EDU 512

Fieldwork

Teaching Language Arts and Social Studies

California Baptist University Fall 2016
Daniela Cupples

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.
-

Leveled small group instruction is implemented as part of an MTSS program, which is a three-tiered intervention
program. Students are serviced 30 minutes per day, 4 times per week.

Leveled small group instruction is also implemented during a Daily 5 program. The program is administered for 60
minutes, 4 times per week. The Daily 5 program is incorporated to support an embedded literacy curriculum.

Targeted intervention is implemented during the MTSS (Multi-Tiered System of Support) instructional support block,
(30 minutes 4 times per week. Tier III students are serviced by the Kindergarten teachers and receive 30 minutes of
nd
intensive small group instruction (3-4) students. Tier II students are serviced by a teacher on the 2 -grade team.

English learners receive additional support by an English Learner aide 30 minutes per week.

Special education students are serviced through a push in program and receive individualized targeted instruction by
a special education teacher or a special education instructional aide.

One special education student from the SAI max class is mainstreamed in this classroom for 30 minutes per day, five
times per week.

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 current district adopted language arts curriculum is California Treasures, by Macmillan/McGraw-Hill. A district
provided a curricular map and pacing guide directs the implementation of the program. Teachers have some flexibility
in the implementation of the program, the second-grade team at the school collaborates on the implementation of the
lessons and all teachers, in the team, cover the same materials each week.

Writing is a focus area; the district curriculum for writing is Units of Study for Teaching Writing, by Lucy Calkins. The
implementation of the curriculum is facilitated by a curricular map and pacing guide, which includes personal
narratives, opinion, and informational writing.

Teachers are required to implement Thinking Maps as part of their instructional strategies and are encouraged to
implement technology integrated lessons.

Required benchmark assessments for writing have to be administered every trimester. The Benchmark assessment
st
nd
rd
for the 1 trimester is a personal narrative, the 2 -trimester benchmark is opinion writing, and the 3 -trimester
benchmark is informational writing. Teachers are required to participate in Universal screening, 4x per year, at the
beginning of the school year and at the end of each trimester. Universal screening data is compiled through the
administration of the technology based Star Reading 360assessment, or the Star Reading Early Literacy assessment.
The data from the universal screening assessments is used to implement MTSS services and level classroom
instruction.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom?
The daily schedule integrates 2hrs and 50 minutes of literacy instruction, which is administered in 4 blocks.
Daily 5 (60 minutes)
Monday through Thursday

Read Aloud (20 minutes)

Includes 5 centers (each student participates in each center for 10

minutes)
- Read to self
- Read with teacher
- Work on writing
- Listen to reading (listening center or computer based)
- Word work
Teacher reads to class

ELA (60 minutes)

30 minutes of MTSS targeted instruction part of this block

ELA assessment on Friday

spelling and vocabulary

Writing (30 minutes)

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
Ability grouping is an integral part of the instructional literacy practice in this classroom. Flexible homogenous groups are
implemented during the Daily 5 activities and during the ELA block. The groups are an essential instructional strategy that
allows for differentiation of the instruction based on the specific needs of the students. Such as explicit instruction for
vocabulary for English learners, the use of leveled text for guided and independent reading, and topic-based writing
activities for advanced and gifted 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.
ELA: California Treasures, Macmillan McGraw-Hill, 2010.
Writing: Lucy Calkins, Writing Pathways, Heineman, 2013.

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.
- Instructional resources for MTSS Tier II and Tier III: Fountas & Pinnell Leveled Literacy Intervention System, Blue
System, Heineman, 2014
- Document camera and laptop connected to LCD projector
- California Treasures leveled reader books
- Leveled classroom library
- Access to United Streaming
- Accelerated Reader software program
- Access to a laptop cart with one laptop per student once a week.
- Access to Studies Weekly for every student: online and print materials with content integrated literacy activities for
social studies and science. Online materials feature read along features and comprehension quizzes and leveled text in
the content areas.

About the Students in the Class Featured in This Assessment

1. Grade-level(s): ____2_________________________
2. Number of

students in the class: _24_

males: _10__ 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:
Classifications/Needs

Number of
Students

Supports, Accommodations,
Modifications, Pertinent IEP Goals

Example: Visual processing

Close monitoring, large print text, window card to

isolate text

IEP Speech or Language

Impairment (SLI)

Supports: The speech and language pathologist

works with the student in a small group two times
per week for 30 minutes.
The current recommended service allocation for
the student is 630 minutes of pullout services and
105 minutes of collaboration services per year.
Accommodations: Provide student with extra
time to express himself and practice speech.
IEP Goals:
Goal#1: The Student will use correct voicing
when producing unvoiced consonants (e.g. p, t) at
the sentence level with 80% accuracy across 3
out of 4 consecutive sessions as measured by

data collection.
Goal#2: The student will reduce his use of the
phonological process of fronting by producing /k,
/g in the initial position of words at the sentence
level with 80% accuracy across 3 out of 4
consecutive sessions as measured by data
collection.
Goal #3: The student will produce ageappropriate consonant clusters at the single word
level with 80% accuracy across 3 out of 4
consecutive sessions as measured by data
collection.
English Learners

Other Learning Needs

Number of
Students

Additional support by an English Learner aide, 1x

per week 30 minutes.
Small group instruction, explicit vocabulary and
sight word instruction, inclusion of pictures and
realia.
Leveled text for both independent and guided
reading.

