EDU 512 Methods of Teaching Social Studies and Language Arts

Multiple Subject Teacher Candidate

Teacher Aiding Experience

Observations:
The observations of 20 hours for this class may not be used for any other class.
However, you can observe Language Arts in Math and Science /Reading Phonics and overlap 10 hours in language
arts with your Math and Science/Reading Phonics Observations. Many of the observation hours will be informal
and will be used to gather the information needed to complete the six activities. Keep an accurate log of your
fieldwork hours in the classroom of your choice. The information needed for these activities can be part of what
you are gathering while in working in your classroom.

Field Work Activities:

The following 6 activities are a required part of the field work experience. These reports should be written in detail
and fully cover each area of investigation. You may add text outside of the tables but the tables should expand
enough to include most/all of your findings for the activities.

Do as much as possible of these activities while in your fieldwork classroom so as to save time. Come prepared to
work on them as you do your fieldwork hours.

Field Work Activities:

The Activity forms are color coded to direct you through each component of each activity
as follows:
Activity #1: Blue
Activity # 2: Gold
Activity #3: Tan
Activity # 4: Red
Activity #5: Orange
Activity #6: Yellow

Field Work Activities:

Note that some activities have several steps. Please follow the directions carefully for each step in all
activities.

Activity #1 must be completed early in the Course as it provides the foundational information you will
need to complete the class assignments.

EdTPA:
These activities help you gather information needed for TPA work as well as for this class.

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Field Work Forms:
Please note and use all of the forms in this packet. Note that the form for the Log of Hours and the Master Teacher
Evaluation Form are required prior to receiving a grade. These tasks are designed to prepare you for the EdTPA
tasks you will complete during Student Teaching.

Task #1: Planning for Literacy Instruction and Assessment

TPEs 1, 2, 3, 4, 6, 7

EDU 512 Fieldwork Observation Task

Step 1: Preparation for completing this task
 Read Task 1 in EdTPA Handbook
 Read the Guidelines in the first section of this task below so you know your areas of responsibility on the EdTPAs.
Step 2: Observe a Language Arts Lesson in the class where you are doing your fieldwork
Step 3: Fill out the Elementary Literacy Context for Learning Information section in the chart below as much as possible based
on your observation.
Step 4: Reread your answers and see if they are complete and descriptive.

Note: Just add space below each bullet point in each section and provide your answers. Make sure your answers are
clearly separated from the EdTPA Task text. This is a practice assignment and cannot be used for your actual TPA.

Elementary Literacy Context for Learning Information

(Fill this section out by using bullet points and commentary.)

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

About the School Where You Are Teaching

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

Urban: _____
Suburban: __X___ Rural: _____

2. List any special features of your school or classroom setting (e.g., charter, coteaching, themed magnet, intervention
or other leveled small group instruction, classroom aide, bilingual, team taught with a special education teacher) that will
affect your teaching in this learning segment. The students are divided into reading groups. The students that I am
observing are at grade level. The others leave to a resource specialist or a higher level reading group. There is a
bilingual aide that comes in for 30 minutes to assist in any way that is needed with independent work.

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. No there is no requirements that

About the Class Featured in This Assessment

 How much time is devoted each day to literacy instruction in your classroom? The average time that is spent on
the literacy instruction is 1.5 hours.

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

 Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please provide
the title, publisher, and date of publication.

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 List other resources (e.g., electronic whiteboard, classroom library or other text sets, online professional resources) you
use for literacy instruction in this class.
 Classroom library
 grade level texts
 microphone system
 projection system.
About the Students in the Class Featured in This Assessment
1. Grade-level(s): ____4th grade___________________________
2. Number of
 students in the class: __27___

 males: __14___ females: __13___

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

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

 English language learners

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

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,

Classifications/Needs Students Modifications, Pertinent IEP Goals
Diabetes 1 Close monitoring, device that tracks blood sugar
levels, supply of water
Dyslexia 1 Yellow paper to go over words being read—
window card, larger print, choral reading

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Struggling readers 4 Intervention time level separated, extra services
separate times

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Activity #2: Adaptations- Complete Table below concerning each of your selected Focus
Students. Use these students for your Lesson Adaptations
Use this table to help you plan instruction for your focus students and provide a rationale
for your decisions. Complete Table once for each Focus Student. Similar to TPA tasks.

