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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.
I had the opportunity to observe in several different classes. I spent a significant amount of time in a 4th 5th split.

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.

They use text books that are up to date and are based on common core.

About the Class Featured in This Assessment


1. How much time is devoted each day to literacy instruction in your classroom?
Approximately 2-3 hours a day are devoted to Literacy instruction either directly or indirectly.

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

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There is no ability grouping however the teacher is very aware of English learners and struggling students.

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 reading program Reading Laboratory 2a SRA is used.

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.
Resources include: Smart board, wipe boards, and chrome books
About the Students in the Class Featured in This Assessment
1. Grade-level(s): __Combo 4th 5th
2. Number of
students in the class: ___26

males: __12 females: _14

3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your
students that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating
teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment.

English language learners


Gifted students needing greater support or challenge
Students with Individualized Education Programs (IEPs) or 504 plans
Struggling readers
Underperforming students or those with gaps in academic knowledge

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,


Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window card to
isolate text
ADHD-student struggles with 1 Student has an aid that works with him about half
focusing on a task of the day mainly on language arts. He is
included in other class lessons

Other Learning Needs Number of Supports, Accommodations,


Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing
reading assessment (e.g., running records,
miscue, conferencing)

El Student 1 Computer learning/reading programs, guided


reading, working one on one with classroom
volunteer
Struggling reader 1 Computer learning/reading programs, guided
reading, working one on one with classroom
volunteer

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Go on to next page

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 ADHD Student Grade level 5
What sources were What information What impact will this information will
used to gather was gathered? have on instruction?
information?
Learning Modalities and 1.Obs. Kinesthetic and Using manipulatives when possible will
Learning Style Preferences visual be very helpful
(i.e., Visual, Auditory, Kinesthetic/ 3.Student
hands on)

Cultural Considerations: 1.Obs. Caucasian, His cultural background will have very
Ex. speaks English little impact on instruction
Cultural Group 3.Student
Proximity issues
Eye contact
Home Language

Conversational Language 1.Obs. proficient Communicates well on a personal level


Basic Interpersonal 2.Teacher which will help instruction
Communication Skills (BICS) 3.student
Academic language : 1.Obs proficient He can understand academic language but
Cognitive Academic his difficulty on focusing will make
Language Proficiency learning difficult
(CALP)
Study skills and general 1.Obs Trouble focusing Poor study skills will make it difficult to
academic ability 2.Teacher on one task and give him any kind of home work with an
3.Student does not listen expectation that it will be completed.
very well. Classwork will be done mostly with his
Reading ability at aid.
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grade level
Specific knowledge related to 1.Obs low Scaffolding, chunking, guided practice
the lesson content 2.Teacher will all be needed
3.Student
Physical, Social, and 1.Obs Socially This will make it difficult to work with
Emotional Development 2.Teacher awkward, does him in just about every activity.
3.Student not obey
authority
Interests /aspirations 1.Obs Likes reading His interest in reading will help in
2.Student instruction

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 Struggling Reader Student Grade level
What sources were What information What impact will this information will
used to gather was gathered? have on instruction?
information?
Learning Modalities and 1.Obs. Visual learner He likes to read books that have pictures
Learning Style Preferences 2.Teacher in them. This will aid in his
(i.e., Visual, Auditory, Kinesthetic/ 3.Student comprehension and enthusiasm
hands on)

Cultural Considerations: 1.Obs. Caucasian, His cultural background will have very
Ex. English speaking little impact on instruction
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Cultural Group 3.Student
Proximity issues
Eye contact
Home Language
Conversational Language 1.Obs Great This will make it easier to instruct him as
Basic Interpersonal conversational he will be able to connect on a social
Communication Skills (BICS) 3.Student skills, very eager level.
to talk with
anyone
Academic language : 1.Obs Lower than grade Academic language will be something to
Cognitive Academic 2.Teacher level focus on to bring him up to grade level.
Language Proficiency 3.Student
(CALP)
Study skills and general 1.Obs Has trouble More guided practice to increase his
academic ability 2.Teacher focusing while abilities so eventually his independent
3.Student doing practice will be more productive
independent work
Specific knowledge related to 1.Obs Grade level Instruction will be focused on bringing his
the lesson content 2Student reading up so his knowledge of content
material will continue to grow
Physical, Social, and 1.Obs Gets along well His good social skills will make it easier
Emotional Development 2.Teacher with classmates, to instruct him in the whole class setting
3.Student has a twin brother as well as allowing for more group work
in the same class. where he can thrive by connecting with
Both are liked by other classmates.
other students.
Interests /aspirations 1.Obs He likes anything When free writing is allowed, he can write
2.Student to do with Star about his interests. Special class projects
Wars and could possibly include his interests
Mindcraft