Supports, Accommodations,
Modifications

Example: Struggling readers

Leveled text, targeted guided reading, ongoing

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

Struggling Readers, MTSS Tier III

Targeted small group intervention, 3 4 students

per group (30 minutes 4x per week), use of
leveled literacy intervention system with leveled
books and assessments, continuous screening
and progress monitoring with weekly data points.
Miscue analysis and conferencing. Targeted
phonics instruction.

Struggling Readers, MTSS Tier II

Targeted intervention in a group of 10 12

students, (30 minutes 4x per week), use of
leveled literacy intervention system with leveled
books and assessments, continuous screening
and progress monitoring. Miscue analysis and
conferencing.

Underperforming students with gaps

in academic knowledge

Targeted assessment of knowledge gaps,

targeted small group instruction.

Gifted Students

Increased pace of instruction, advanced leveled

texts, increased task complexity, advanced
independent or small group tasks and activities
based on the interests of the students.
GATE pullout activities, 30 minutes per week
serviced by the Targeted Intervention Specialist.

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:
Donald (names changed for privacy
purposes)

Learning Modalities and

Learning Style
Preferences (i.e., Visual,
Auditory, Kinesthetic/ hands
on)

Cultural Considerations:
Ex.

Cultural Group
Proximity issues
Eye contact
Home Language

What sources were

used to gather
information?
1. Observations
2. Teacher
3. Student
4. Student work
samples
5. Learning styles
survey.

1. Observations
2. Teacher
3. Student
4. Home language
survey.

Grade level 2

What information was

gathered?
The students learning
style preferences are
auditory, visual, and
kinesthetic.
Auditory: The student
prefers talking out loud
about subjects, hearing
things multiple times, and
likes to listen to sounds or
music to learn. He often
repeats concepts out loud
to help him remember.

The student is Hispanic;

he immigrated to the
United States from
Northern Mexico 1
years ago. Cultural
considerations: the student
is not used to being selfreliant because that is not
expected from him in his
home culture.
The student often refuses
to make eye contact, when
the teacher disciplines the
student.

What impact will this information

have
on instruction?
To support the students auditory
learning experiences I will provide
small group activities, tapes,
reading aloud activities, poetry,
and rhymes, music, and lyrics.
I will make sure that I include
visual representations; this includes
images, photos, videos, real
objects, TV, mind maps, diagrams,
flashcards, guided imagery,
highlighting or text, and taking
notes in my instructional practice.
I will include kinesthetic
approaches in my teaching, to
better reach this student. These
approaches include but are not
limited to experiments/labs, plays,
acting or role playing, gestures,
games, problem-solving activities,
field trips, writing notes, making
lists, making emotional
associations with concepts.
Teaching all students how to
engage in positive interactions
within a classroom environment is
essential to help all students
express themselves and help them
communicate and collaborate with
others in an effective manner. I
will faithfully implement the
schools PBIS program because it
teaches all student basic life skills
and establishes clear expectations
and training on how to approach
basic situations in the classroom.
Such as asking for help, accepting
no for an answer, and making an
apology.

Conversational
Language Basic
Interpersonal
Communication Skills
(BICS)

1. Observations
2. Teacher
3. English Learner Aide

BICS are an area of

strength for the student.
He is able to communicate
effectively in social
situations, in the
classroom, the lunch line,
and the playground.

Academic language :
Cognitive Academic
Language Proficiency
(CALP)

1. Observations
2. Teacher
3. CELT data

The students CLAP is an

area of weakness for this
student. The student needs
continuous support in
strengthening and
applying academic
language in various
contexts.

Study skills and general

academic ability

1. Observations
2. Teacher
3. Report card data
4. Student work
samples.

The student struggles with

study skills and his general
academic ability is below
grade level.

Specific knowledge
related to the lesson
content

1. Observations
2. Teacher
3. Student
4. Assignment samples
& assessment data.

The students knowledge

about lesson content is
basic. The student often
struggles with lesson
content because he lacks
required vocabulary and
reading skills.

The students Hispanic cultural

and family background teaches
the student to lower his eyes, as a
show of respect and submission. I
will therefore not demand that the
student makes eye contact when
the student is disciplined.
I will further support the students
development of the BICS,
interpersonal communication, and
collaboration skills by providing a
supportive, flexible, small group
environment.
I will furthermore provide
opportunities for the student to
share his personal experiences by
providing a share time where
students share a favorite item with
the class.
I will systematically introduce
academic vocabulary in a
homogeneous small group
environment.
I will provide opportunities for
the student to apply academic
language, in listening, speaking,
reading, writing, viewing, and
visual representation activities.
I will explicitly model study
skills.
I will use think-alouds to
demonstrate step by step how to
solve problems.
The student often does not
complete his homework. His
parents are unable to help the
student with the homework
because they speak only limited
English.
I will have high expectations for
all students and provide additional
support for students.
I will support the students
attainment of concepts taught in
language arts and social studies
lessons by providing:
o Explicit Vocabulary instruction
o Advance organizers
o Content reading materials at the
students reading levels
o Additional support for reading
(fluency and comprehension) in a
small group.

