Jamie Hartley

Fall semester 2017

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.

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.
The school is a public elementary school. Within the classroom, the teacher has an instructional aide that comes
in to assist a few EL students during the day with their assignment. The teacher also provides small group
instruction at various tables throughout the classroom. The classroom aide and the teacher are both bilingual in
the classroom.

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.

This is the beginning of the year, the expectation is to have classroom management techniques and skills. The
expectation of the school is to teach the required common core state standards. There are various check in
points throughout the year where the teacher should be by a certain point. There is required curricula and
required textbooks within the school. The pacing plan is aligned with the standardized tests provided through the
school district.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
 Literacy instructions main focus is two hours per class period dedicated time. However, the teacher incorporates
literacy instruction within every aspect of the lesson plan and teaching.

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
One of the ways literacy is tracked within the classroom is through an online app called lexia. This is a way for
teachers to customize the instruction and questions tailored to the state standards. It provides feedback for the
teacher to gage where the students learning is and their struggling. In addition, the teacher and teacher aide do
ability grouping when determining literacy progress.

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.
Lexia is one of the instructional programs used, including a variety of different text from the school library.

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.
There is a classroom library, IPADs for every student within the classroom and an interactive electronic
whiteboard.
About the Students in the Class Featured in This Assessment
1. Grade-level(s): 4th grade
2. Number of
students in the class: 26

males: 11 females:15

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
Hearing impairment 1 Close monitoring, desk near front for better
hearing. Repeated and printed directions.
Visual Impairment 3 Close monitoring, desk near front for better visual.
Larger print text, printed directions.
Speech impairment 1 Close monitoring. Portable electronic aids, voice
recorder. Extra time for class presentations.
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)

English Learner 4 Translation, modified assignments, conferences,

reading assessment.
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 was What impact will this information
used to gather gathered? will have on instruction?
information?
Learning Modalities and 1.Obs. Student is a visual and This information will have an impact
Learning Style Preferences 2.Teacher hands on learner. on instruction because without the
(i.e., Visual, Auditory, Kinesthetic/ 3.Student Student needs visuals visual aids and hands on techniques
hands on) to assist in the student will not comprehend the
comprehension of information and may struggle. The
information teacher will have to make
modifications and adaptions for this
English Language learner to assist in
his learning style preference.
Cultural Considerations: 1.Obs. The information This information is important and
Ex. 2.Teacher gathered is that the will impact instruction because the
Cultural Group 3. Student students home teacher will have to make
Proximity issues language is Spanish. modifications to the instruction. The
Eye contact His parents and student will need additional support
Home Language
grandparents live in and exposure to the English
the home and only language. The student may require an
speak Spanish. The aid to help in translating information.
students only real
exposure to English is
at school or with
peers.
Conversational Language 1.Teacher The information This information is important and
Basic Interpersonal 2. Student gathered is that the will impact instruction because the
Communication Skills (BICS) 3.Observation student has good Basic teacher knows that the student can
Interpersonal participate in think-pair-share
Communication Skills. activities, small group, whole group,
The student is able to because they are able to
easily communicate communicate to a degree with their
with his peers in a peers. Teacher can also strategically
social setting. The place English language learner with
student does not another student with proficiency in
struggle with language to help boost their
conversational/social academic language.
language.
Academic language : 1. observation The information This information is important and
Cognitive Academic 2. Teacher gathered is that the impacts instruction because the
Language Proficiency 3. Student student is struggling teacher needs to make modifications
(CALP) with his academic and adaptions to bring visuals and
language. Through hands on experiences to the student
conversation with the to bridge the gap of the information
teacher, he has with the academic language.
progressed since the
beginning of the year
but still struggles with
context. The student is

