EDU 512 Methods of Teaching Social Studies and Language Arts

Multiple Subject Teacher Candidate

Teacher Aiding Experience

Vanessa De La Torre
Edu 512 /Spring 2018
Dr. Rachel Timmons
California Baptist University

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
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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.

Elementary Literacy Context for Learning Information

Use the Context for Learning Information to supply information about your school/classroom context.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate description; if “other” applies, provide a
brief description.)
Elementary school: _____
Middle school: __x__
Other (please describe): _____

Urban: _____
Suburban: _x____ Rural: _____

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 2. List any special features of your school or classroom setting (e.g., charter, coteaching, themed magnet, intervention
or other leveled small group instruction, classroom aide, bilingual, team taught with a special education teacher) that will
affect your teaching in this learning segment.
Elsinore Middle School is a title 1 school. It has bilingual aides in classes where there are ELL’s 1’s
and 2’s. The school also has integration of a special education teacher in general ED classes. The
special needs students have a class aide with them at all times.

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.

The school has standardized, maps, and CELDT tests every year.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
The middle school has periods solemnly for Language Arts instruction. The average time would be 35
minutes per period.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
There are no ability groups. However, ELL students depending on their levels are placed together. For
example, ELLs whom are in levels 1’s and 2’s sit together. They also get specialized instruction by a
bilingual aide. The aide focuses on those students and occasionally checks on the rest of the
students. The rest of the ELL’s (level 3-5) are scattered in various group tables. This is for integration
with other students. Likewise, every classroom is arranged in group / tables because collaborative
work is heavily prioritized.
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.

Sixth grade ELL students use a textbook titled, California Collections.

Publisher: HOUGHTON MIFFLIN HARCOURT; 1 edition (January 1, 2016)

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.
Imagine Learning is used every day with the ELL students. They use the program for 20 minutes a
day.

About the Students in the Class Featured in This Assessment

1. Grade-level(s): 6th, 7th, 8th
2. Number of
 students in the class: 28
 males: 13 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.

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 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 processing 2 Close monitoring, large print text, window

card to isolate text
Autism 1 He prefers to sit alone or with his aide. He is
given extra time to complete assignments.
ADHD 1 He is able to kneel or stand. Music on his
headphones, allowed during independent
work. He is allowed to complete his
classwork in sections.
Other Learning Needs Number of Supports, Accommodations,
Students Modifications

Struggling readers 5 Leveled text, targeted guided reading, ongoing

reading assessment (e.g., running records,
miscue, conferencing)

ELL learners 6 They receive translated material, bilingual aide,

many visuals, and collaboration work. Extra time
to finish work.
Gate Students 0 There were no gate students in the classes I
Observed. They were in a separate program
called GEMS. The Gems program is very similar
to honors.

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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 6th grade

Maritza What sources were What What impact will this information will
used to gather information was have on instruction?
information? gathered?
Learning Modalities and Classroom She is a visual Her teachers can make adaptions in their
Learning Style Preferences assignments and Kinesthetic lesson plans to help Maritza and other
(i.e., Visual, Auditory, Class exams learner. students like her. This information will
Kinesthetic/ hands on) Homework also help Maritza communicate with
Observations other teachers and be successful in her
Asked Teacher academic work.
Asked Student

Cultural Considerations: I interviewed Maritza Cultural Group: The teacher will be able to make
Ex. and the master bilingual changes to her lesson plan. She will be
 Cultural Group teacher. (Spanish) able to plan groups accordingly and
 Proximity issues communicate with Maritza’s aunt.
 Eye contact Cultural Group Proximity issues:
 Home Language Home Language none

Eye contact:
normal

Home language:
Spanish lives
with aunt and
cousins.