Physical, Social, and

Emotional Development

Interests /aspirations

1. Observations
2. Teacher
3. Comments by the
physical education
teacher.
1. Teacher
2. Student interest
survey
3. Analysis of student
projects and writing.

The students social and

emotional development is
on target for his age.

He likes school
because it helps him
learn better.
His favorite subject is
science.
His favorite sports are
baseball, handball, and
soccer.
The student likes
games and watching
television.
He likes to listen to
music, sing, and play
the computer.

I will continuously provide

activities that support the
students social and emotional
development. This includes small
group and paired activities.
I will provide opportunities for
the student to select reading
materials or projects about items
he is interested in.
Through the provision of inquirybased science activities I will
further the student's interest in
science.
I will include game based reading
activities in my instructional
practice to support the student.
Through the incorporation of
music, songs, and computer
activities I will further increase
the students interest in school
and learning.

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 #2 Student with Special
Needs IEP Speech and Language
Impairment:
Jake(name changed for privacy purposes)

Learning Modalities and

Learning Style
Preferences (i.e., Visual,
Auditory, Kinesthetic/ hands
on)

Cultural Considerations:
Ex.

Cultural Group
Proximity issues
Eye contact
Home Language

Conversational
Language Basic
Interpersonal
Communication Skills
(BICS)
Academic language :
Cognitive Academic
Language Proficiency
(CALP)

What sources were

used to gather
information?
1. Observations
2. Teacher
3. Student
4. Student work
samples
5. Learning styles
survey

1. Observations
2. Teacher
3. Student
4. Home language
survey.

1. Observations
2. Teacher
3. English Learner
Aide
1. Observations
2. Teacher
3. CELT data

Grade level 2

What information was

gathered?
The students preferred
learning modalities are
visual and auditory.

The student is Caucasian and

has been born in Southern
California. He shares the
cultural background of the
teacher and the majority of
the class.
His home language is
English.
The student often does not
make eye contact because he
is very introverted and shy.
The student struggles with
BICS because of his speech
impediment.

The student struggles with

CALP; he has substantial
academic language gaps.

What impact will this information

have
on instruction?
To support the students visual
learning style, I will incorporate
visual learning experiences such as
images, photos, videos, real objects,
TV, mind maps, diagrams,
flashcards, guided imagery,
highlighting of text, and taking notes.
Furthermore, auditory activities
such as listening to audio recordings,
reading aloud by the student or
teacher, music, poems and rhymes,
and word associations will all
support the students learning style.
The student needs practice
interacting with others.
I will implement PBIS skills in
my classroom to support the
student and increase the
students confidence in social
interactions.
I will pair the student with a
supportive peer-mentor.

I will provide a supportive

learning environment for the
student where he can practice his
oral language skills.

I will systematically introduce

academic vocabulary in a
homogeneous small group
environment.

10

Study skills and general

academic ability

1. Observations
2. Teacher
3. Report card data
4. Student work
samples.

The student often does not

complete his work in class
and also generally does not
do his homework.

1. Observations
2. Teacher
3. Student work
4. Assessment data

The student struggles with

study skills and his general
academic ability is below
basic..
The student often does not
complete his homework; his
parents are too busy to work
with the student on
homework.

Specific knowledge
related to the lesson
content

1. Observations
2. Teacher
3. Student
4. Assignment
samples & assessment
data.

The student lacks

background knowledge and
struggles with the
acquisition of new
knowledge.

Physical, Social, and

Emotional Development

1. Observations
2. Teacher
3. Conversations with
yard duty aide.

The student physical

development is on target.
The student struggles
socially, his social
development is impacted by
his speech impediment. The
student is very shy and
introverted and therefore
often does not participate in
classroom or in playground

Study skills and general

academic ability

I will provide opportunities for

the student to apply academic
language, in listening, speaking,
reading, writing, viewing, and
visual representation activities.
I will provide additional support
for the student in a small group
environment.
I will invite the student to
participate in the after school
homework club, as the student
receives no support with
homework at home.
I will provide additional
opportunities of the student to
complete independent practice
activities.
I will support the students
acquisition of study skills by
providing the student with
opportunities to practice his
study skills.
I will model study tasks, and
incorporate think-alouds to guide
the student through such tasks.
Since the student does not
receive support at home, I will
provide opportunities for the
student to complete his
homework at homework club.
- I will incorporate activities that
support the students acquisition of
background knowledge, such as
- Linking content with the students
personal experiences
- Linking new concepts to
previously learned concepts.
- Focusing on key vocabulary
- Using artifacts, video, photos,
maps, and picture books.
- I will provide a stress-free
environment for the student to
practice his oral language skills.
- I will incorporate paired activities
with a supportive mentor student in
the classroom. My hope is that
these activities will foster postitive
social interactions that carry to
other enviroments such as the
playground.

11

activities.

Interests /aspirations

1. Teacher
2. Student interest
survey
3. Analysis of student
projects and writing.

- The student likes school

and learning new things.
- Favorite subject: centers
with computer games.
- He likes to play
sports/soccer.
- He likes to play games.
- He likes listening to music
and singing.
- He likes to watch TV.
- His favorite food is pizza.
- He likes to ride his bike.
- The student comes from a
big family, he has 2 sisters
and 5 brothers.

