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, co-teaching, 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.

We have a couple ELL students depending of the class in which you may have to spend
some extra time on something. No co-teaching, we have leveled small group instructions
every M, T,W, Speech teacher comes in 2x a week to see a student, STEM is the theme so we
use a lot of engineering friendly vocab. We have small group instructions dependent on what
level you are placed on so if youre a high reader or low reader.

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.
 Stokoe is proud to be a College Prep school every Friday the kids are encouraged to wear
their college pride t-shirts dependent on their teachers alma mater or adopted college. The
school is an actual site for RCC students who are taking selected classes that are offered on
the campus. This is supposed to instill early motivation for our students to see that college is
attainable.

About the Class Featured in This Assessment

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

90 % of class is devoted to literacy instruction

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

Dibels is used 3x a year (beginning, middle, and end) to track the official assessment
for literacy and teachers have their own personal summative assessments that are also
taken into consideration when tracking their literacy
Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook,
please provide the title, publisher, and date of publication.

Phonics Library- Houghton Mifflin

Grade Kindergarten
National Geographic Kids by Laura Marsh-National Geographic
Level 1 (Starting to read)
List other resources (e.g., electronic whiteboard, classroom library or other text sets, online
professional resources) you use for literacy instruction in this class.

Computers Station Imagine Learning is an innovative language and literacy

software program for ELLs, struggling readers, early childhood education, and
SPEC ED students
About the Students in the Class Featured in This Assessment
1. Grade-level(s): _____Kindergarten__________________________
2. Number of
students in the class: _24____
males: __11___ females: __13__
3. Complete the chart below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your literacy instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. Some rows have been completed
in italics as examples. Use as many rows as you need.

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
Activity #3 : Language Arts/Social Studies Content and
Activity #2: Adaptations- Complete Table below concerning each of your
Resources
selected Focus Students. Use these students for your Lesson Adaptations
Review the current
Use this tableAnswer to helpthe questions
you plan in the spaces below.for your focus students and
instruction
textbooks/curriculum and
provide
Teachers Manuals for a a rationale for yourwith
Students decisions. Complete
Specific Learning Needs Table once for each Focus
specific gradeStudent.
level and findSimilar to TPA tasks.
IEP/504
out how the socialPlans:
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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.
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.
For 1st graders, they are taught the concept of citizenship and what it
means to be a good citizen in the U.S as well as embody it into
ourselves.
The lead teacher say that they have a team building breakfast every
other week and the principal makes it a rule to provide safety
guidelines to all teachers and make sure they abide by them. Students
have participated in mock fire drills and earthquakes in which all
students are supposed to be engaged with through proper
demonstration of teacher.
Religion is taught as the basis of our history. Many came to the U.S to
flee religious persecution. For example, older students are made
aware of the Salem With trials and read literature like the Scarlett A
because it correlates with history and government back in that time.
It is addressed when talking to students about tolerance as well as
listening to others ideas and building an open mind.
For the classroom I observed as well as the grade level, this standard
applies to what is being taught in class.
1st Grade:

1. 1.1 Students describe the rights and individual

responsibilities of citizenship.

1. Understand the rule-making process in a direct democracy

(everyone votes on the rules) and in a representative democracy
(an elected group of people make the rules), giving examples of
both systems in their classroom, school, and community.
 2. Understand the elements of fair play and good sportsmanship,
respect for the rights and opinions of others, and respect for
rules by which we live, including the meaning of the Golden
Rule.

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.Student is Latino, Male, and is well behaved in class, he does his work
accordingly, he dislikes reading, he cannot sit still even though he tries (ADHD) he
likes to keep moving and likes engaging activities
2.Student is Caucasian, Male and he loves talking, often gets in trouble for
speaking out of turn, easily excited by interesting concepts, will try to skip ahead of
lesson, teacher, or himself when possible.

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
I gave the student the following vocab terms:
Phenomenal
Breathtaking
Gigantic
When I asked the students if they knew what they meant they picked out gigantic
and gave me a large hand measurement as to how big they thought that was
In terms of phenomenal and breathtaking they gave me all different types of
answers like for phenomenal they thought it was a food or a place you go to, for
breath taking they used the clue word breath and guessed that it had something to
do with breath.
I gave them a small passage that included these words in terms of the pyramids
that they would encounter in Egypt. I let them guess what these words were before
we read the passage so they can try and piece both the passage and vocab words
together. The passage as told by the teacher was somewhat difficult but a lot of the
text was filler or sight words which they were used to.
The students as told by the teacher are not all that exposed to Social Studies. They
the reading activity and the social studies are intrigued to know that there are other places that exist that are far away. It
content? Were they interested in the topic? allowed me to have them fully engaged in the lesson.

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
concerning Universal Access? (Universal
Access: Review Ch. 7 in the LA
Frameworks and the UA section for the
grade level of your observation.)
They were aware of the pyramids that existed because they correlated pyramids
with mummies and thus had a reference as to what they looked like. They werent
aware of other facts like reading about the Nile river or that Egypt was home to a
large kingdom several years ago. However, they were able to hone in on what was
around them by knowing that camels are found in the desert and that it is very hot
in Egypt.
I think that allowing myself to present my students with visuals, such as pictures or
small structures that will allow students to get a better perspective as to the many
wonders this world has to offer allows them to remain engaged. I think introducing
bigger vocabulary words to students with a visual and or picture to tie one another
to each other is a great way for them to know how to use the word as well.
I think that the pronunciation came a little easier with native English speakers
opposed to English Language Learners. In terms of reading, students that were
ELL and or Nave speakers had no real difference between how they understood
the text or how they read it unless they were already below average or remedial.
Universal access in necessary when you are teaching to a classroom regardless of
location, student diversity, etc. It is easy to assign homework that requires internet
access without realizing that not every one has internet access. Its important to
implement that in the classroom as well whether it be making sure you send
homework with plenty of examples so students know what they need to do in case
their parents are non-English speakers.

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
Ex. Teaching 1st Grade Taught a mini lesson on Geography to students (we touched upon
Greece) including location, customs, and artifacts.
Led a Small 1st Grade Led small group and went over words that end with y including
Group words that sound like /e/ or and words that sound like /i/ at the end.
Students chose the correct ending to words like cry and fluffy.
Gave Spelling Kinder Was able to give an informal spelling test to the students. This
Test spelling test was given to see how many students had memorized
their sight words.
Assisted Kinder Was able to assist the students in their research based oral project.
Students They were working within groups and were expected to deliver an
oral presentation following their research. I helped them gather
more information and plan out their speech.
Managed 1st Grade I was able to manage the student store and call on students by their
Student Store numbers so they can purchase from the student store. They had to
count how much money they had and perform a transaction or
choose to save up.
Led a reading 1st Grade Students were expected to read a grade level book and answer brief
group questions about the setting, how the main character felt, and what
were the consequences of their actions.