Study skills and general
academic ability
Specific knowledge related to
the lesson content
Physical, Social, and
Emotional Development
Interests /aspirations
newer to the school.
The information This information is important
1. Teacher gathered is that it is because the teacher alters the
difficult to get this instruction a bit to accommodate this
student to turn in his student. She provides small amounts
assignments in a of time for the student to begin his
timely manner. He assignments in school, so he has a
does not have support higher chance of completing the
at home with assignments on time.
homework so he rarely
does school related
activities at school.
1. Teacher The information This information is important ad
2. Observation gathered is that the impacts instruction because the
student is struggling teacher has to make modifications
with background where the student is still being taught
knowledge related to the lesson and standard, but at a rate
the specific lesson and type that will provide the most
content. The student is comprehension and academic
a few grade levels improvement.
behind academically.
1. teacher The information This information is important and
2. observation gathered is that the impacts instruction because the
3.student student is fitting in teacher knows the student will
nicely with his peers. participate in classroom activities
He has quickly made and has a healthy social and
friends with both other emotional development with peers in
English language the classroom.
learners and with
Proficient English
speakers. He is
engaged and eager in
classroom
participations
1. teacher The information This information is important and
2. student gathered is that the can impact instruction because the
student loves to play teacher can relate topics to the
soccer and listen to interests of the student to help with
music. comprehension and make the
assignment more appealing and
interesting.
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.
The current Social studies topic is American Indians. The novel being read for
the unit is The Island of the Blue Dolphins.
The language art standards are posted on the wall as the goals for the year.
The textbook also has corresponding standards with each of the units.
The textbook used for the social studies topics is called History social
science for California Our California by Scott Foreman.
The topics covered throughout the year Unit 1 land of California
Latitude/longitude, map legends and map scales, California landfills,
California populations.
Early people in California
How they lived, when Europeans came to California, how the Spanish
changed, how California Indians lived, California early economy.
Early history to statehood
Timelines of settlement, discovery of gold, California government
change.
Growth and development since 1850
Gold rush, migration to California, how immigration and settlement
helped California grow, industries, California water system
development.
California Government
US constitution, compare and contrast federal, start and local
government citizenship.
The students have a social studies journal that they have been using with their
novel and textbook. At the end of each chapter, the students are asked to write
in their journal a summary or prediction of the text. The students have a
social studies journal that they use through the social studies content.
Students are also asked to use the textbook to compare and contrast with
different activities. The students had to compose complete sentences, use
proper grammar, spelling and punctuation. The students also needed to
provide a justification for their answers and predictions.
The students are asked to read their summary to the whole class. The teacher
observes and does informal assessment. The teacher listens and gives instant
feedback to the students. He journals are also turned in so the teacher can
read everyones prediction and summary. The students are also given
vocabulary activities to assess their knowledge and comprehension of the
topic. The students are also building on a bigger unit where they will have to
create a big project to show their mastery and comprehension of the topic.
There are short response sections within the text. The students have to also
answer incomplete sentences.
Social Studies:
Leveraging students existing background knowledge, Teaching and modeling,
through thinking aloud and explicit reference to strategies, Engaging students in peer
discussions, systematically sequencing texts and tasks so that they build upon one
another
Language Arts:
Explicitly teaching vocabulary, explicitly teaching and discussing text organization,
text features, and other language resources, continuing to model close/analytical
reading of complex texts during teacher read-alouds.
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.
Writing is built upon from kindergarten where the students continue to
practice writing. The teacher monitors and asks students to adjust their
writing if it is messy or illegible. There is 30 minutes each day dedicated class
time to writing skills. The teacher uses modeling and demonstrating for
teaching writing curriculum.
The way handwriting is taught is through All-star writing. Handwriting
starts in 3rd grade and progresses up until 5th grade. The book had the
students learn and practice the cursive alphabet. It allows for them to practice
the handwriting movements. The goal by the end of the semester is to write in
handwriting their first and last name. The goal by next semester is to have
students turn in all of their writing assignments in cursive.
Social Studies:
Observation, formal and informal, unit testing, quizzes on each chapter or summary.
Students swap assignments to read and correct the writing and errors.

Language Arts:
Formal, whole class presentations, observation, walking around to observe students
during think, pair, share activities of summary of chapter. Have students find
errors in summary and explain why there is a correction needed.

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
The connections that I found in the social studies curriculum and pro-social
moral development behavior in general is that they align with the standards. The
social studies curriculum is set up to influence and encourage teachers to teach a
pro-social and moral developmental behavior.
The school is taking steps to ensure and provide safety for students and staff.
Any visitor that checks in on campus must have a valid ID and reason must
be verified by staff. There is a safety personnel that regularly checks the
classrooms for fire violations and safety hazards. The school has random
drills to ensure students and staff know what to do in the event of an
emergency. Parents are also noticed of the appropriate steps to take during
an emergency.
Religion is appropriately taught throughout the content of social studies to
teach the students of the history and beliefs. In the history social studies
textbook that I reviewed, there was discussion of the beliefs of the native
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.
American tribes and it went into discussion of the California missions. These
are not taught to persuade students into a certain religion, they serve to
educate and inform the students of the history.
Moral development is addressed through content and learning activities by
the master teacher asking questions as they go. On the chapter read for the
Island of Blue dolphins, there was a topic of when the brother had been
killed by the wild dogs. The teacher took the time to ask the students higher
order thinking questions based on moral development. These questions
addressed the content and applied to the learning activities.
K.4 Students compare and contrast the locations of people, places, and
environments and describe their characteristics.
K.6 Students understand that history relates to events, people, and places of
other times.
1.2 Students compare and contrast the absolute and relative locations of
places and people and describe the physical and/or human characteristics of
places.
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
1.5 Students describe the human characteristics of familiar places and the
varied backgrounds of American citizens and residents in those places.
2.1 Students differentiate between things that happened long ago and things
that happened yesterday.
4.2 Students describe the social, political, cultural, and economic life and
interactions among people of California from the pre-Columbian societies to
the Spanish mission and Mexican rancho periods.
4.3 Students explain the economic, social, and political life in California
from the establishment of the Bear Flag Republic through the Mexican-
American War, the Gold Rush, and the granting of statehood.
5.3 Students describe the cooperation and conflict that existed among the
American Indians and between the Indian nations and the new settlers.
5.7 Students describe the people and events associated with the development
of the U.S. Constitution and analyze the Constitutions significance as the
foundation of the American republic.