Conversational Language –
Basic Interpersonal
Communication Skills (BICS)
Academic language:
Cognitive Academic
Language Proficiency
(CALP)
Study skills and general
academic ability
Observations - Spanish and The teacher can make grouping
I heard her speak to basic decisions based on her interpersonal
her team members. conversational communication skills.
English
I asked the teacher. Level – It allows the teacher to review before
I looked at her grades Emerging allowing Maritza to do independent work.
in her ELD class. Likewise, her teachers can make
adaptations in their lesson plans to help
Maritza and other students like her.
I asked the teacher. She’s very The teacher can access her study skills
I looked at her consistent with and help her accordingly.
classroom her classwork. All of her teachers require Maritza to
assignments. However, there work any homework on her agenda.
are times she Her teachers remove behavior points
turns in her when her agenda is not filled out.
classwork late.
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 She writes her Her general academic level, can help her
assignments in teachers group her accordingly.
her agenda.

Specific knowledge related to Since her ELD Maritza’s teachers will be aware of her
the lesson content Her test scores, level is level and make adoptions in their lesson
classwork, and emerging. It was plans accordingly. They can also suggest
homework. a bit difficult to alternatives for both Maritza and her
fully understand legal guardian. For example, tutoring or
her specific allowing her sufficient time to think and
knowledge respond to content level questions.
comprehension.
However, her
teacher focuses
on continual
checking of
comprehension.

Physical, Social, and
Emotional Development
Physical: She is The teacher can make grouping
I gathered information very fairly decisions based on her physical, social,
from her teacher and independent, and emotional development. Her
from observing her in once she fully teachers can also get a lot of information
class. understands the from her PLP record. If Maritza has had
I also asked if Maritza task. Her any behavior issues in the past. They are
had any IEPs or 504 bilingual aide is able to gage, if it’s her personality or
plans. I was also there to help her simply doesn’t get along with specific
allowed to look in the comprehend the teachers.
PLP to see if she’s had task. She also
any behavior likes to help her
problems. classmates and
teachers.

Social: She has

many friends and
gets along with
her classmates.

Emotional: She
is very caring
about her
classmates.
Interests /aspirations Talking to the student. As I looked at Her teachers can use this information in
Talking to her teacher. her folder, I their lesson plans. They will be able to
Observations noticed she likes tap into her interest and peak her
dogs and sparkly motivation.
items. She’s also
very fond of
I asked her and looked flowers.
at all her drawings. Maritza also
She likes to draw expressed a
images of dogs. desire to be a
veterinarian.

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Activity #3: Language Arts/Social Studies Content and Resources
Review the current
textbooks/curriculum and
Teacher’s 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?
Social Studies:
As I reviewed the 6th grade textbooks and curriculum I noticed the integration of
language arts in social studies. Specifically, in the vocabulary. Vocabulary was
posted in the text as well as all over the classroom. The social studies teacher
placed careful detail on the vocabulary attainment.
Vocabulary: There are 54 vocabulary words for the unit observed (Athens and
Sparta). Students are required to find the definition of the word. They also had to
provide a sentence for the word with an illustration.
Focus students: The ELD students receive assistance from a bilingual aide. They
are also given extra time. Likewise, they are given an opportunity for oral
translations during assessments. Similarly, the special needs students have aides
in the classroom for the same purpose. The special education teacher is also
active in the classroom. The special needs teacher and the general ed teacher
converse frequently on the steps to better ensure, student success. On the other
hand, gifted students are in separate classes. They are in the gems program. The
gems program is similar to honors. Gifted students are grouped together in an
environment that better fits their needs.
Language Arts/ELD:
Nevertheless, the language arts teacher informed me that all the units build on
each other. Every year it keeps growing. For example, they can learn a lesson on
a non-fiction text or a state standard. She informs, “it’s different, every time”.
6th grade:
Greece, Aztecs, Ancient Rome, Mayans, Europe
Examples:
The students analyze a lot of historical documents. They have to compare and
contrast them. They also have to think critically and analyze documents. They
learn to use evidence to support their arguments. A lot of focus is placed on
using evidence for reasoning.
The students are assessed in many ways. The social studies teacher tries to focus
on projects. She would rather see the students apply their knowledge into
creative assignments. She mentions, “it makes the students feel less pressure and
stress”. Likewise, she occasionally gives quizzes and tests.
Language Arts/Social Studies:
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Refer to Frameworks to I observed the teacher differentiating, monitoring, assessing and moderating. In
describe pedagogy. particular, I observed both teachers providing many sentence frames. They also
modeled how to take Avid notes and strategies.