Focus Student #1 EL Student Grade level

What sources were used What information was What impact will this information will
to gather information? gathered? have on instruction?
Learning Modalities and 1.Obs. 1. Student has a low I will make sure that I keep focus on
Learning Style Preferences 2.Teacher attention span his attention and give him mini breaks
(i.e., Visual, Auditory, 3.Student 2. The teacher uses if needed. I will make sure to include
Kinesthetic/ hands on) 4. Student work samples visuals to deepen and provide pictures for the EL
content student to help deepen understanding
3. Student struggles and comprehension, I will also include
with spelling activities for the student to help with
spelling such as word maps or letter
games.
Cultural Considerations: 1.Obs. 1.Student is close in Student needs to be placed in the
Ex. 2.Teacher proximity teachers action zone of the class. The
 Cultural Group 2. Student doesn’t student needs to have eye contact with
 Proximity issues have eye contact peers when discussions are occurring
 Eye contact 3. student speaks so we will make sure to include that
 Home Language
Spanish primarily at step when discussing what the
home requirements are. Have students
continue to carry their language into
the classroom, get books in Spanish
for them.
Conversational Language 1. observations 1. very talkative We can integrate more pair shares into
– Basic Interpersonal 2. Teacher 2. comfortable with the classroom and have them discuss
Communication Skills classmates their answers before doing a whole
(BICS) group discussion on it. That way the
student can pre-discuss his answer.
The student is comfortable with his
classmates so we can use this as an
advantage to us.
Academic language : 1. Writing samples 1. Students work We can see where the student is
Cognitive Academic 2. Observations lacked lacking and how he is having a hard
Language Proficiency academic time in sentence structure. We can see
(CALP) language where we need to start in having him
2. Student didn’t develop his knowledge in this area.
talk in groups We can see if he needs more guidance
with academic in how to introduce a topic. We can
language also have him pull out his list of
included in academic words to include in his
conversations writing.
Study skills and general 1. Teacher Student shared that he We can create a signed agreement
academic ability 2. Questions asked reviews for spelling with the parents to make sure that he
to student tests once a day with completes his reading nightly and can
hesitation. Teacher either discuss it in a tape recorder or
says that he usually summarize it in paragraph for a pre
has 1-2 days missing designed worksheet.

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Specific knowledge related
to the lesson content
Physical, Social, and
Emotional Development
Interests /aspirations
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
in his reading time
that is signed off on
HW each week.
1. Observation Student doesn’t seem The student can get a lesson play
2. Teacher to easily follow along layout of what is occurring in the
with what is occurring lesson. They can also have more
in the lesson. visuals included in the lesson so he
can have a more easy time following
along with the lesson.
1. Observations The student socializes Use less independent activities and
with peers and does more teamwork activities where
try to cooperate in students do an even amount of work.
conversations. He also We can challenge the student and
participates when he know that he has the mental capacity
can. Physical to go through it.
development appears
to be on track.
Emotional
development was also
on track from what I
observed there was
nothing that stood out.
1. Teacher The teacher shared No impact on how instruction is given
that the student enjoys since the interests are mostly centered
playing handball when in one area.
outside with friends
and shows a lot of
interest in videogames
such as Minecraft and
Fortnite
Answer the questions in the spaces below.
The Gold Rush, Ancient Civilizations, geography, California history, early natives:
Aztec, Mayans, Incas, etc.
The students were writing reports on the Gold Rush and had to select a character
that they were going to portray themselves as and write in first tense as them. They
spoke and worked with maps and speaking and writing of different regions.
The students are assessed formally and informally. They conduct post tests and
written material frequently to see where students are at after they have learned the
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studies?
What specific pedagogy did you
observe?
Refer to Frameworks to
describe pedagogy.
content.
Social Studies & Language arts:
The students learned the same way in both subjects, also they were both cross
included at times. They learned through lectures, clips of videos, written samples,
pair-shares, and worksheets. Pedagogy is the way that students are learning.

