
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Struggling readers 10 Running Record, fluency assessments, small
group intervention, preview of text, direct
vocabulary instruction, rereading text in small
group.
GATE 2 Expanding depth of knowledge by giving them
activities to complete and share with and/or teach
the class

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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 6

What sources were What information What impact will this information will
used to gather was gathered? have on instruction?
information?
Learning Modalities and 1.Observation Visual - student This student is a visual and auditory
Learning Style Preferences 2.Teacher needs to see learner. She learns best through repeatedly
(i.e., Visual, Auditory, Kinesthetic/ examples, pictures, seeing and hearing the information being
hands on) modeling, ect. to reviewed. Teacher will need to give her
help her understand additional exposure to the information to
the information. augment her learning. Hands-on activities,
Auditory student exposure to concrete examples, will
needs information improve her understanding of the concepts.
and directions
repeated to enhance
her comprehension
and build her
English. Hands-on
activities help her
build her
understanding of the
content knowledge.
Cultural Considerations: 1.Obs. Students proximity Student is encouraged to speak in class.
Ex. 2.Teacher is the front of the She is asked many questions. Student is
Cultural Group 3. Student work class to help her directed to look at peers and teacher when
Proximity issues samples develop eye contact. speaking. Student is encouraged to utilize
Eye contact She speaks her cultural understanding to complete
Home Language Spanish/Guatemalan class projects.
at home. Student
would prefer to
interact with
Spanish speaking
peers.
Conversational Language 1. Observation Student is able to Student needs to be reminded to look
Basic Interpersonal 2. Teacher communicate with people in the eye. Student needs prompts
Communication Skills others with adequate when expressing her thoughts, feelings,
(BICS) language skills. questions to assist her in verbalizing the
Student can right word/phrase to get her needs met and
communicate her ideas communicated.
thoughts, feelings,
and questions in a
manner that gets her
needs met.

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Academic language:
Cognitive Academic
Language Proficiency
(CALP)
Study skills and general
academic ability
Specific knowledge related to
the lesson content
Physical, Social, and
Emotional Development
1. Observation Student was far Modifications are made to allow the
2. Teacher below grade level at student to answer orally and she is given
first trimester assistance so she can clarify her answers
(earning mostly 1s and thoughts. Student is shown pictures or
on a 1 to 4 scale tangible examples of vocabulary words to
where 4 is above build her competency. Words can be
standard). Student translated for the student when needed.
has made
improvement but is
still below grade
level at second
trimester (earning 1s
and 2s). Students
difficulties with
English
comprehension
makes academic
language difficult.
1. Observation Student is to be Student must be given positive
2. Teacher given oral clues to reinforcement throughout the lesson to
3. Student work assist her with encourage their participation in the tasks.
samples understanding, Student is given opportunities for
learning, and cooperative learning to improve her ability
remembering the to communicate with others.
information being
taught. Student
works hard in all
classes but due to
her weak English
skills, encounters
difficulties in most
areas. She
completes all
classwork and
homework to the
best of her ability.
She diligently works
to the best of her
ability on
assessments/exams.
1. Observation Student must repeat Student is prompted during the lesson to
2. Teacher content being repeat the content to ensure her
3. Student work sample reviewed to improve understanding of content.
her understanding
and ability to learn
the information.
Student has some
lesson knowledge.
She engages in the
tasks and tries to
learn the material.
1. Teacher Student is given Student must be provided concrete,
positive immediate feedback, frequently.
reinforcement to Throughout instruction, student must be
build her given positive feedback to assist student
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 confidence. Student with learning the concept and staying
is given explicit, focused on the lesson. When student is
direct instruction to confused, assisting her with understanding
avoid confusion and will build her confidence.
stress. Student is
smaller physically
than most peers and
has no known
physical issues.
Student has positive
interactions with
peers. Student does
feel stress when
confused or when
she doesnt
understand but
responds well to
coaching/prompts.
Interests /aspirations 1. Teacher Student has role Student is encouraged to interact with
2. Student models (parents and peers, in group work and during free-time
teachers). Student to improve her relationships and to help
wants to be a teacher her improve her English. Student is
when she grows up. encouraged to read books about subjects
Student enjoys that interest her.
talking and playing
with friends;
watching movies;
and reading books.

