EDU 512

Methods of Teaching Social Studies and Language Arts

Multiple Subject Teacher Candidate
Teacher Aiding Experience

Jessica Martinez
Field Work
Spring 2020

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 Task #1: Planning for Literacy Instruction and Assessment
TPEs 1, 2, 3, 4, 5

EDU 512 Fieldwork Observation Activities

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 Doing Fieldwork

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): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)1
City: _____
Suburb: X
Town: _____
Rural: _____
3. 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 classroom setting is heterogenous grouping. There are some special education students
in the classroom.
 This classroom is also Dual language immersion; both English and Spanish curriculum is
taught.
1 If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.
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 4. 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 common core assessments affect the planning of the instruction.

 District benchmarks that are administered each trimester can also affect the planning of
instruction.

About the Class Featured in this Fieldwork Task

1. How much time is devoted each day to literacy instruction in your classroom?
 About three hours per day is devoted to literacy instruction. (Spanish reading and English
reading followed by grammar.)
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your
class.
 The class uses the program Acadience Reading for reading fluency tracking and the students
are grouped according to the test results.
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.
 The class uses the McGraw Hill textbook, Wonders (for English) and Maravillas (for
Spanish).
 The class uses the McGraw Hill textbook, Impact (for English) and Impacto (for Spanish).
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.
 The class uses Maze Fluency Sheets for fluency reading.
 For progress monitoring, the class uses Acadience Fluency Sheets.

About the Students in Class Featured in this Fieldwork Task

1. Grade level(s): 3rd Grade

2. Number of
 students in the class: 29
 males: 13 females: 16
3. Complete the charts 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 charts. Some rows have been completed
in italics as examples. Use as many rows as you need.

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

 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge
For Literacy Assessment Task 3, you will choose work samples from 3 focus students. At least one of these
students must have a specified learning need. Note: California candidates must include one focus student who is
an English language learner.2

IEPs/504 Plans: Number of Supports, Accommodations,

Classifications/Needs Students Modifications, Pertinent IEP Goals
504 Plan : ADHD 1 Student needs to have preferred seating and privacy boards
when taking tests. Per student’s IEP, he has the option of doing
as much of the work as he would like. For example: Student will
do either the even numbers or the odd numbers.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
2
English language learners that Audio provided for their English textbook and they have
knows a few English words phonics interventions.

Throughout lessons, they have sentence frames to use and a

buddy that will help them if needed.

English Language Learns who 4 Sentence frames are provided for academic vocabulary.
have BICS
Students will be told ahead of time when they need to
participate in front of others so that they have time to put their
thoughts together.

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
2 California candidates—If you do not have any English language learners, select a student who is challenged by academic English.
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ADHD 3 Students have preferred seating. When taking tests, they will
have privacy boards to minimize distractions. They also have the
option to do less work.

Activity #2 Knowing your Students: Complete Table below concerning 2 selected

Focus Students. Use these students for your lesson differentiations.
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 What information was What impact will this information
were used to gathered? will have on instruction?
gather
information?
Learning Modalities and 1.Observation  The student is a visual  This information will help to
Learning Style Preferences 2.Teacher learner. provide accommodations to the
(i.e., Visual, Auditory, Kinesthetic/ 3.Student  Student prefers to work student by providing more
hands on)
in a group setting. visuals.
 This information will help to
promote more group work
activities.
Cultural Considerations: 1. Observation.  Student is comfortable  This information will promote
Ex. 2. Student speaking Spanish. academic activities in which
 Cultural Group  Student speaks Spanish student can work with a peer to
 Proximity issues complete assignments.
at home and with friends.
 Eye contact
 Home Language
Conversational Language 1.Observations  Student is able to  This information promotes
– Basic Interpersonal 2. Student communicate basic needs implementation of the SIOP
Communication Skills 3.Teacher but is not at a proficiency model.
(BICS) level.