How is writing taught? What
curriculum is used (ex. Step Up
to Writing)?
How is handwriting taught?
What method/curriculum is
used?
List and explain several
assessment methodologies you
have observed in each area.
The writing process usually included a graphic organizer such as a bubble map.
The students had the choice of which organizer they wanted to use. They were then
asked to do the introduction and body followed by conclusion. They weren’t
walked through it as much as the 1st time I observed since they had learned since
then.
The students worked on handwriting with worksheets that they practiced with
drafts, edits, and such. The teacher would announce that some of them needed to
make their writing more legible. There was no specific handwriting worksheets
that they worked on. They said that they had in the past, but not on the days that I
was observing.
Social Studies: group work, group discussions, projects assigned, tests, worksheets
Language Arts: spelling test, academic vocabulary introduction/ reviews, assignments,
group work, writing

Activity #4: Pro-social Behavior/Citizenship/Religion/Moral

Development

Pro-social Behavior/Citizenship/Religion/Moral Development

Questions: Your Answers:

Web/Professional Journal Project on Morals and Religion in Public Schools (TPE 12 & 13)
Explore the topic of teaching morals and religion in public schools on the Internet /professional journals.
Do the following:

Download 2-4 articles that provide information concerning the proper teaching of religion and morals in the public
school.

Read the articles and color highlight key points. Submit articles in your folder.

Record an annotated site directory of 5-7 beneficial web sites that pertain to this topic. Your directory should
guide another person to the best web sites for study of this topic. This means that you look at more web sites
than what you select so that you share the best of the best in terms of beneficial sites.
Be able to discuss and answer the following questions:

What does the law say about teaching these topics? (See CA Education Code on web or bookstore)

How do you teach morals and religious ideas that may come up in the curriculum or from student inquiry?

Notes are sufficient...no formal paper necessary.

Answer the questions below based on your fieldwork experience.
Why Religion Belongs in the Classroom
Don't shy away from teaching how religion has shaped U.S. history
By Roger L. Beckett
July 7, 2017
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As public schools prepare for the fall, several states are grappling with an issue that seems to be a
perennial newsmaker: how to deal with religion.
In Florida, for example, state lawmakers recently passed legislation clarifying the right of students to
express their religious beliefs in public schools. In West Virginia, a voluntary “Bible in Schools” class,
funded by parents and other private donors, was challenged on constitutional grounds by an organization
called the Freedom From Religion Foundation. (The school district in question has suspended the program
as the lawsuit progresses.) And in Wisconsin, residents of a school district were upset when a speaker
from the Islamic Resource Group, a Muslim cultural-education program, addressed middle schoolers on
the cultural and religious context surrounding the popular book I Am Malala.

—Getty
To some, religion and the classroom are a toxic mix to be avoided at all cost. But should it be considered
toxic when religion has played such an important role in shaping America’s identity, purpose, and politics?
While it’s easy to understand why discussions of religion make some people uncomfortable no matter
where the discussions take place, discomfort is no reason to ban the topic from the classroom. In fact,
even the American Civil Liberties Union concedes that a proper education is virtually impossible
without understanding the role religion has played in shaping history and society.
“It would be difficult to teach art, music, literature, and most social studies without considering religious
influences,” notes a joint statement on religion in public schools signed by the ACLU and some three dozen
other organizations. The statement goes on to acknowledge that educators should objectively teach about
the influence of religion on the Pilgrims, persecuted religious minorities, and many crusaders for abolition,

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women’s suffrage, and civil rights.
"While it’s easy to understand why discussions of religion make some people uncomfortable no
matter where the discussions take place, discomfort is no reason to ban the topic from the
classroom."