Annotated site directory for activity #4.

1. Johnson, E. K. (2014). Teaching about religion in public schools: A study of media

discourse. Dissertation Abstracts International Section A, 74,
2. Stephen H. Webb, a. (2002). The Supreme Court and the Pedagogy of Religious Studies: Constitutional
Parameters for the Teaching of Religion in Public Schools. Journal Of The American Academy Of
Religion, (1), 135.
3. Mikochik, S. L. (2012). Teaching about religion in the public schools. Ave Maria Law Review 11(1),
149-174.
4. Strazicich, M., & California State Dept. of Education, S. (1988). Moral and Civic Education and
Teaching about Religion. Handbook on the Legal Rights and Responsibilities of School Personnel and
Students.
5. Bostwick, P., & Saylor, G. (1951). Moral and Spiritual Values in the Schools. Educational
Leadership, 8(8), 507-514.
 6. Greenawalt, K. (2005). Does God belong in public schools?. Princeton, N.J. : Princeton University
Press, c2005.

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. Female student Caucasian, 4th grader, alert and engaged in classroom
environment. Pleasant.
2. Male student Hispanic, 4th grader, engaged when doing assignment but
alert during teacher discussion.

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?
The students did understand the vocabulary and the key terms. This was a
chapter they had previously gone through within their classroom. They have
already been exposed to the vocabulary and key terms within the chapter.
They have had practice with the words and their meaning. They are able to
comprehend the terms and vocab.
The students were both able to read the passage fluently with slight
hesitation on the bigger words. The chapter selected was chapter 8. The
students had no difficulty with reading the passage of the chapter. There
were no modifications needed. The male student read a little slower than the
female student. Both of the students struggled with a few bigger words in the
text, they slowed their reading down when they came across these words.
The girl student was excited to read for the activity. She told me that she
really enjoys reading and even does so at home. She likes the book they are
currently reading in the class. The boy was not very interested in the text.
He told me he did not really want to re-read the chapter that they have
already read. I told him it was all for comprehension and really being able to
understand the text. He then told me he wanted to continue with the book to
see how it ends.
The students were both familiar with the ideas and content of the text. The
students have been reading this text for a while. They are using this for their
unit introduction into native Americans. The evidence I have is during the
end of their reading section, they would recap what had happened during
the passage in their own words.
The students both read the chapter with ease, when they came upon the
bigger words they would struggle a little bit. If I were writing this unit, I
would go over the bigger words in the chapter prior to learning the chapter
so the students will have a higher chance of comprehending the vocabulary
and overall content of the chapter. I would give more time to allow choral
reading, so every student has the opportunity to read and enjoy the text.
The students were alike because they were initially shy at the beginning of
the chapter. They seemed nervous about reading out loud. They both knew
how to handle the text. They followed along with their fingers and were able
to easily follow along. They are different because the English language
learner would get more distracted during the reading if they came across a
word they did not know. I had to work harder to keep him more focused on

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.)
the task than I did with the English speaker.
The master teacher discussed with me that she originally had seven English
language learners within her classroom. Each of these seven students were
evaluated on their progress in ELD. This links to the universal access in the
LA frameworks. These students need to make steady progress in developing
English. Out of the seven students, five of them had been reclassified English
proficient students which is linked to the universal access in the LA
frameworks. These students have completed ELD and have moved out of the
program. Two of her students did not progress well out of ELD and will be
re-evaluated in two years.

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
Monitoring 4th grade/ The students were provided with a vocabulary test. I assisted the master teacher of
Ramirez/ monitoring the students completing their vocabulary test.
Wildomar
Elementary
Grading 4th grade/ Students had a vocabulary test. The master teacher had an answer key for the correct
Ramirez/ words, I matched the answers with the student work for their vocabulary test.
Wildomar
Elementary
Assisting teacher 4th grade/ Students were being paired off into groups for assignment helping 1st graders. I
Ramirez/ assisted the teacher in pairing off the students with the first graders.
Wildomar
Elementary
Assisting student 4th grade/ Students were doing an activity where they assisted 1st graders in an assignment. The
Ramirez/ students had to use iPad to create accounts for the first graders. I walked around and
Wildomar assisted the 4th graders who needed help completing their task.
Elementary
Monitoring 4th grade/ I assisted in monitoring the students who were completing the 1st grade assignment in
Ramirez/ the class.
Wildomar
Review 4th grade/ The master teacher has her lessons completed on a weekly basis and in a filing
Ramirez/ cabinet organized by her desk. I scanned through the lesson plan for the week of
Wildomar assignments and objectives.