Academic language: 1.Observations  Student is below  This impacts instruction

Cognitive Academic 2. Student proficiency in cognitive because additional resources are
Language Proficiency 3.Teacher academic language required to deliver instruction.
(CALP)
Study skills and general 1. Observation  Student does minimal  This impacts instruction
academic ability s independent work. because teacher will need to
2. Teacher focus on teaching foundational
independent skills.
Specific knowledge related 1.Observations  Student is learning  This impacts instruction
to the lesson content 2. Student material with the extra because teacher is aware that
3.Teacher resources provided. the accommodations are
effective.
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Physical, Social, and 1.Observations  Student is friendly and  The students BICS level should
Emotional Development plays well with continue to develop.
classmates.
Interests /aspirations 1. Teacher  Student is motivated  Teacher can put in place a
2. Student through rewards. reward system.
 Student likes to play  A reward type can include
fortnite student interest.
How is Dialogic Teaching used? Observation Dialogic Teaching is used in class discussions. Teacher and students
are both engaged in sharing ideas. Focus student is observant, they
Note: Dialogic Teaching" means
using talk most effectively for have a peer who relays the important information.
carrying out teaching and
learning. Dialogic
teaching involves ongoing talk
between teacher and students, not
just teacher-presentation.

List 2 TPEs Observed (copy text Explain how the TPE was met. What exactly did you see that support the TPE
here) selected?
1. TPE 1.1 Apply knowledge of  I observed the teacher foster relationships with the students
students, including their prior
experiences, interests, and social-
by showing interest in a student’s life outside of the
emotional learning needs, as well classroom. She asked the student how their soccer game
as their funds of knowledge and went and if they won or lost.
cultural, language, and
socioeconomic backgrounds, to
engage them in learning.

2.TPE 2.5 Maintain high  I observed the teacher explicitly state what the instructions
expectations for learning with for the assignment was and she also provided a
appropriate support for the full checklist/rubric for the students to follow to make sure that
range of students in the
classroom. they were aware of the expectations.

Activity #2 Knowing your Students: Complete Charts below concerning 2 selected

Focus Students. Use these students for your lesson differentiations.
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 Learning Disability Grade level

Student
What sources were What information was What impact will this information

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 used to gather gathered? will have on instruction?
information?
Learning Modalities and 1.Observation  Student is a  This information can impact
Learning Style 2.Teacher visual/auditory/kinesthetic instruction by being able to
Preferences (i.e., Visual, 3.Student learner incorporate various learning
Auditory, Kinesthetic/ hands styles in a lesson.
on)

Cultural Considerations: 1. Observation.  Student comes from a  This information can impact
Ex. 2.Teacher Hispanic background. instruction by promoting more
 Cultural Group 3.  Student’s home language student interactions/group
 Proximity issues work/think-pair-share.
is Spanish.
 Eye contact
 Student is social.  This information will promote
 Home Language
notices in Spanish to be sent out
to parents.
Conversational 1. Observation. Student’s BICS is proficient  Student is familiar with
Language – Describe 2.Teacher conversational language which
student level allows him to focus on
academic language.
Academic language: 1. Observation. Student’s academic language  Student requires more
How can you help this 2.Teacher is developing vocabulary instruction
student acquire academic
language
Study skills and general 1. Observation. Student struggles with study  This information impacts
academic ability 2.Teacher skills for learning new instruction because teacher has
vocabulary to provide additional resources
such as a word wall.

Specific knowledge 1. Observation.  Student has some prior  This information indicates how
related to the lesson 2.Student knowledge to content. much prior knowledge student
content has and where instruction can
begin.
Physical, Social, and 1. Observation.  Student has many  This information can promote
Emotional Development friendships. learning activities in group
 Student is outgoing work.

Interests /aspirations 1. Observation  Student likes to engage in  This information can help
2. Student conversations. promote more class discussions
 Student is friendly and group work activities.

How is dialogic Teaching Teacher uses dialogic teaching by engaging in class discussions.
used? Focus student participates in these discussions.
Dialogic Teaching" means
using talk most effectively for
carrying out teaching and
learning. Dialogic
teaching involves ongoing
talk between teacher and
students, not just teacher-
presentation.
List 2 TPEs Observed (copy Explain how the TPE was met. What exactly did you see that support the TPE
text here) selected?
1.TPE 3.2 Use knowledge
about students and learning
goals to organize the
 I observed the teacher check for understanding after stating what
curriculum to facilitate the instructions were to ensure that the students understood what
student understanding of they were supposed to do.
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subject matter and make
accommodations and/or
modifications as needed to
promote student access to
the curriculum.
2. TPE 4.1 Locate and apply  Students were provided with the opportunity to share
information about students’ information about who they considered a hero in their life and
current academic status,
content-and standards-
what made them a hero. Additionally, they completed a KWL
related learning needs and chart to write about what they already knew about a hero and
goals, assessment data, what they want to learn.
language proficiency status,
and cultural background for
both short-term and long-
term instructional planning
purposes.