The center I head at Ashland University runs a number of academic programs—including a master’s-
degree program for high school and middle school history, civics, and government teachers—based on the
premise that the best way to learn U.S. history and government is to learn it from those who lived it and
shaped it. To know what they thought, how they felt, and what motivated them personally and
intellectually, our students read their words, found in letters, speeches, pamphlets, and books.
The role of religion in American history and politics is no different.
To understand the motivations and thinking of the early colonists, for example, we suggest reading John
Winthrop’s 1630 discourse “A Model of Christian Charity,” which lays out a vision for building a godly
commonwealth by imploring his Massachusetts colonial audience to be generous with their neighbors and
their resources.
Good advice, even for today—especially for today, some might say.
MORE OPINION

Visit Opinion.
Altogether our reading list includes 25 core documents, including Cotton Mather’s 1718 essay on the
principles of reason; George Washington’s Letter to the Hebrew Congregation of Newport, R.I.; Abraham
Lincoln’s Second Inaugural Address; and Henry Ward Beecher’s 1869 “Moral Theory of Civil Liberty.”
Of more recent vintage, we recommend Franklin D. Roosevelt’s 1933 speech to the National Conference of
Catholic Charities; Martin Luther King Jr.’s 1962 “Can a Christian Be a Communist?”; Ronald Reagan’s
remarks at the 1983 annual convention of the National Association of Evangelicals; and Barack Obama’s
2009 address at Cairo University.
As any honest historian will attest, there is no way to divorce American government and history from the
religious beliefs of those who created our government and lived that history.
Schools shouldn’t run from the topic; they should embrace it. The better students understand the past,
the better equipped they will be to face and shape our civic future.
Roger L. Beckett is the executive director of the Ashbrook Center, which provides history and civic
education for teachers and students at Ashland University in Ohio.

WEB ONLY

Schools should
teach religion. What
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they shouldn't teach
is faith.
Classrooms are for educating, not
preaching. Students shouldn't be
required to learn how to pray in them.
First graders share a moment of silent prayer at the start of their day
in a South Carolina school in 1966.Bettmann Archive/Getty Images

Feb. 6, 2018 / 5:01 PM GMT

By Linda K. Wertheimer
At high school graduation three decades ago, keeping my lips pursed shut, I stared
straight ahead as my classmates bowed their heads and echoed the pastor’s words, “In
Jesus’s name, we pray.”
It was the same silent protest I had performed repeatedly since elementary school in my
rural Ohio school system. Pastors led us in prayer at annual Easter and Christmas
assemblies in the gymnasium; a Christian band’s singers urged us to proclaim our love for
Jesus at a special assembly.

My parents and I did nothing, though we knew the school was violating the constitution’s
Establishment Clause prohibiting the promotion of one religion. We were afraid of
backlash; we were the only Jewish family in the school system.
My story should be a thing of the past, but it’s all too present: Just ask Kaylee Cole, a 17-
year-old from Webster Parish, La., who is fighting a battle over morning prayers and other
overtly religious activities at her public school. Her mother sued the teen’s school system
on her behalf in December; the case is pending in federal court.
Ms. Cole’s lawsuit comes at a troubling time for those of us who want to see more focus
on educating the next generation about many religions, rather than pushing Christianity
into public schools.
Ms. Cole, who told her story to CNN in late January, described how some classmates
glared at her when she said nothing rather than recite the Lord’s Prayer as it was said
daily over the loudspeaker during morning announcements. The suit claims that nearly all
school events, including assemblies, have had Christian-sponsored prayer or religious
messages. Ms. Cole considers herself agnostic; her mother describes herself as
Christian.
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The school system denies the allegations, saying in its response to the suit that the
prayers were voluntary and student-led. Those claims of innocence ring hollow. But, if the
prayers were okay, why then did the school system stop using the prayers in
announcements after Ms. Cole’s mother filed the lawsuit?
<iframe src="https://www.googletagmanager.com/ns.html?id=GTM­KQRZCKN" height="0" width="0" 
style="display:none;visibility:hidden"></iframe>

LIVE POLL

2 555 VOTES
Should schools provide a time and location for students to lead prayer?
Yes, anyone can choose to participate or not.
No, religious expression has no place in schools.