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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 were What information What impact will this information will
used to gather was gathered? have on instruction?
information?
Learning Modalities and 1.Obs. Kinesthetic Object lessons or any hands on activity
Learning Style Preferences Enjoyed using a will be helpful
(i.e., Visual, Auditory, Kinesthetic/ 3.Student manipulative
hands on)

Cultural Considerations: 1.Obs. Hispanic Focus on building background knowledge,


Ex. 2.Teacher Home language vocabulary and cultural understanding
Cultural Group 3.Student is Spanish
Proximity issues
Eye contact
Home Language
Conversational Language 1.Obs Emerging Able to function within a normal
Basic Interpersonal 2.Student classroom setting and have conversations
Communication Skills (BICS) about non-academic subjects. This will
aid in understanding language in general
Academic language : 1.Obs Emerging Concentration on building vocabulary
Cognitive Academic 2.Teacher using pictures, manipulatives, or visual
Language Proficiency 3.Student aids to build academic vocabulary
(CALP)
Study skills and general 1.Obs Below grade Concentration on building vocabulary
academic ability 2.Student level using pictures, manipulatives, or visual
aids to build academic vocabulary and
study skills
Specific knowledge related to 1.Obs Below grade One-on-one attention should be given
the lesson content 2.Student level either by the teacher or volunteer to bring
her knowledge level up to grade level
Physical, Social, and 1.Obs She did not have Find ways to incorporate her into class
Emotional Development 2.Student very many discussions, group work and discussions,
friends in class, and partner work and discussions
shy, low
interaction level.
Normal physical
developmemt
Interests /aspirations

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Keep going to next page

Keep going to next page

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Activity #3 : Language Arts/Social Studies Content and Resources
Review the current Answer the questions in the spaces below.
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 4th grade: Native Americans, early explorers to California, missions, gold rush,
covered during the school year? statehood.
5th grade: 13 colonies, American Revolution, Lewis & Clark & westward
movement
What are some examples of 4th grade: journaling about native American tribes in their local area, writing
writing assignments integrated about early explorers
throughout the social studies
curriculum?
5th grade: writing about a state, writing about characters/people from the
American Revolution
How are students assessed Informal assessments are done with journals and other writing assignments.
concerning the content of social Occasional formal assessments in the form of a quiz
studies?

What specific pedagogy did you Social Studies: Use of technology such as the smartboard and chrome books were a
observe? prevalent pedagogy. Every lesson involved some use of the smartboard by the teacher and
Refer to Frameworks to in many cases the students would interact with it as well.
describe pedagogy.
SDAIE strategies such as think-pair-share were used often.

Language Arts: the above strategies and pedagogical approach was used for language arts
as well. Journal writing for language arts would be added as well.
How is writing taught? What Whole class instruction is mainly taught using the smartboard with different
curriculum is used (ex. Step Up grammar exercises/programs involving punctuation, capitalization, and sentence
to Writing)?
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structure. Journals are used for assignments.
How is handwriting taught? An example of one of the best techniques for teaching writing was when the
What method/curriculum is teacher had the students using dry erase markers to write on their desks. She said
used?
this actually gets the students to write more than they normally would. The
students loved it as well
List and explain several Social Studies: Student to student assessment, teacher observation, graded journals and
assessment methodologies you writing assignments. Oral presentations of missions were graded with a rubric.
have observed in each area.

Language Arts: Student to student assessment, teacher observation, graded journals and
writing assignments

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 The general connection between SS curriculum and pro-social/moral
curriculum and pro-social (moral development in public schools is that anything that helps students
development) behavior in general?
build character, be kind to each other and be good citizens is

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considered useful. Whether this be through religion, anti-bullying
campaigns, drug awareness seminars or after school programs.
Religious proselytizing is not allowed on school grounds during school
hours but religious participation outside of school time is not
discouraged. Many schools have religious after school programs on
campus.
Many school assemblies, where all students are required to attend,
promote moral development and pro-social behavior. The SS
curriculum itself has standards that ask students to explain
implications, influence and outcomes of religious beliefs.
Ask the teacher/view school web site and There are planned fire drills several times a year. There is at least one
find out what steps the school is taking to earthquake drill a year with the great California shake out.
provide safety for students and staff (e.g.,
earthquakes, hate crimes, fire, etc.)