Activity #3 : Language Arts/Social Studies Content and Resources

Review the current Answer the questions in the spaces below.
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 During my observation, students were learning about American Heroes. The
covered during the school year? biography of Franklin D. Roosevelt was read to them and as a class they
discussed some character traits that made him a hero. They were then given a
note sheet with guiding questions to research their assigned American Hero.
This is aligned with standard 3.1.6 “Describe the lives of American heroes who
took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin,
Thomas Jefferson, Abraham Lincoln, Fredrick Douglass, Harriet Tubman,
Martin Luther King, Jr.).
What are some examples of For this particular lesson, students were to write an informative piece of writing.
writing assignments integrated This type of writing is used throughout the social studies curriculum because it is
throughout the social studies
curriculum?
used to convey facts and ideas about a topic.

How are students assessed For this lesson, students were to be assessed informally by having their
concerning the content of social classmates peer edit their rough draft, and then formally when they submit it to
studies?
the teacher. They were assessed on the content provided on how well they
conveyed their information. Their grammar, punctuation, and spelling were also
assessed.
Describe Feedback (see Hattie Social Studies:
VLT Ch. 7) The feedback observed was from a peer edit. Children were reminded of what it
was that they were looking for. The teacher had given them a checklist to assist
them in their peer edit.

Language Arts:
While the students were working on their assignment, the teacher would go around the
class spot checking student work. She would provide immediate feedback to students.
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What specific pedagogy did Social Studies:
you observe? I observed students reading, writing, and discussing the content.
Refer to Frameworks to
describe pedagogy.
Language Arts:
I observed the students sharing information through their writing and the teacher
providing thoughtful instruction and guidance. Additionally, I also observed
their writing process of planning, revising, and editing.
How is writing taught? What Students are taught to include a beginning, a middle, and an end when writing.
curriculum is used (ex. Step Up They are also taught writing strategies to use during their writing process which
to Writing)?
includes prewriting, rough draft, revision, editing, and then producing the final
draft. Additionally, they are also taught to interventions to respond
constructively to their classmates writing.
List and explain several Social Studies:
assessment methodologies you Formative Assessment was observed as the teacher walked around the classroom
have observed in each area. observing the type of information that the students were writing in their worksheet to
gather their information.

Language Arts:
Formative Assessments was observed as the teacher walked around the classroom
providing feedback to students while they were working on their social studies writing
assignment and spot checking their work to make sure they were on the right track.

List 2 TPEs Observed (copy text Explain how the TPE was met. What exactly did you see that support the TPE selected?
here)

1.TPE 1.5 Maintain  In the classroom, I observed the teacher receiving a signed conference notice that
ongoing communication
the student brought back from home to schedule a meeting.
with students and
families, including the
use of technology to
communicate with and
support students and
families, and to
communicate
achievement
expectations and
student progress.  In the classroom, I observed the teacher providing audio to two of her EL students
to help their understanding of the English text
2. TPE 3.5 Adapt subject matter
curriculum, organization, and
planning to support the
acquisition and use of academic
language within learning
activities to promote the subject
matter knowledge of all students,
including the full range of
English learners, Standard
English learners, students with
disabilities, and students with
other learning needs in the least
restrictive environment.

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 Activity #4: Pro-social Behavior/Citizenship/Religion/Moral
Development
Pro-social Behavior/Citizenship/Religion/Moral Development
Questions: Your Answers:
4. Web/Professional Journal Project on Morals and Religion in Public Schools (TPE 12 & 13)
Explore the topic of teaching morals and religion in public schools on the Internet /professional journals.
Do the following:
 Download 2-4 articles that provide information concerning the proper teaching of religion and morals in the public school.
 Read the articles and color highlight key points. Submit articles in your folder.
 Record an annotated site directory of 5-7 beneficial web sites that pertain to this topic. Your directory should guide another
person to the best web sites for study of this topic. This means that you look at more web sites than what you select so that
you share the best of the best in terms of beneficial sites.
Be able to discuss and answer the following questions:
 What does the law say about teaching these topics? (See CA Education Code on web or bookstore)
 How do you teach morals and religious ideas that may come up in the curriculum or from student inquiry?
 Notes are sufficient...no formal paper necessary.
 Answer the questions below based on your fieldwork experience.