Ms. Cole’s lawsuit comes at a troubling time for those of us who want to see more focus
on educating the next generation about many religions, rather than pushing Christianity
into public schools. The national conversation on religion and schools has been heading
in the wrong direction.
Teaching about world religions is the better approach, because such instruction can help
erase stereotypes of religious minorities and fill a pressing need to reduce ignorance
about religion.
And religious conservatives have an advocate in the White House: President Trump has
been vocal about welcoming expressions of religion in schools and has vowed to make it
okay to say Merry Christmas again — though such a greeting has never been forbidden.

Last year, a mother of a kindergartener sued the Mercer County, W. Va., school system to
halt weekly religious Christian Bible classes conducted in classrooms. The mother, an
atheist, noted that such classes held in school were unconstitutional. The school system,
in response to the lawsuit, suspended the program for a year. A federal judge in
November dismissed the lawsuit because the program never resumed. Meanwhile, in
Florida, a state lawmaker is promoting a bill that would require all public schools to post
“In God We Trust” in their buildings.
And West Virginia and Iowa lawmakers are promoting measures to require elective
courses on the Bible in schools, mirroring laws already passed in a handful of other
states. Such bills would be appropriate if they were truly designed to improve religious
literacy, and the Religious Freedom Center of the Newseum Institute has been providing
more training for teachers so they learn where the legal lines are (Religion scholars have
been creating more resources for teachers as well.) But as Texas’s experience has
shown, many of the courses end up using a Bible course to preach Christian values.
Religion does have a place in school: as a part of lessons meant to show various
religions’ place in history as well as their similarities and differences.
Teaching about world religions is the better approach, because such instruction can help
erase stereotypes of religious minorities and fill a pressing need to reduce ignorance
about religion. Americans flubbed half of 32 questions on a religious knowledge survey
given by the Pew Research Center.

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Those who teach courses on world religions often include another important element:
Lessons on the First Amendment. Ms. Cole’s school, for instance, rather than trying to
satisfy the religious desires of its predominantly Christian community with morning
prayers, would have done better by students if it had spent time teaching about the 1963
case, Abington v. Schempp. That case pitted a 16-year-old atheist named Ellery Schempp
against his school system, where teachers lead morning prayers. The Supreme Court
ruled in favor of Mr. Schempp, saying it was unconstitutional for his teachers to lead
students in Bible verses. Just like students in Abington, Pa. were, students in Ms. Cole’s
high school are a captive audience.
Justice Tom C. Clark, who wrote the majority opinion in the case, laid out what was okay
and what was not: Religious exercises led by public school teachers are not okay, but
teaching about religion is fine.
Schools cannot promote prayer, because they are institutions for educating, not
preaching.
Religion does have a place in school: as a part of lessons meant to show various
religions’ place in history as well as their similarities and differences. And, around the
country, most state standards actually require schools to teach about the world’s
religions as a part of world history or geography.

Those who want to restore formalized prayer and God to America’s schools are
misguided. Students can pray in school — that is their right — but schools cannot
promote the prayer, because they are institutions for educating, not preaching.
I returned to my school system in Ohio about five years ago, and saw that my school had
shed some (but not all) of its past practices of promoting Christianity, and students in
social studies were learning about world religions. As a child, I felt like an outsider
because peers saw my religion as foreign; now students may know enough to refrain from
telling a Jewish girl that she is going to Hell because she does not pray to Jesus.

Linda K. Wertheimer

Linda K. Wertheimer, a veteran journalist, is the author of "Faith Ed, Teaching About
Religion In An Age of Intolerance" and gives workshops on teaching about religion to
educators.