- I will monitor the students social

development and collaborate with
the school psychologist and
counselor to find additional ways
to support the student.
- I will nurture the student's love for
learning by providing targeted
computer activities that foster the
students speech acquisition. I will
collaborate with the speech
pathologist to seek out other
available additional resources.
- I will incorporate reading materials
that include the students interests
and provide applied practice
opportunities through the use of
songs.

12

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 #3 Gifted Student
Learning Modalities
and Learning Style
Preferences (i.e.,
Visual, Auditory,
Kinesthetic/ hands on)

Cultural
Considerations:
Ex.

What information
was gathered?
The student prefers
the auditory and
visual learning styles.

1.Observations
2.Teacher
3. Student

The student is
Caucasian; her home
language is English.
She was born and
raised in Yucaipa.

1. Observations
2. Teachers anecdotal
records
3. Student

The student is very

expressive and
proficient in her
BICS. However, the
student tends to
become impatient and
interfering in a group
environment.
The CALPs are also
an area of strength for
the student.

Cultural Group
Proximity issues
Eye contact
Home Language

Conversational
Language Basic
Interpersonal
Communication
Skills (BICS)

Academic language :
Cognitive Academic
Language Proficiency
(CALP)

Grade level 2

What sources were used to

gather information?
1.Observation
2.Teacher
3.Student
4. Interest survey
5. Learning styles survey

1. Observations
2. Teachers anecdotal
records
3. Student
4. Assessment data

What impact will this information will

have on instruction?
Based on the students learning style
survey, I will include auditory learning
experiences in my instructional practice.
This includes:
- Small group discussions
- Think-pair-share activities
- Read alouds
- Skits, plays, and readers theater
- Clap and tap spelling
I will incorporate multicultural activities
to broaden the students thinking and
foster a culture of tolerance and
understanding in my classroom.

-I will provide challenging small group

activities for the student.
- I will incorporate homogeneous group
activities to provide opportunities for the
student to practice her collaboration skills.

I will further the students CALPs by

providing continuous vocabulary
strengthening activities at the student's
interest and reading level.
I will provide supplemental reading
and activity materials at the students
level.

13

Study skills and

general academic
ability

Specific knowledge
related to the lesson
content

Physical, Social, and

Emotional
Development

Interests /aspirations

1. Observations
2. Student assignments
3. Teacher
4. Student
5. Assessment data
1. Observations
2. Student assignments
3. Teacher
4. Student
5. Assessment data
1.Observations
2. teacher
3. student

1.
2.
3.
4.

Observations
Student interest survey
Student
Teacher

The student
demonstrates
excellent study skills
and general academic
ability.
The student
demonstrates strong
background
knowledge related to
the lesson content.
The students
physical development
is on track. The
students social
development is an
area where the
student needs
additional support.
The students
emotional
development is on
track.

I will provide continuous support to

help the student build up her current
skills by providing independent
research activities.

- The student loves

learning new
things.
- Her favorite
subjects are reading
and math.
- She likes sports
including soccer.
- She participates in
gymnastics and the
STEM club after
school.
- The student wants
to be a doctor when
she grows up.
- The student comes
from a very
stimulating and
driven family
background.
- Her parents are
very supportive and
provide the student
with many learning
experiences at
home.

I will provide opportunities for the

student to share her background
knowledge and will incorporate
activities such as KWL charts to
further this knowledge.
The student is very driven; she wants
to be the best at everything.
The student is self-centered and needs
additional support to learn to better
work with and understand others.
The students competitive nature
causes conflict in the classroom.
To support the students social
development, I will provide
collaboration activities.
I will also stress the school building
blocks of success honesty, kindness,
respect and responsibly.
I will continue to foster the students
love for learning by providing
engaging and stimulating personalized
or small group experiences at the
students level.
I will provide opportunities where the
student can choose topics of her
personal interest to research and
present.
Through the incorporation of a
learning contract, I will provide the
student with more independent
learning activities at her personal
level.

14

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.

Answer the questions in the spaces below.

2nd Grade History and Social Studies Standards

Theme: People Who Make a Difference
Students in grade two explore the lives of actual people who make a difference in
their everyday lives and learn the stories of extraordinary people from history
whose achievements have touched them, directly or indirectly. The study of
contemporary people who supply goods and services aids in understanding the
complex interdependence in our free-market system.
Standard: 2.1 Students differentiate between things that happened long ago
and things that happened yesterday.
1.Trace the history of a family through the use of primary and secondary sources,
including artifacts, photographs, interviews, and documents.
2.Compare and contrast their daily lives with those of their parents, grandparents,
and/or guardians.
Connections to Standard in Social Studies Curriculum:
Unit 1: Families Long Ago
Big Idea: How did families long ago make a difference in our world today.
Family traditions, family history, families moving, being a good citizen by keeping
history alive
Student Project connected to the standard: Students complete an ancestor project
and learn about a family member conducting an interview.
Social Studies Standard 3.Place important events in their lives in the order in which
they occurred (e.g., on a timeline or storyboard).
Student Project: Students create a timeline of their personal lives and include
pictures.
Social Studies Standard 2.2 Students demonstrate map skills by describing the
absolute and relative locations of people, places, and environments.
1. Locate on a simple letter-number grid system the specific locations and
geographic features in their neighborhood or community (e.g., map of the
classroom, the school).
2.Label from memory a simple map of the North American continent, including the
15

countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the
essential map elements: title, legend, directional indicator, scale, and date.
3. Locate on a map where their ancestors live(d), telling when the family moved to
the local community and how and why they made the trip.
Social Studies Curriculum Connections: Unit 2: Exploring the Earth
Big Idea: How we find out about places on the Earth? Using map and globe skills.
Standard 2.2 is addressed through a student project: Students create an interactive
map notebook, they label the oceans, countries, Great Lakes, major rivers and
mountain ranges. They also identify major map elements such as title, legend and
directional indicator. Students also use their map notebook to indicate where their
ancestors lived and they write a narrative about their ancestors, why and when they
moved to the community. Students also participate in the Flatt Stanley project and
send their personal Flatt Stanley to a relative across the country.
Social Studies Standard 2.3 Students explain governmental institutions and
practices in the United States and other countries.
1. Explain how the United States and other countries make laws, carry out laws,
determine whether laws have been violated, and punish wrongdoers.
2. Describe the ways in which groups and nations interact with one another to try to
resolve problems in such areas as trade, cultural contacts, treaties, diplomacy,
and military force.
Social Studies Curriculum Unit 3: How Government Works
Big Idea: How does government help people get along?
Rules and law, government, citizenship, being honest and working together.
Classroom student projects about rules.
Social Studies Standard 2.4 Students understand basic economic concepts and
their individual roles in the economy and demonstrate basic economic
reasoning skills.
1. Describe food production and consumption long ago and today, including the
roles of farmers, processors, distributors, weather, and land and water resources.
2. Understand the role and interdependence of buyers (consumers) and sellers
(producers) of goods and services.
3.Understand how limits on resources affect production and consumption (what to

16

produce and what to consume).

Cnnections to Social Studies Curriculum Unit 4: Our Needs and Wants
Big Idea: How do we get the things we need and want.
Making Choices, economics, farming. Addressed in the classroom through reading
or the social studies book.
Standard: 2.5 Students understand the importance of individual action and
character and explain how heroes from long ago and the recent past have
made a difference in others lives (e.g., from biographies of Abraham Lincoln,
Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert
Einstein, Golda Meir, Jackie Robinson, Sally Ride).
Social Studies Book Unit 5: Many Special People
How can a person make the world a better place?
People who make a difference, everyday heroes, being a good citizen: helping
others.
Classroom student project: students create a report about a famous person.
The following language arts Common Core standards are continuously
incorporated and addressed throughout social studies and language arts
lessons.
RL 2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL 2.3 Describe how characters in a story respond to major events and challenges.
RL 2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story, and the ending concludes the action.
RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate an understanding of key details in a text.
RI 2.2 Identify the main topic of a multi-paragraph text as well as the focus of
specific paragraphs within the text.
RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
RF 2.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on
17

successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Writing Common Core Standards are explicitly addressed in systematic writing
instruction through the writing curriculum and districtwide benchmark
assessments.

W 2.1 Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the opinion, use linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
W. W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points and provide a concluding statement or section.
W 2.3 Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points and provide a concluding statement or section.
SL 2.1 Participate in collaborative conversations with diverse partners about grade
2 topics and texts with peers and adults in small and larger groups.a. Follow
agreed-upon rules for discussions (e.g., gaining the floor in respectful ways
listening to others with care, speaking one at a time about the topics and texts
under discussion).b. Build on others talk in conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts
under discussion.
2.

Focus students needs are addressed by:

English Learner:

Explicit small group instruction to preteach academic and content

vocabulary.
Use of supplemental reading materials at the students independent reading
level.

Student with Special Needs:

Targeted sound production activities in a one-on-one learning environment.

Continuous monitoring of student and provision of additional support based
on observational logs.
Use of supplemental reading materials at the students independent reading
level.

18

Gifted Student:

What social studies topics are

covered during the school
year?

Use of supplemental reading materials at the students independent reading

level.
Advanced small group projects that foster critical thinking, problemsolving, and collaboration skills.

Social Studies Topics Covered:

Unit Themes:
Unit 1: Families Long Ago
Big Idea: How did families long ago make a difference in our world today.
Family traditions, family history, families moving, being a good citizen by keeping
history alive.
Unit 2: Exploring the Earth
Big Idea: How do we find out about places on the Earth? Using map and globe
skills.
Unit 3: How Government Works
Big Idea: How does government help people get along?
Rules and law, government. Citizenship being honest and working together.
Unit 4: Our Needs and Wants
Big Idea: How do we get the things we need and want.
Making Choices, economics, farming

What are some examples of

writing assignments integrated
throughout the social studies
curriculum?

How are students assessed

concerning the content of
social studies?

Unit 5: Many Special People

How can a person make the world a better place?
People who make a difference, everyday heroes, being a good citizen: helping
others.

Writing assignment about Johnny Appleseed, students learn to give generously

and selflessly to help and support others.

Ancestor report.

Writing assignment about presidents

Flatt Stanley project: students send Flatt Stanley to a relative and write a letter
to the relative. The students ask questions about the place where the relative
lives. Students review the responses from the relatives and share them with the
class in an oral presentation.

Famous person report and project.

Students are assessed in social studies content through their writing. The teacher
uses a rubric to assess such projects. Students create diagrams about social studies
concepts, such as Venn diagram, thinking maps, and timelines. The teacher assesses
those items. The teacher uses anecdotal observational logs to assess student
participation, presentations, and speaking skills. Students collect self-selected, and
teacher selected works in their portfolios.