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 Focus Student #2 EL Student Grade level 6
What sources were What information What impact will this information will
used to gather was gathered? have on instruction?
information?
Learning Modalities and 1.Observation Kinesthetic/Visual This student is a kinesthetic/visual learner.
Learning Style Preferences 2.Teacher student needs to The student needs to be able to move
(i.e., Visual, Auditory, Kinesthetic/ stand when doing around in a safe and non-disruptive
hands on) classwork manner. The student needs praise after
completing each assignment to assist him
in staying involved in the learning task.
Student is given additional hands-on
activity to assist learning due to the
kinesthetic needs.
Cultural Considerations: 1.Observation Student must be in This student needs warrant him to be
Ex. 2.Teacher the front of the class separated from some peers who are
Cultural Group to receive additional distracting to him. He sits in the front of
Proximity issues guidance from the the class so he can be prompted to stay
Eye contact teacher. Student is involved in the class activities.
Home Language directed to maintain
eye contact when
engaged in a
conversation to
assist him in staying
on task.
Conversational Language 1. Observation Student Positive communication must be modeled
Basic Interpersonal 2. Teacher communicates his when speaking to the student. Student
Communication Skills 3. Interactions with needs and questions must be encouraged and guided through
(BICS) student in a competent difficult interpersonal situations to improve
manner. He is his ability to communicate and interact
impatient with peers with others. Student has a bridging level
and adults, desires of English and can communicate without
immediate difficulty with English speaking and
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Academic language :
Cognitive Academic
Language Proficiency
(CALP)
Study skills and general
academic ability
Specific knowledge related to
the lesson content
Physical, Social, and
Emotional Development
satisfaction to his Spanish speaking peers.
questions and/or
demands. He has a
very close bond
with one student but
they cannot sit by
each other because
they will talk and
not engage in any of
the learning tasks.
1. Observation Student has limited The student must be prompted to focus on
2. Teacher academic language the learning task to enable him to improve
proficiency. He is in the content area knowledge. Teacher
still performing at a must be cognizant of students involvement
basic level, earning in the lesson. To improve students
a 2 in most subjects academic language proficiency, give him
(1-4 scale with 1-far visual images of the words being
below basic and 4- reviewed/taught. Engage in academic
advanced, above conversations with the student to improve
proficient). his general English proficiency,
communication skills, and academic
language proficiency.
1. Observation Student is behind in Student must be encouraged to engage in
2. Teacher all academic areas. all learning tasks to improve his
3. Student work He does not proficiency across content areas. Teacher
examples complete classroom must devise a way to encourage the student
assignments, he to complete both classwork and
does not complete schoolwork. Exams/assessments must be
homework, he does conducted in a manner to encourage the
poorly on exams. student to work diligently, to the best of his
ability.
1. Observation Student has limited Give the student kinesthetic activities to
2. Teacher knowledge related help focus his attention on the lesson so he
3. Student work to the lesson. can learn the material being
examples Student does not reviewed/learned.
complete the
classroom
assignments. He
does not complete
the study guides.
Student does not
engage in the group
discussion unless
asked direct
questions.
1. Observations Student is short in Monitor students interactions with others
2. Teacher stature and to ensure that he is interacting respectfully.
overweight. He Assist student with communicating his
interacts with many thoughts and feelings with others in a
peers but has a respectful and competent manner to avoid
close bond with one conflict. When student is frustrated with
student. He also others, problem solve with him to assist
argues with many him in working through interpersonal
students. He gets difficulties.
frustrated when he
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 doesnt get his
needs/wants
immediately met.
Interests /aspirations 1. Teacher Student enjoys Encourage student to read/write about
2. Student playing soccer and subjects that interest him, including
football. He knows professional soccer and football teams.
about many Utilize his enjoyment of sports to
professional soccer encourage his participation in school
and football activities. Encourage student to put more
players. He enjoys effort into school tasks by reminding him
drawing and of his personal commitment to play
spending time with football in high school.
friends. He also
plays video games
often. Student
wants to play
football in high
school and
understands that he
needs to improve
his grades to play.