How is religion appropriately taught Respect is given to all religions. In text books, authors will simply state
throughout the content of social studies? what beliefs a certain group of people held. There is no promotion of the
Provide examples you find appropriate
based on the curriculum you have beliefs but they are just stated. I observed a class where the teacher was
reviewed. telling about the religious beliefs of early Native Americans in the local
area. She told about an old legend of the tribe and stated some religious
beliefs that they held to.
How/When is moral development The study of religions, legends, fables and other cultural stories brings up
addressed through content and learning issues of morality where students have a chance to interact with by
activities?
writing, reading, drawing, group projects and presentations.
List several CA State Academic 5.4.3 Describe the religious aspects of the earliest colonies
Standards that apply to teaching religion
and moral development across the grade
levels of social studies content. 5.4.4. Identify the significant leaders of the First Great Awakening, which
marked a shift in religious ideas, practices, and allegiances in the colonial
period, the growth of religious toleration, and free exercise of religion.

The two websites below are helpful in understanding what is allowed and not allowed concerning religion in
public schools.
www.edweek.org/ew/issues/religion-in-schools/index.html

www.religionandpolitics.org

Other websites concerning this issue:


www.au.org/issues/religion-public-schools-and-universities
www.onfaith.co
www.caringmagazine.org
www.debate.org
www.centerforpubliceducation.org
www.ed.gov

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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. This struggling reader is a Caucasian boy with slightly below average reading skills.
His general academic performance is average.

Did the students understand the Explain in detail


vocabulary/key terms? The student understood the vocabulary terms. Some of the words he could not read so I
would prompt him or give him hints on trouble words. He knew what the terms meant
even though his reading ability was not quit at grade level.
Were they able to read the passage He was not able to read the passage fluently. I would give prompts or hints for words he
fluently? If not, what kind of was unsure of. To continue this lesson, I would create a word list out of the words he had
modifications did they need in order to trouble with for him to study at home.
understand?

What were the students attitudes toward He was interested in the topic and would tell me information he knew already. His
the reading activity and the social studies overall attitude was very positive.
content? Were they interested in the
topic?

Did the students seem familiar with the The student was familiar with the information. Occasionally he would stop reading and
ideas and information in the text? What start telling me what he knew about the topic.
evidence do you have for your answer?

Given this experience with these students, I will write my Social Studies and Language arts unit including hands on experiences for
what have you learned that will change students that engage them and allow them to think creatively. Including fieldtrips
the way you write your Social Studies and regarding subject matter along with guest speakers is something I would like to
Language Arts Unit? incorporate also. Writing assignments about all of these types of experiences would be
given to help students process the information presented.
How were English language learners and I only worked with an English speaker but throughout my observation hours I noticed
native English language speakers alike? both EL and native English speakers were interested in learning. English learners
How were they different? struggled more with reading.

What links apply to this activity The links between this activity and Universal Access are that the standards based
concerning Universal Access? (Universal curriculum is to provide access to and guidance in the instruction of the four content
Access: Review Ch. 7 in the LA strands: reading, writing, speaking and listening. This activity provided a starting point
Frameworks and the UA section for the to further instruct this student in reading.
grade level of your observation.)

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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
Teaching 4th 5th combo, Taught part of a lesson prepared by my field supervisor to a small group during
Karen Papagolos, group rotations
Tony Tobin
Elementary
Provided 3rd grade, Mrs. Helped with spelling, and corrected grammar errors in journals after listening to
assistance Jeramiah, Tony students read.
Tobin Elementary
Assisted with 5th grade, Mrs. Assisted by running an interactive learning station
lesson McBride, Tony
Tobin Elementary
Monitored 5th grade, Mrs. Assisted students in understanding similes, idioms and hyperboles
seatwork Constantino, Tony
Tobin Elementary
Teaching Small group work/ Social Studies vocabulary development

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Log of Teacher Candidate Teacher Aiding Experience

Student Name: Course #:

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

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Total time for this page: Hours Minutes

CBU Student Signature of Verification _________________________

Student___________________________________________________________________________________
(Last) (First) (Middle)

Field Supervisor Evaluation of Teacher Candidate


Teacher Aiding Experience

1. Please have Field Supervisors fill out the Field Supervisor Evaluation of Teacher
Candidate Form included in this packet.

2. Please explain that it is very important for you to have the opportunity to
demonstrate most if not all of these capabilities.

3. As you do the activities be sure to include several of the components listed on the
Evaluation Form below.

4. It is understandable that it is not always possible to have opportunity to engage


in all of the types of activities that would help you demonstrate your capabilities
in each area but please strive to have few, if any, NAs on your evaluation.

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Field Supervisor Evaluation of Teacher Candidate
Teacher Aiding Experience
The CBU Teacher Preparation program is designed to provide a developmental sequence of fieldwork experiences. Prior to the
placement in your classroom, the candidate has completed a rigorous series of observation experiences where the focus was on
matching theory to practice. During the time in your classroom, the candidate will be responsible for completing the range of teacher
aiding activities laid out in the fieldwork packet as well as others you may be able to provide. We need your help in evaluating the
candidate during this time. Your feedback will be combined with other data sources to determine the 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

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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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