A teacher’s Guide to Religion in the Public Schools

https://www.religiousfreedomcenter.org/wp-content/uploads/2014/08/teachersguide.pdf

Teaching about Religion in Public Schools

https://www.baylor.edu/content/services/document.php/86528.pdf

OCDE Public Schools and Religion

https://ocde.us/LegalServices/Documents/Public-Schools-and-Religion-Workbook-2016.pdf

What connections do you find in the SS In the third-grade social studies curriculum, they are taught the
curriculum and pro-social (moral importance of public virtue in the classroom, community, and in civic
development) behavior in general?
life. This is in connection to pro-social behavior and moral development
because they both promote a positive and helpful environment to those
around them.
Ask the teacher/view school web site and  For safety precautions, visitors are not allowed on campus unless it
find out what steps the school is taking to has been rearranged with the teacher or principal. Visitor must sign
provide safety for students and staff (e.g.,
earthquakes, hate crimes, fire, etc.) in, have a valid I.D., and wear a name tag.
 Teachers are given and have online access to safety measures,
policies and protocols.
 There are drills in which students and staff participate in case of a
fire or an earthquake.
How is religion appropriately taught When teaching about a religion, the teacher needs to teach it objectively
throughout the content of social studies? for academic purposes. Religion is important because it is a part of
Provide examples you find appropriate
based on the curriculum you have
people’s cultures and history which why it is included in our standards,
reviewed. but the information needs to be presented for informational purposes
only and not to persuade anyone.
How/When is moral development  Students are taught pro-social behaviors by explaining right from
addressed though content and learning wrong.
activities?
 Students are encouraged to make random acts of kindness. The class
has a poster on the wall to give them ideas of what they can do to
show kindness.
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  Moral development is addressed in standard 3.4.2 “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.”
List several CA State Academic K.1 Students understand that being a good citizen involves acting in
Standards that apply to teaching religion certain ways.
and moral development across the grade
levels of social studies content.
1.1. Students describe the rights and individual responsibilities of
citizenship.

3.3.1. Research the explorers who visited here, the newcomers who
settled here, and the people who continue to come to the region,
including their cultural and religious traditions and contributions.
3.4. 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.

4.2.1 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.

List 2 TPEs Observed (copy text here) Explain how the TPE was met. What exactly did you see that support the TPE selected?

1. TPE 2.2 Create learning environments  Students had to write an information piece of writing. They had to
(i.e., traditional, blended, and online) that
promote productive student learning,
exchange papers with a peer to peer edit their rough draft.
encourage positive interactions among
students, reflect diversity and multiple
perspectives, and are culturally responsive.

2. TPE 3.7 Model and develop digital  After the students peer edit their classmates rough draft, they had to
literacy by using technology to engage type their final draft using their google docs in their chrome books.
students and support their learning, and Teacher would walk around the classroom observing students work
promote digital citizenship, including and to provide help if needed.
respecting copyright law, understanding
fair use guidelines and the use of creative
commons license, and maintaining internet
security.

Activity #5 Teaching: Small Group Work /Social Studies Vocabulary

Development and Assessment

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Work with one/two student(s). Describe student in terms of gender, ethnicity, and general academic
performance. Select a chapter from the social studies text that the students have previously studied.
Describe how the students interact with the text. Answers the questions below in complete and accurate
descriptive terms. Keep in mind that although this is a table it expands for your content.
Questions: Your Answers- Explain in detail that fully describes your activity.

Who were your students? Students – Brief Description

1.Male, Hispanic student, at grade level
2.Female, Hispanic student, at grade level

Did the students understand the For the most part, it seemed like the students were familiar with most of the vocabulary
vocabulary/key terms? words of the Branches of Government.

Were they able to read the passage Both students were able to read the passage with some fluency. Student 1 took a little
fluently? If not, what kind of longer to read because he would stop at some words that had more than three syllables
modifications did they need in order to to sound it out. An example of a word is the word, unconstitutional. Student 2 read
understand? with a little more fluency.

What were the students’ attitudes toward The students did not demonstrate lack of interest in the reading, but they didn’t show
the reading activity and the social studies enthusiasm either. Their attitudes showed indifference.
content? Were they interested in the
topic?