19

What specific pedagogy did

you observe?
Refer to Frameworks to
describe pedagogy.

Social Studies Pedagogies Observed:

Building students' background knowledge, through the use of a KWL chart.

I observed several direct instruction lessons, where the teacher provided intensive
modeling, guided practice, and independent practice.
Heterogeneous small group instruction was used to provide targeted vocabulary
instruction, and to preteach academic and content vocabulary to EL students and
struggling readers.
Guiding questioning was used to assess the students background knowledge about
places in North America.

Language Arts Pedagogies Observed:

How is writing taught? What

curriculum is used (ex. Step
Up to Writing)?

How is handwriting taught?

What method/curriculum is
used?

Direct instruction in language arts instruction. The teacher explicitly modeled what
was expected of the students; she provided guided practice and independent
practice.
Mini Lesson on Story Elements, the students, created a wolf shaped book and
wrote the setting and main characters.
The use of guiding questions to build background knowledge.
Surveying the class to assess student understanding or opinions:
o
Thumbs up if you have ever played a sport before.
o
Thumbs up if you think every child in the world should go to school.
Picture walk: students looked at the pictures of a story first and made predictions
about the story based on their observations about the story.
Choral reading, the entire class read a passage together out loud.
The teacher read to the students out loud.
Checking for understanding: The teacher stopped reading and asked questions to
check for understanding. She asked several students the same question.
Think-pair-share activities, students where shareing what happened in the different
parts of the story.

Writing is systematically taught through the use of a district K-5 writing

curriculum. Units of Study for Teaching Writing, Heineman 2013
The faithful integration of the curriculum guided by a pacing guide and monitored
through 3 benchmark assessments.
The curriculum includes the following components:
- Learning progressions and benchmark skills
- Self-assessment checklists for students for each type of writing
- Rubrics for teachers
- Student writing samples for each stage of the progression
- A benchmark example of each type of writing
- Writing prompts
Formative assessments
Handwriting is not explicitly taught in this classroom; the teacher uses
reproducibles from Daily Handwriting Practice, Evan Moore, 2000, to work with
some of the students that are struggling in writing. She uses targeted instruction and
has the students focus on the letters they are struggling with.

20

List and explain several

assessment methodologies you
have observed in each area.

Social Studies:
Informal/Formative Assessments:
Anecdotal observational logs and records: the teacher used her logs to record student
participation; she assessed concept attainment and retaught the concept to students who
needed additional support in a small group.
Journal entries: the teacher used these items as writing samples and to assess the students
understanding of the key concepts of the lesson.
Student self-monitoring assessments: Students used checklists to evaluate their writing
about a social studies topic.

Language Arts:
Informal/Formative Assessments:
Anecdotal observational logs and records: the teacher used these logs to record student
participation in small groups; she located learning gaps and retaught the concept to the
students who needed additional practice or support.
Running record: The teacher used a running record to assess the students use of reading
strategies, word attack skills, fluency, and comprehension.
Student self-monitoring assessments: Students used checklists to evaluate their writing.
Formal Assessments:
District Writing Benchmark Assessment assessed through rubric: The teacher used a
formal rubric to assess the students personal narratives.
Checklists: The teacher used checklists to assess student writing projects.
Classroom Based assessments:
Weekly spelling tests, about 20 words,which are assigned at the beginning of the week.
Weekly CA Treasures comprehension tests

Progress monitoring assessments:

Tier III students were assessed through the Fountas & Pinell progress monitoring
assessment, which was a similar running record, but much more detailed.
Tier II students were assessed through the computer-based adaptive STAR Reading
assessment.

21

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 websites that pertain to this topic. Your directory should guide another
person to the best websites for the study of this topic. This means that you look at more websites than what you select so that
you share the best of the best in terms of beneficial sites.

Teaching Resources about Morals and Religion in Public Schools

A Teachers Guide to Religion in the Public Schools. This pamphlet by the First Amendment Center provides an
excellent overview of the responsibilities of teachers and the rights of students regarding moral and religious
instruction. http://www.firstamendmentcenter.org/madison/wp-content/uploads/2011/03/teachersguide.pdf
Finding Common Ground. This 320-page guide on the First Amendment on religion and the public schools
provides extensive information regarding the issues of religion in a public school environment.
http://www.firstamendmentcenter.org/madison/wp-content/uploads/2011/03/FCGcomplete.pdf
Taking Religion Seriously Across the Curriculum, Chapter 9, addresses the foundations of moral education in
public schools. http://www.ascd.org/publications/books/198190/chapters/Moral-Education.aspx
The Relationship of Religion to Moral Education in the Public Schools addresses the nature of moral education
programs in public schools and their focus on character education. https://www.gwu.edu/~ccps/pop_moral.html
Moral Education in the Schools. This resource evaluates the importance of moral education throughout the
history of our nation.
http://www.nationalaffairs.com/doclib/20080528_197805006moraleducationintheschoolswilliamjbennett.pdf
Moral Education in the Life of the School. This resource includes a comprehensive list of key behaviors a moral
person exhibits. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198805_p4.pdf
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)
Public schools may not spread nor inhibit religion. Religion must be treated with fairness and respect. The First
Amendment protects the religious freedoms of all students. The curriculum needs to include the study of religion because
it is an integral part of history and society. The study of religion also supports the understanding of literature, art, cultures,
and life in general. However, religion must be taught objectively, with the goal of educating students about a variety of
religious traditions, it should not indoctrinate students with one particular belief. Religion is part of the current textbooks
and standards, the California History and Social Science Framework includes religion.