How is writing taught? What

curriculum is used (ex. Step Up
to Writing)?
The curriculum used for writing in both Language Arts and Social Studies was,
“writing to demonstrate knowledge”. Students wrote argument papers to
demonstrate critical thinking. They also created projects and applied their
understanding of the concepts and ideas. The projects involved research and
formal writing.

How is handwriting taught? The teaching of handwriting was not taught at the middle school.
What method/curriculum is
used?

List and explain several Social Studies:

assessment methodologies you
have observed in each area.
I observed several assessment strategies. Assessments were primarily given with
projects. The students created comic strips, posters, and power points. For
example, one of the posters theme was “Would you rather live in Athens or
Sparta?”. Likewise, the power point was created to show knowledge of a
specific city state.

Language Arts:
Similarly, to the Social Studies department. The language Arts class I observed,
focused on projects based on collaboration. The students also wrote an essay and
answered comprehension questions. Many of the questions were inferential and
literal.

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.

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 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)

The Ca education code states

ARTICLE 2. Prohibited Materials [51510 - 51514]
( Article 2 enacted by Stats. 1976, Ch. 1010. )
51511. Nothing in this code shall be construed to prevent, or exclude from the public schools,
references to religion or references to or the use of religious literature, dance, music, theatre, and
visual arts or other things having a religious significance when such references or uses do not
constitute instruction in religious principles or aid to any religious sect, church, creed, or sectarian
purpose and when such references or uses are incidental to or illustrative of matters properly
included in the course of study.

The law does state that prayer is accepted in public schools if its voluntary by the student and not
endorsed by the school.

 How do you teach morals and religious ideas that may come up in the curriculum or from
student inquiry?

There are many ways to teach morals and religious ideas. However, sixth grade does have many
standards for this unit. Not only that, but there are also three simple approaches. They are the
historical, literary, and cultural studies or traditions-based approach. The historical approached can
be tapped in during social studies instruction. Historical studies have a large focus on political
and cultural influences that derived from religion. The literary approach is commonly utilized in
language arts. Historical and religious allusions are used in literature. Furthermore, students make
the connection between culture and literary styles. Lastly, the cultural studies or traditions – based
approach is commonly used in comparative literature or world religions.

Beneficial websites:
Find Law - https://goo.gl/xQr59q
ACLU - https://goo.gl/dYD4ek
NCAC - https://goo.gl/TTQWwJ
Bill of Rights Institute - https://goo.gl/39RqTV
Pew Research Center - https://goo.gl/C6ZcjA

Articles:
Religions Freedom Center
http://www.religiousfreedomcenter.org/wp-content/uploads/2014/08/teachersguide.pdf
Washington Post
https://goo.gl/pQZt6G

What connections do you find in the SS In the new frame work, I observed integration of many LGBTQ and
curriculum and pro-social (moral people of color content. There is also inclusive curriculum for Social
development) behavior in general?
studies.