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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.
Ancient civilizations are studied throughout the school year. They cover Early Humankind,
Mesopotamia, Egypt, Kush, Ancient Hebrews, Ancient Greeks, Early Civilization of India and
China, and the Development of Rome.
Students complete summary writings when reading units. The write essays on different topics
related to the units. They do various projects that require writing, such as writing a story as if they
lived in Ancient Egypt.
They complete at least one project for each concept unit, such as creating a sarcophagus for Ancient
Egypt and a graphic novel for Mesopotamia. Each unit has a topic test after the entire concept has
been taught. These tests are created by the teacher and include fill in the blank, multiple choice,
matching of vocabulary words with definitions, and written responses. They participate in tests,
oral assessments, informal assessments, and formal assessments.
Social Studies: The teacher utilizes independent practice and flexible applications for social
studies assignments. Students were given questions to answer based on the material being
reviewed, they were completing a study guide on the unit with the teacher walking the room,
monitoring students work. Some student were given variations of the assignment. Some students
completed less of the study guide, did not complete the paragraphs. Some students were given
additional tasks to expand their breath or knowledge on the content area.
Language Arts: The teacher utilized modeling and independent practice with monitoring during
the lesson. She modeled how to write different types of sentences with possessive noun. As
students wrote their own sentences, teacher walked the room, monitoring their work to make
corrections, offer encouragement, and provide assistance.
Writing is explicitly taught during language art lessons. Writing is taught by teaching students
standard English grammar according to the common core standards. Word study is done several
times a week where students work on affixes, root words, morphemes, and etymology. Students
also learn academic vocabulary both content related and general. The teacher integrates Step Up to
Writing, McGraw-Hill Reading Wonders, and the RUSD recommendations into the curriculum
depending on the common core standard and the needs of the students. In small group, students
who need additional help will work with the Wonders program to improve their ability to reach
proficient level in the standard.
By sixth grade, handwriting is not explicitly taught unless there is a specific need for individual
students. They can utilize Prints Handwriting on the Chromebooks. In the earlier grades, k-2
writing is taught with the Ball and Stick writing using teacher modeling, various worksheets, sand
trays, and craft activities. In 3rd grade, cursive writing is taught by teacher modeling and the
students completing worksheets where they practice each letter, then words, then sentences with the
teacher monitoring the students proficient productivity.
Social Studies:
Students are anecdotally monitored daily for their participation in classroom lesson including the
readings, discussion, and activities. For each unit, at least one activity completion is required (i.e,
making a mummy for Egyptian mummy lesson, creating a comic strip for Mesopotamia
settlement). These projects are assessed using a rubric. There is a study guide that is required to be
completed for each chapter that includes multiple choice answers, matching, fill in the blank, and
short written responses. At the end of each unit, a teacher created test is completed and assessed
based on the correct responses to the various questions.
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Language Arts:
Students complete pages in their workbooks in the McGraw-Hill Reading Wonders workbook.
They have classroom assignments that are monitored by the teacher for completion. Their
homework in assessed according to simple rubrics for accurate completion. A teacher created
assessment is created for a unit test at the end of each chapter.

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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 experience.