What connections do you find in the SS
curriculum and pro-social (moral
development) behavior in general?
Ask the teacher/view school web site and
find out what steps the school is taking to
provide safety for students and staff (e.g.,
earthquakes, hate crimes, fire, etc.)
The connections that I found was that a proper education is virtually
impossible without understanding the role religion has played in
shaping history and society. There is no way to teach our students
about history if we do not speak of what religion is and what it is
about. It is the base of how our country and other countries began
what they are. It is vital for our students to be educated in these areas
and have a precise breakdown of how our history was unraveled. I
believe that the idea that if we don’t teach our future about the past
then history will have the tendency to repeat itself.
The school does participate and do the great shakeout and have the
students practice a fire drill the same day. Also, every volunteer or
visitor is required to sign in at the front office and can’t walk onto
campus. They have gates that are opened when campus opens and a

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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
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
teacher greets the students till the bell rings and they close the gate.
Other than pick up times the gate remains closed.
The teacher says that she doesn’t really bring up religion in the
classroom. She will make comments or if questions to arise she will
acknowledge them, but only then. The curriculum that she had when I
was observing didn’t pertain to religion at the moment. The
curriculum that she did say touches on this topic wasn’t easily
available for her to grab and show me. She also said that it doesn’t
acknowledge the issue in the curriculum.
Moral development was acknowledged through the rules in the
classroom and the teacher telling her students to be kind. The
students were also reminded of the rules and behavior that is expected
of them when they are working in groups or doing pair-shares.
http://ca3rsproject.org/bulletins/3RsBulletinNov04.pdf

The school’s approach to religion is academic, not devotional.

The school strives for student awareness of religions, but does not
press for student acceptance of any religion.

The school sponsors study about religion, not the practice of religion.

The school may expose students to a diversity of religious views, but
may not impose any particular view.

The school educates about all religions; it does not pro- mote or
denigrate religion.

The school informs students about various beliefs; it does not seek to
conform students to any particular belief.iii
6.3 Students analyze the geographic, political, economic, religious, and social structures
of the Ancient Hebrews.
6.7 Students analyze the geographic, political, economic, religious, and social structures
during the development of Rome.
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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. The male student is in 4th grade. He is an EL student and struggles with following
the material and curriculum. He turns in his work, but it is not done correctly and
lacks certain components.

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?
The student understood well 4 of the 10 terms that was given. We had him create the
sentences and the sentences that he created 4 of them were used in the right context
which showed me that he knew what the work meant.
They were able to read at a slower pace, and hesitated at half of the words. No
fluency was present when reading. The next passage that we read together I had him
look at the images that were on the page and talked about the topic that we were
about to discuss. It seemed to help when I brought the topic to attention and
introduced it.
The student was not defeated. He seemed to be very positive about the work he was
doing and very mature when dealing with his struggles. He wasn’t as intrigued in
the topic, but he was willing and felt the need to do well.

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?
The student did recall the information and did make one connection to what we
were doing. They also knew that it was related to the past information that we had
been discussing as a class as well. The passage that we were reading was on
longitude and latitude and he connected it to the maps that they had worked on a
couple days earlier and how it applied and connected to each other.
I feel that I am a huge advocate for inquiry based lessons. I love the idea behind
them and feel that they are more effective lessons that lecture based lessons that
include worksheets. I will try to steer away from these types of units and strive to
have inquiry based ones that will challenge my students and their way of thinking.

How were English language learners and They were alike in the way that they both benefited from visuals. The lesson would
native English language speakers alike? be well and be effective, but as soon as visuals were introduced in any form it added
How were they different? to the lesson and they seemed to get more excited about the work once they could
connect it visually.
What links apply to this activity The activity didn’t necessarily align with the universal access.
concerning Universal Access? (Universal
Access: Review Ch. 7 in the LA
Frameworks and the UA section for the
grade level of your observation.)