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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.
Activity #5 Teaching: Small Group Work /Social Studies Vocabulary
Development
The language arts teacher communicated that there are lockdown drills,
fire drills, and earthquake drills.
She also mentioned antibullying, anti-drugs, and student empowerment
assemblies.
Social Studies:
In sixth grade social studies, world history is taught. The students learn
about the middle east and the Quran. They also learn about Greece, the
Greek gods, and goddesses.
Language arts:
The students read a lot of stories on religion, icons, and symbolism.
The middle school has a program called R.O.A.R. The first week of a
new school year, the whole school engages in “R.O.A.R Day”.
R.O.A.R stands for responsibility, organization, attitude, and respect.
Likewise, the school gives tiger pride tickets for positive behavior.
students get rewarded weekly. There is also PBIS training and small
group counseling. Not only that, but psychologists frequently come in
for student support.
Social Studies:
6.2 Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of Mesopotamia, Egypt, and
Kush.
6.3 Students analyze the geographic, political, economic, religious, and
social structures of the Ancient Hebrews.
6.4 Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of Ancient Greece.
6.5 Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of India.
6.6 Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of China.
6.7 Students analyze the geographic, political, economic, religious, and
social structures during the development of Rome.
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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
concerning Universal Access? (Universal
Access: Review Ch. 7 in the LA
Frameworks and the UA section for the
grade level of your observation.)
Your Answers- Explain in detail that fully describes your activity.
Students – Brief Description
1. Maritza (ELL) – Maritza is an ELL student. She was eager to
participate and welcomed me in the classroom. She was also very
engaged in the lesson, I prepared. Maritza is a Hispanic female. Her
primary language is Spanish.
2. Jasmine – Just like Maritza. Jasmine was also very eager to
participate. She had a lot of fun playing the vocabulary game. She was
even helping Maritza with some of the definitions. Jasmine is a Hispanic
female. She is not an ELL student. She performs at above grade level.
Her primary language is English.
The students understood the vocabulary terms because it was the first
thing they had to learn. We simple reviewed with a quick vocabulary
card game. They also had their vocabulary list. We went over the words
and definitions.
I provided translations for Maritza. She did not have any problems
understanding the words. She was able to work on classroom
assignments, with the translations.
The students were very interested. They were very excited to learn about
the Greek and Roman empire. Likewise, they took great interest in
selecting the empire they wanted to be part of.
They were able to answer comprehension questions. They seemed
familiar because it was an assessment they had studied for. They had all
the background information.
I learned that is very crucial to load the students with content and
academic vocabulary. It is important for them to have this information
before starting the lesson. The students were much better prepared, and
it was easier to acquire the information.
Alike:
They both needed visuals and examples.
Also, a lot of the information presented was new for them.
Different:
English learners needed more time to complete the work. They also
needed time to work with their instructional aide in their home language.
The links that applied to Universal Access were differentiation, pacing,
and novelty. Differentiation was applied with the Spanish translations
for Maritza. Pacing was used in providing extra time for Maritza to
complete the assignment. Lastly, novelty was applied by utilizing prior
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 knowledge to teach the lesson. This contributed to both Maritza and
Jasmine’s success.

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 Supervisor’s lesson plan book

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

Teacher Grade level Description of Activity
Aiding Teacher/School
Activity Type
Grading 6th grade I was given the opportunity to grade a language arts project.
EMS The students had to research five weird phobias with the meanings.
Language Arts I used the rubric provided by the language arts teacher. This was very
helpful. I went off the rubric to grade the assignment.

Prepared 6th grade I gathered information on the story titled, The Ravine. I helped students
materials for a EMS look for information on phobias. I gave examples, in Spanish. I also sat
lesson Language Arts next to a group of ELL students. I helped the students connect with the
project. I asked them questions that would make the project easier to
understand. They shared weird phobias they had. Discussing about their
phobias facilitated the writing process. Furthermore, I also modeled how
to create a graphic organizer.

Monitored 6th Grade I helped the teacher manage the class. I did this several times as I walked
students to stay EMS around. This allowed the teacher to focus on teaching a lesson. She was
on task Social Studies discussing information on Ancient Rome. My duty also included,
keeping students on task. On some occasions, I simply had to stand
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 behind the disruptive students. This behavior redirected them. Overall,
the master teacher was pleased with my work.

Tutor 6th grade I sat with a group table that consisted of ELL students. I helped them
EMS gather information for their poster project. I helped them translate some
Social Studies of the sentences. I even suggested strategies for efficient note taking.

Write the 6th grade The teacher was running out of time. I volunteered to help write the
agenda on the EMS agenda on the board while she focused on other assignments. I wrote the
board Language Arts day’s agenda as well as the homework and objective.
Provided 6th grade I provided assistance for the whole class. I announced that I would be
Classroom EMS walking around and providing assistance to any student in need. I also
assistance to Language Arts had the answers to some comprehension questions regarding the story,
all the The Ravine. Students were able to double check. The students that were
students. a bit confused, I tried redirected them by asking them questions. This
allowed them to get to the answer, without giving it away. Eventually
they were able to answer correctly. I also sat next to them and provided
research help. Likewise, I suggested strategies to facilitate the research
and writing process. Lastly, I revised rough drafts and gave the students
constructive feedback.

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