What connections do you find in the SS
curriculum and pro-social (moral
development) behavior in general?
Ask the teacher/view school web site and
find out what steps the school is taking to
provide safety for students and staff (e.g.,
earthquakes, hate crimes, fire, etc.)
How is religion appropriately taught
throughout the content of social studies?
Provide examples you find appropriate
based on the curriculum you have
reviewed.
How/When is moral development
addressed though content and learning
activities?
List several CA State Academic
Standards that apply to teaching religion
As different ancient cultures are discussed, their moral and religious culture is taught and
reviewed. The students own moral development is developed and encouraged by
teaching the students positive interpersonal skills. They are given rules to govern their
whole group and small group behavior. They are verbally counseled and guided when
they have conflicts with others. Students are repeatedly reminded to show kindness and
respect to one another.
Once a month, the school has a fire drill. The fire drill is a structured event to teach the
students and staff the proper way to remove themselves from the buildings, reach safety,
and ensure everyone is safe. Earthquake and emergency drills are conduct about three to
five times a year. There is proper protocol for this emergency also that the principal
monitors to ensure all students, teachers, and staff are complying with to ensure safety for
all. A lockdown procedure is also practiced several times a year where all the classrooms
are locked, students and staff are under tables or desks, and lights are out. During the
school year, there is a week that focuses on antibullying and a week focused on kindness.
Both of these weeks, have special programing designed to improve students awareness
and involvement in antibullying and kindness behaviors.
Religion is appropriately taught as part of teaching about the culture of the people being
studied. Sixth grade social studies focuses on ancient cultures. Many of these cultures
have unique religious beliefs, symbols and customs that directly influence the
development of that civilization. Students are taught these religious beliefs, symbols, and
customs as a way of informing them of the cultures unique characteristics. In my
fieldwork experience, the students were studying Ancient Egypt. The students were
taught about the polytheistic religion that the Ancient Egyptians adhered to and were
assigned the task or drawing one of the gods and describing the gods responsibilities (for
example, Ra was the sun and he was born each morning and died each night, creating
day/night.)
Moral development is taught across various contents by teaching students how to develop
and maintain positive interpersonal skills. It is discussed in guided reading when the
moral of the book is identified and discussed. It can be the subject of writing
assignments when students must justify their reasoning on various (appropriate) moral
issues (i.e, should you tell on a friend who is engaging in bullying behavior?). Aspects of
moral development reach many aspects of content learning when teachers help students
interact with peers in positive ways (i.e., have small group rules such as listen
respectfully.) Small groups and group discussions provide ample opportunity for
students to strengthen their ability to make positive moral choices by engaging with
others in a respectful manner.
RI K.8: With prompting and support, identify the reasons an author gives to support
points in a text.