Key points:

Teaching about religion and morals needs to be academic and not devotional.

22

The goal is to inform students about different religions and not to convert them to a particular religion.
Schools should inform students about the different religions but not promote a particular religion.
Teaching about religious beliefs is part of the study of family, community, cultures, and nations.
Teaching about holidays is permissible but the celebration of religious holidays is not.
Religious symbols may be displayed temporarily as part of a unit of study but may not be part of the permanent
classroom dcor.
Students may choose to create religious artwork or projects but should not be assigned to do so.
Public school teachers must remain neutral regarding religion and non-religion.
Character education should be implemented in the classroom
Teachers should promote civic virtues such as honesty, caring, fairness, and integrity without mandating religion.

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

We do not favor a particular religion.

We cover religion and morals as it is covered as part of the social studies curriculum.

We inform students about different religions and religious practices but do not promote or negate religion or nonreligion.

We teach about religions and morals as part of the overall education of well-rounded individuals.

Teachers are not allowed to pray with or in the presence of their students.

If students ask the teacher about his/her religious beliefs, the teacher may choose to answer the question straight
forward, but cannot engage in proselytizing.

Students are allowed to pray individually or in small groups as long as it does not interfere with the classroom
activities. However, students are not allowed to proselytize.

Students may express their beliefs in assignments and drawings, but their work may only be evaluated on academic
merit and not based on their religious statements.

Parents may request that their child is excluded from certain activities because of religious beliefs.

Students may be accommodated for their religious beliefs or practices as long as it does not interfere with instruction.

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 website and

find out what steps the school is taking to
provide safety for students and staff (e.g.,
earthquakes, hate crimes, fire, etc.)

Prosocial and moral development components are woven throughout the

social studies curriculum.
The second-grade students learn about families and how to be good
citizens. The unit about government includes pro-social components. It
teaches students how government helps people get along. Students learn
about rules and laws. They learn about citizenship, honesty, and working
together. The unit about economics also focuses on pro-social behaviors
such as differentiating between needs and wants and making good
choices. The last unit includes being a good citizen, helping others, and
learning how a person can make the world a better place.
The school conducts monthly fire drills and incorporates earthquake drills
twice a year. Each teacher has an emergency backpack with emergency
supplies that are available for use during those drills. All staff members
are supplied with an emergency procedure handbook, which outlines
procedures for all foreseeable emergencies. The school safety committee
frequently reviews the safety procedures and suggests updates ensure the
safety of all students. All students and staff members participate in mock
emergency drills where they receive hands-on practice in emergency
procedures. School emergency procedures are posted on the school
website. All classrooms have a direct evacuation path. 2nd-grade students
spend one week at the beginning of the school year learning about
emergency procedures, safety, and careers associated with safety and
emergency services. The language arts curriculum, California Treasures,

23

incorporates a unit Community Workers.

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 through 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.

The schoolwide PBIS (Positive Behavior Intervention Support) program

greatly emphasizes safety. The program implements behavior
expectations for the classroom, hallways, office, library, computer lab,
and playground. Students learn to keep hands and feet to themselves and
to walk at all times.
Religion is not explicitly taught in this 2nd-grade classroom or in the
curriculum. However, religion is addressed as part of traditions in the
family unit. Religion is also addressed in the context of holidays, where
students learn about the traditional and religious background of the
holidays.
Moral development is continuously taught through the implementation of
the core values of honesty, kindness, respect, and responsibility. The
teacher continuously emphasizes the importance of making good choices.
She talks about what kind, honest, respectful and responsible students do.
Students talk about examples of each behavior. Furthermore, moral
development is addressed through the schoolwide PBIS program, which
systematically teaches students key skills needed for social interactions.
The students learn self-control through practical experience and
application. To teach students self-control, they learn how to interact
appropriately in the classroom. Students are systematically introduced to
basic life skills, which include asking for help, following instructions,
getting the teachers attention, accepting permission, making an apology,
disagreeing appropriately, accepting no for an answer, listening, and
working with others. Each of these skills is explicitly demonstrated,
practiced, and reinforced to have a long-term impact and create positive
habits.
Honesty is addressed in Unit 3 of the social studies textbook, in the lesson
of democracy in action. Working together is also addressed in the same
unit.
Kindergarten Social Studies Standards
K.1 Students understand that being a good citizen involves acting in
certain ways.
1. Follow rules, such as sharing and taking turns, and know the
consequences of breaking them.
2. Learn examples of honesty, courage, determination, individual
responsibility, and patriotism in American and world history from
stories and folklore.
3. Know beliefs and related behaviors of characters in stories from times
past and understand the consequences of the characters actions.
1st Grade Social Studies Standards
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

24

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.