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
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  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
Teaching small 4th grade/ Carol The students went into their small groups. Since I was there that day I conducted a small
group Thompson/ group where students went into their chapter book groups. They were each assigned a
Withrow book depending their level and there was 5 students who had their book club. The students
Elementary read the chapter together and we discussed what was occurring in the book. They
School discussed the characters in the chapter and I asked them to elaborate on the description of
the characters. They also spoke on what their predictions would be in the next chapter. The
book was Indian in the cupboard.
Grading/ writing 4th grade/ Carol The students were working on summarizing the chapter they read in their book clubs.
paragraphs Thompson/ They came to me once their paragraphs were done. I helped them correct any misspellings
Withrow that were made. I also had them fix any incorrect tenses that they were using in their
Elementary paragraph. They had a good base for the most part, but they needed to include the use of
School commas and there was quite a few run on sentences that I saw.
Working with 4th grade/ Carol The activity was fun and students enjoyed learning about the maps and discovering all the
maps with Thompson/ places on the map and finding the longitude and latitude of the places they were assigned
students and Withrow to based off their worksheet. It also sparked conversations on cultures and the daily life of
longitude/ latitude Elementary those in other locations around the world. Our small group had a fun time talking and
discovering all the new information.

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 Log of Teacher Candidate Teacher Aiding Experience

Student Name: Course #:

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

Total time for this page: Hours Minutes

CBU Student Signature of Verification _________________________

Student___________________________________________________________________________________
(Last) (First) (Middle)

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 Field Supervisor Evaluation of Teacher Candidate
Teacher Aiding Experience

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

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

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

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

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

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 Field Supervisor Evaluation of Teacher Candidate
Teacher Aiding Experience
The CBU Teacher Preparation program is designed to provide a developmental sequence of fieldwork experiences. Prior to the
placement in your classroom, the candidate has completed a rigorous series of observation experiences where the focus was on
matching theory to practice. During the time in your classroom, the candidate will be responsible for completing the range of teacher
aiding activities laid out in the fieldwork packet as well as others you may be able to provide. We need your help in evaluating the
candidate during this time. Your feedback will be combined with other data sources to determine the candidate’s readiness to move
into student teaching. If at anytime you have questions or concerns, please call Dr. Timmons at (951) 343-4483.
Thank you in advance for your support of our candidate.

Name of Candidate_________________________________________ Type of Credential_______________________________

The candidate is notifying you that: ____ I waived my right to view the content of this review (please return in sealed envelope)
____ I DO NOT waive my right to view the content of this review

Please use the following scale to evaluate the candidate:

4 – Exhibited the skills, knowledge and abilities consistent with a week one student teacher
3 – Is ready for student teaching but should be carefully monitored during the first few weeks
2 - Needs additional work as a teacher aid before being transitioned into student teaching
1 – Activities in which the candidate did not provide basis for judgment.

1. Can apply State Academic Content Standards to instructional planning 1 2 3 4

2. Can provide support for students’ intellectual, social, and personal development 1 2 3 4
3. Can plan instruction that encourages active student engagement 1 2 3 4
4. Encourages students in small groups to think critically and/or problem solve 1 2 3 4
5. Demonstrated the ability to use different strategies to motivate students during group work 1 2 3 4
6. Used language accurately so that communications were clear and concise 1 2 3 4
7. Can plan small group instruction that is equitable for all learners 1 2 3 4
8. Demonstrated an ability to use informal assessments during group work 1 2 3 4
9. Listened attentively and demonstrated an understanding of what s/he heard 1 2 3 4
10. Demonstrated an ability to interact with adults in a professional manner 1 2 3 4
11. Demonstrated an appropriate level of care and concern for the students 1 2 3 4
12. Demonstrated the characteristics of a professional in dress and timeliness 1 2 3 4
13. Demonstrate an ability to observe details of classroom management and make adjustments 1 2 3 4
14. Writes in a manner that is clear and grammatically correct 1 2 3 4
15. Provides a positive learning tone when working with groups or assisting in the class room 1 2 3 4
16. Appropriately identified and accurately completed tasks that were available 1 2 3 4

Additional Comments:

Evaluator Name________________________________________ Evaluator Signature: ____________________________________

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School Name:__________________________________________ School Address:_______________________________________

Grade Level:____________________________ Content Area(s) Observed: ____

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