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and moral development across the grade
levels of social studies content.
RI 2.8: Describe how reasons support specific points the author makes in a text.
RL 3.9: Compare and contrast the themes, settings, and plots of stories written by the
same author about the same or similar characters (e.g., in books from a series).
SL 4.2: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on others
ideas and expressing their own clearly.
RH 6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
WHST 6-8.7: Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration.
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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:
Who were your students?
Did the students understand the
vocabulary/key terms?
Were they able to read the passage
fluently? If not, what kind of
modifications did they need in order to
understand?
What were the students attitudes toward
the reading activity and the social studies
content? Were they interested in the
topic?
Did the students seem familiar with the
ideas and information in the text? What
evidence do you have for your answer?
Given this experience with these students,
what have you learned that will change
the way you write your Social Studies and
Language Arts Unit?
How were English language learners and
native English language speakers alike?
How were they different?
What links apply to this activity
Your Answers- Explain in detail that fully describes your activity.
Students Brief Description
1. First student is a EL Hispanic female. She is at the bridging level. She is generally
performing at the basic to proficient level.
2.Second student is a white male. He has great difficulty staying focused on class work.
He generally performs at the basic level but has the capability to be at the proficient
level.
During the small group, we read a lesson in the social studies book and worked on the
vocabulary words in the section before and during the reading. They understood predict
and afterlife and were both able to give examples for each word. They both had forgotten
what arid meant but after some prompting, the boy remembered first, oh it means dry.
When I asked to explain cataract, both students had forgotten. I told them it was a part of
the river and the girl remembered that a cataract was a waterfall. Both students did not
remember the definition of delta. I explained what a delta is and showed them both a
picture but the word was hard for them to comprehend. I pulled up several pictures on a
Chromebook to further explain a delta.
They presented some difficulty with reading the passage fluently. Since there was only
the two students and myself, we each took turns reading a paragraph. I would read in
order to model fluent reading. When the students demonstrated difficulty pronouncing a
word, I would assist them with sounding it out. I would also stop frequently, after every
two to three paragraphs, to ask them a comprehension question.
The students seemed eager to participate in the reading. They stayed on task, asking and
answering questions. They were especially interested in the section on Egyptian afterlife.
When the passage was describing the burial rituals for a mummy, both students asked
numerous questions to improve their comprehension of the individual words and the
concept.
Yes, the students seemed familiar with the text. They remembered many facts about
Ancient Egypt. They remembered key details about hieroglyphics, the pyramids, and the
sphinx. The students discussed how the settlement was created on the Nile River because
there was food, protection, and shelter. They remembered key details about daily life of
the Egyptians, and how the society was built on a caste system.
When writing Social Studies and Language Arts units, I will devote more time to
vocabulary development. Even though the students had been taught the vocabulary, they
presented difficulty with recalling the definitions of all the words. I would review the
words often, daily, as we are studying the unit to assist the students with moving the
words into their long-term memories. If vocabulary is not understood, they will have
difficulty comprehending the passages and not be able to apply the knowledge fully in
the future.
English language learners needed more direct instruction on vocabulary. They needed
more examples both verbally and images to understand the key terms being reviewed.
EL language learners and native speakers both had difficulty with unfamiliar/uncommon
words (like cataracts) and needed to be retaught the definition of the word. They had
read the unit previously so they were familiar with the material but their reading was still
not fluent and needed assistance with pronunciation.
A small group with differentiated instructed ensured universal access for these students
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concerning Universal Access? (Universal
Access: Review Ch. 7 in the LA
Frameworks and the UA section for the
grade level of your observation.)
who struggle with reading and reading comprehension. Some students need additional
practice with material to gain a competent understanding of the key terms and concepts
being taught. The small group instruction allowed these students to have access to the
information in a smaller setting which encouraged a higher level of involvement in the
material which enabled better comprehension of the vocabulary words and fluency
practice. The students improved their ability to grasp the concepts by participating fully
in the small group reading, discussion, and question answering/asking which gave them
the universal access, improving their learning.
15
 Activity #6: Additional Teacher Aiding /Fieldwork Activities
Please use the chart below and list and provide a brief explanation/description of any additional Teacher
Aiding types of activities that you may have engaged in during your fieldwork experience for this course.
Activities that provide support for the Field Supervisor Teacher as well as those activities dealing directly
with students should be included.
Examples:
Teach all/part of a lesson prepared/supervised by Field Supervisor
Prepare materials for a lesson taught by Field Supervisor
Grade student work
Monitor seatwork and provide assistance when needed
Review the Field Supervisors lesson plan book

Activity #6: Additional Teacher Aiding /Fieldwork Activities Recording Sheet

Teacher Grade level Description of Activity
Aiding Teacher/School
Activity Type
Teaching lesson 6th grade Led the class in the completion of the K and W on the K-W-L chart. We then read the first
The Nile Valley Mrs. Fran Moore lesson of the unit on Ancient Egypt together. We reviewed the vocabulary words. I asked
Woodcrest numerous questions throughout the lesson to check for and promote comprehension.
Elementary School

Teaching lesson 6th grade First, I showed the class pictures of King Tutankhamens mummy case, funerary mask,
on Egyptian Mrs. Fran Moore and tomb. We discussed why he is a well-known King of Egypt even though he died very
mummies Woodcrest young. I facilitated a class discussion on mummies, Egyptian ideas of the afterlife, and the
Elementary School Egyptian mummy procedure. We then, as a class, read the section: Preparing for the
Afterlife from their textbook. After each paragraph, we stopped reading and I asked the
class questions about what we had read to check for and improve comprehension. The
students were encouraged to ask questions and offer their ideas.
Reviewed the 6th grade With the master teacher, reviewed her lesson plans for the coming weeks when she will be
lesson plans on Mrs. Fran Moore teaching the unit on Ancient Egypt. The lesson plans cover several weeks of study were
the Ancient Egypt Woodcrest the students will be learning about ancient Egypt including the settling of the Nile River
unit with the Elementary School Fertile Valley, mummies, Egyptian gods, hieroglyphics, pyramids and sphinx, map reading
teacher skills, and famous Egyptian pharaohs.
Teaching a lesson 6th grade To begin the lesson, I asked the class several questions about maps to activate their
on Equal-Area Mrs. Fran Moore background knowledge. We then read a passage from their Reflections, Ancient
Projection maps Woodcrest Civilizations textbook as a Read Aloud class activity. After every paragraph, I would ask a
and Conformal Elementary School comprehension question to the class. After we read the passage, I showed the class an
Projection maps. example of each type of map. We participated in a class discussion of the advantages and
disadvantages of each type of map.