2nd Grade Social Studies Standards

2.3 Students explain governmental institutions and practices in the
United States and other countries.
1. Explain how the United States and other countries make laws, carry
out laws, determine whether laws have been violated, and punish
wrongdoers.
2. Describe the ways in which groups and nations interact with one
another to try to resolve problems in such areas as trade, cultural
contacts, treaties, diplomacy, and military force.
2.5 Students understand the importance of individual action and
character and explain how heroes from long ago and the recent past
have made a difference in others lives (e.g., from biographies of
Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington
Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson,
Sally Ride).
3rd Grade Social Studies Standards
3.4 Students understand the role of rules and laws in our daily
lives and the basic structure of the U.S. government.
1. Determine the reasons for rules, laws, and the U.S. Constitution; the
role of citizenship in the promotion of rules and laws; and the
consequences for people who violate rules and laws.
2. Discuss the importance of public virtue and the role of citizens,
including how to participate in a classroom, in the community, and in
civic life.

4th Grade Social Studies Standards

4.2 Students describe the social, political, cultural, and economic life
and interactions among people of California from the preColumbian societies to the Spanish mission and Mexican
rancho periods.
1. Discuss the major nations of California Indians, including their
geographic distribution, economic activities, legends, and
religious beliefs; and describe how they depended on, adapted
to, and modified the physical environment by cultivation of
land and use of sea resources.
3. Describe the Spanish exploration and colonization of California,
including the relationships among soldiers, missionaries, and
Indians (e.g., Juan Crespi, Junipero Serra, Gaspar dePortola).

25

4. Describe the mapping of, geographic basis of, and economic

factors in the placement and function of the Spanish missions;
and understand how the mission system expanded the influence
of Spain and Catholicism throughout New Spain and Latin
America.
5. Describe the daily lives of the people, native and nonnative, who
occupied the presidios, missions, ranchos, and pueblos.
6. Discuss the role of the Franciscans in changing the economy of
California from a hunter-gatherer economy to an agricultural economy.
8. Discuss the period of Mexican rule in California and its attributes,
including land grants, secularization of the missions, and the rise of the
rancho economy.

5th Grade Social Studies Standards

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.
1. List the shortcomings of the Articles of Confederation as set forth by
their critics.
2. Explain the significance of the new Constitution of 1787, including the
struggles over its ratification and the reasons for the addition of the
Bill of Rights.
3. Understand the fundamental principles of American constitutional
democracy, including how the government derives its power from
the people and the primacy of individual liberty.

26

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.
2.

Did the students understand the

vocabulary/key terms?

Explain in detail

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.)

27

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
Aiding
Activity Type

Grade level
Teacher/School

Description of Activity

Teaching

2nd Grade
Joaquin/Ridgeview
Elementary

Direct Instruction Cause and Effect Lesson

Grading

Prepare

2nd Grade
Joaquin/Ridgeview
Elementary
2nd Grade
Joaquin/Ridgeview

1.

Anticipatory set: I created a personalized Powtoon video to introduce the

lesson, build the students background knowledge and to support the
students formation of connections with themselves.

2.

I introduced the concept of Cause and Effect through the use of the
following anchor chart:

Graded and recorded in grade book weekly spelling tests for the class.
Graded and recorded in grade book weekly comprehension tests.
Prepared different parts for a pumpkin scarecrow,
1. cut out 25 pieces of each part of the scarecrow.

28

materials for a
lesson taught
by Field
Supervisor

Elementary

Monitor
seatwork and
provide
assistance
when needed.

2nd Grade
Joaquin/Ridgeview
Elementary

2.
3.

Organized the different parts

Distributed parts to the students

Monitored student seatwork during a writing activity about story elements.

Provided assistance to students as needed.
Provided additional assistance to focus student Walter and helped him finish the
activity. I used guiding questioning to help the student remember what happened in
the story.

Log of Teacher Candidate Teacher Aiding Experience

Student Name:
Date of
Observation

Time In/Time Out

and Total Time

Course #:

School and District

Grade Level
K-12; Sp Ed

Teachers Printed Name and

Signature

29

Mary Jones

SAMPLE
1/02/04

9:00 - 11:15
a.m.

2 . 25

Joyful Elementary, Perfect USD

2nd

Total time for this page:

Mary Jones

Hours

Minutes

CBU Student Signature of Verification _________________________

Student___________________________________________________________________________________
(Last)
(First)
(Middle)

Field Supervisor Evaluation of Teacher Candidate

30

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.

31

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

2.

Can provide support for students intellectual, social, and personal development

3.

Can plan instruction that encourages active student engagement

4.

Encourages students in small groups to think critically and/or problem solve

5.

Demonstrated the ability to use different strategies to motivate students during group work

6.

Used language accurately so that communications were clear and concise

7.

Can plan small group instruction that is equitable for all learners

8.

Demonstrated an ability to use informal assessments during group work

9.

Listened attentively and demonstrated an understanding of what s/he heard

10. Demonstrated an ability to interact with adults in a professional manner

11. Demonstrated an appropriate level of care and concern for the students

12. Demonstrated the characteristics of a professional in dress and timeliness

13. Demonstrate an ability to observe details of classroom management and make adjustments

14. Writes in a manner that is clear and grammatically correct

15. Provides a positive learning tone when working with groups or assisting in the class room

16. Appropriately identified and accurately completed tasks that were available

Additional Comments:
Evaluator Name________________________________________ Evaluator Signature: ____________________________________
School Name:__________________________________________ School Address:_______________________________________
Grade Level:____________________________ Content Area(s) Observed: _____

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