Did the students seem familiar with the The students were familiar with the information in the text because before we started
ideas and information in the text? What reading, I asked them if they remembered what the three branches of government were
evidence do you have for your answer? and to share the information with me. They both were able to tell me what they were
and their functions.

Given this experience with these From this experience, I learned that students seemed to be more engaged in activities
students, what have you learned that will that they can connect to. By helping them make connections from the concepts to the
change the way you write your Social real world, the students are likely to become more interested and engaged.
Studies and Language Arts Unit?

How were English language learners and English language learners and English language speakers are alike in ways that they are
native English language speakers alike? both learning new concepts in the same language. They are different in the way that
How were they different? English language speakers can probably understand a concept quicker because the
words used to define or to explain the vocabulary, can be familiar to them because they
have heard those words before. English language learners may take longer because
they have not encountered the words used to define a vocabulary word or the words
used to explain a concept. In some cases, they may require additional supports.
What links apply to this activity  Content Knowledge – Students were asked to discuss their knowledge of the
concerning Universal Access? (Universal topic.
Access: Review the LA Frameworks and  Fluency- Students reread text to increase their reading fluency
the UA section for the grade level of  Guided Reading- Providing support to read text closely and to read complex
your observation.) text.

What Dialogic methods were observed?  Summarization

(See Hattie: Literacy in VL Classroom –  Teacher Led Dialogic
Ch. 4)  Student led Dialogic
List 2 TPEs Observed (copy text here) Explain how the TPE was met. What exactly did you see that support the TPE selected?

1.TPE 2.6 Establish and maintain clear  Student was asked to read what the learning objective and goal for the
expectations for positive classroom
behaviors and for student-to-student and
class was. Then the teacher asked the students what they thought that
student-to-teacher interactions by meant.
communication, classroom routines,
procedures, and norms to students and
families.
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2. TPE 4.7 Plan instruction that promotes
a range of communication strategies and
activity modes between teacher and
 Students were asked to share what they had learned the previous day
student and among students that with a peer and then they were asked to volunteer to share it with the
encourage student participation in class.
learning.

Activity #6: Additional Teacher Aiding /Fieldwork Activities

Please use the chart below and list and provide a brief explanation/description of any additional Teacher
Aiding types of activities that you may have engaged in during your fieldwork experience for this course.
Activities that provide support for the Field Supervisor Teacher as well as those activities dealing directly
with students should be included.
Examples:
 Teach all/part of a lesson prepared/supervised by Field Supervisor
 Prepare materials for a lesson taught by Field Supervisor
 Grade student work
 Monitor seatwork and provide assistance when needed
 Review the Field Supervisor’s lesson plan book

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

Teacher Aiding Grade level Description of Activity
Activity Type Teacher/Schoo
l
Grading 3rd Grade I assisted Mrs. Akierman in grading the student’s spelling test.
Mrs. Akierman
Triple Crown
Elementary
Check out Books 3rd Grade I assisted the students that wanted to check out AR books for the Advanced
Mrs. Akierman Reading Program.
Triple Crown
Elementary
Spelling Test 3rd Grade I read out loud the vocabulary words for the student’s spelling test. I repeated
Mrs. Akierman the word 2 times making sure that the students were able to hear the sounds of
Triple Crown the word. Next, I used the word in a sentence and then repeated the word once
Elementary more.
Monitor Seat Work 3rd Grade I walked around the class during their group work assignment and provided
Mrs. Akierman assistance.
Triple Crown

List 2 TPEs Observed) 3rd Grade

Mrs. Akierman  I observed the teacher teach the students about context clues. She
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1. TPE 3.3 Plan, design, Triple Crown utilized an instructional video to engage students in the learning
implement, and process. As the video was playing, she would stop it at certain points
monitor instruction
consistent with and ask the students to think pair share with their partner about what
current subject- they just learned.
specific pedagogy in
the content area of
instruction, and design
and implement
disciplinary and cross-
disciplinary learning
sequences, including
integrating the visual
and performing arts
as applicable to the
discipline.
 After the lesson, the students were asked to open up their chrome
2. TPE 3.8. Demonstrate books and go to their Istation account to work on their word analysis
knowledge of effective
teaching strategies
skills.
aligned with the
internationally
recognized
educational
technology standards.

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