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 Log of Teacher Candidate Teacher Aiding Experience

Student Name: Denice Cahill Course #: 512

Date of Time In/Time Out Grade Level Teachers Printed Name and
Observation and Total Time School and District K-12; Sp Ed Signature
SAMPLE Mary Jones
1/02/04 9:00 - 11:15 2 .25 Joyful Elementary, Perfect USD 2nd Mary Jones
17
 a.m.

1/27/17 8:30- 3 Woodcrest Elementary, 6 Francis Moore

11:30 am Riverside
1/30/17 8:30- 3 Woodcrest Elementary, 6 Francis Moore
11:30 am Riverside
2/6/17 8:30- 4 Woodcrest Elementary, 6 Francis Moore
12:30 am Riverside
2/11/17 1:15-2:45 1.5 Woodcrest Elementary, 6 Francis Moor/e
pm Riverside
2/16/17 8:30- 4 Woodcrest Elementary, 6 Francis Moore
12:30 am Riverside
2/16/17 1:15-2:45 1.5 Woodcrest Elementary, 6 Francis Moore
Riverside
2/21/17 8:30- 4 Woodcrest Elementary, 6 Francis Moore
12:30 pm Riverside

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
18
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.

Field Supervisor Evaluation of Teacher Candidate

Teacher Aiding Experience
19
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 candidates readiness to move
into student teaching. If at anytime you have questions or concerns, please call Dr. Timmons at (951) 343-4483.
Thank you in advance for your support of our candidate.

Name of Candidate_________________________________________ Type of Credential_______________________________

The candidate is notifying you that: ____ I waived my right to view the content of this review (please return in sealed envelope)
____ I DO NOT waive my right to view the content of this review

Please use the following scale to evaluate the candidate:

4 Exhibited the skills, knowledge and abilities consistent with a week one student teacher
3 Is ready for student teaching but should be carefully monitored during the first few weeks
2 - Needs additional work as a teacher aid before being transitioned into student teaching
1 Activities in which the candidate did not provide basis for judgment.
1. Can apply State Academic Content Standards to instructional planning 1 2 3 4
2. Can provide support for students intellectual, social, and personal development 1 2 3 4
3. Can plan instruction that encourages active student engagement 1 2 3 4
4. Encourages students in small groups to think critically and/or problem solve 1 2 3 4
5. Demonstrated the ability to use different strategies to motivate students during group work 1 2 3 4
6. Used language accurately so that communications were clear and concise 1 2 3 4
7. Can plan small group instruction that is equitable for all learners 1 2 3 4
8. Demonstrated an ability to use informal assessments during group work 1 2 3 4
9. Listened attentively and demonstrated an understanding of what s/he heard 1 2 3 4
10. Demonstrated an ability to interact with adults in a professional manner 1 2 3 4
11. Demonstrated an appropriate level of care and concern for the students 1 2 3 4
12. Demonstrated the characteristics of a professional in dress and timeliness 1 2 3 4
13. Demonstrate an ability to observe details of classroom management and make adjustments 1 2 3 4
14. Writes in a manner that is clear and grammatically correct 1 2 3 4
15. Provides a positive learning tone when working with groups or assisting in the class room 1 2 3 4
16. Appropriately identified and accurately completed tasks that were available 1 2 3 4

Additional Comments:

Evaluator Name________________________________________ Evaluator Signature: ____________________________________

School Name:__________________________________________ School Address:_______________________________________

Grade Level:____________________________ Content Area(s) Observed: _____

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