Sugimoto 1

Co-Teaching Assignment Directions and Planning Sheet

In February, the mentor teacher (MT) and teacher candidate (TC) will co-teach a
lesson in any content area. There are three different models for co-teaching (St.
Cloud State University, The Academy for Co-Teaching and Collaboration, 2012). The
purposes for this assignment is to establish collegial relationships, learn from and
with each other about various topics such as instructional practices, content
knowledge, assessment, and student learning.
Process:
1. The TC and MT will discuss and plan a lesson and assessment using the CoTeaching Lesson Planning Sheet. The lesson and assessment can be taken
from existing curricula and resources.
2. The TC will write the lesson using the UHM lesson plan template. The UHM
field supervisor does not need to see the lesson plan prior to teaching.
3. After the lesson, the TC and MT will debrief their experience and assess the
student work.
4. The TC will complete the Co-Teaching Lesson Reflection Questions.
5. The TC will submit the following in this order: Co-teaching Planning Sheet,
Lesson Plan, Teacher Assessment Tool, Student Assessment Data Table, and
Co-teaching Reflection questions. The Co-teaching Planning Sheet can be
submitted in legible handwriting and inserted as a .jpeg in the final word
document. All other requirements should be typed.
6. TC submits on Laulima by March 1, 2014 as lastname_coteach.doc/.docx

Strategy
One Teach,
One Assist

Parallel
Teaching

Team
Teaching

Definition/Example
An extension of One Teach, One Observe. One teacher has
primary instructional responsibility while the other assists
students with their work, monitors behaviors, or corrects
assignments.
Example: While one teacher has the instructional lead, the
person assisting can be the voice for the students when
they dont understand or are having difficulties.
Each teacher instructs half the students. The two teachers
are addressing the same instructional material and
presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduction of
student to teacher ratio.
Example: Both teachers are leading a question and answer
discussion on specific current events and the impact they
have on our economy.
Well planned, team taught lessons, exhibit an invisible flow of
instruction with no prescribed division of authority. Using a
team teaching strategy, both teachers are actively involved
in the lesson. From a students perspective, there is no
clearly defined leader as both teachers share the

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instruction, are free to interject information, and available to
assist students and answer questions.
Example: Both instructors can share the reading of a story
or text so that the students are hearing two voices.
Co-Teaching Lesson Planning Sheet
Date/Time of planning session: Thursday, February 6, 2014
Date(s) of lesson: Wednesday, February 12, 2014
Goal(s) for this planning session:
Split the class into two groups: allows the students to have more individual
time with a teacher
Have the TC and MT work collaboratively to create a lesson so that all
students learn the same information: parallel teaching
Learn a way for the TC to support the MT during future lessons
Teach students how to add numbers up to fifteen (using the activity from
Investigations Math)
Strategy/ies to be used (circle one):
Parallel
Team
Teacher #1:
Sugimoto

Mrs. Slattery

One Teach, One Assist

Teacher #2

Miss

Standard(s) for lesson:

K.OA.4: For any number from 1 to 9, find the number that makes 10 when added to
the given number
Roles/Responsibilities (write name next to responsibility):
Writing the lesson plan and giving copy (teacher candidate)
Going over the lesson plan and understanding what to do throughout the lesson
(teacher candidate and mentor teacher)
Taking control of half the class during the lesson (teacher candidate and mentor
teacher)
Reflecting on lesson and answering the reflection questions (teacher candidate)
Space (classroom set-up) considerations:
Have enough room on the carpet to create two groups
Beginning of the lesson requires students to sit on the carpet in their four
lines
Materials necessary and who will be responsible:
Two copies of lesson plan (teacher candidate)
Pennies (enough for twelve groups to have fifteen pennies each) - MT

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Twelve 1-to-3 dot cubes - MT

Twelve ten frames - MT
White board - MT
Dry erase board MT

Tips to remember:

bring ideas for modifications and accommodations

bring ideas for enrichment activities
when planning together work on what youll be coteaching
Name:
Taylor Rae Sugimoto
focus
on communication;
planning/teaming takes time
divvy up the work

Date: February 12, 2014

dont use co-planning time to plan what you can do on

your own for the lesson

outline questions to be used in lesson

discuss a variety of assessment strategies

Grade:
Kindergarten
have an attitude that were both teaching!

Content Area: Math

Duration: 45 minutes
Materials needed:
- two copies of lesson plan (teacher candidate)
- pennies (enough for twelve groups to have fifteen pennies each) (mentor teacher)
- twelve 1-to-3 dot cubes (mentor teacher)
- twelve ten frames (mentor teacher)
- white board (mentor teacher)
- dry erase board (mentor teacher)
- red and blue crayons
Co-Teaching Lesson Plan
Guiding Questions:
- How do you count to fifteen?
- Can you count to fifteen?
- What is a sum?
- Is the sum greater or less than fifteen?
- How do you add two numbers?
- How many pennies can fit in your ten frame?
Enduring understanding: The number fifteen is composed by adding smaller numbers together.

Purpose of lesson:
To teach students that addition up to fifteen using the numbers 1 to 3.

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What component/s will be the lesson focus?
- composing numbers up to 15

Strategy or skill emphasis

- addition
- cardinality of numbers
- one-to-one correspondence

Language modalities to be used in this lesson:

Listening, Speaking, Writing
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and performance
skills.

using strategies to compose numbers up to 15

using strategies to solve if a number is smaller
or larger than 15
using new knowledge of composing numbers to
complete the exit slip

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

working together with a partner to compose

numbers
discussing learnings during postdiscussion/reflection

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

CCSS: K.OA.1: I can use objects, images, and drawings to demonstrate that addition is putting together and adding
to another number.
GLO 1: Self Directed Learner I will set the goal to finish at least one round of the game with
my partner.
GLO2: Community Contributor I will respect others feelings before, during, and after
playing the game. I will also help my group member if he/she needs help.
GLO 5: Effective Communicator - I will ask for help if I do not understand. I will also speak
kind words to my partner.

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content, process,

product, performance task)

(Write the instructional

approach/accommodations that will be
used for these learners)

English Language Learners

and Struggling Learners

Process

Accelerated Learners

Content

Students will have the

opportunity to use a ten-frame
to organize their pennies. It
will also help them count the
pennies in an organized
fashion.
If students can correctly
compose 15 pennies, they will
have the opportunity to
compose up to 20 pennies.

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2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess
student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include copies at the
end of the document.

To gain evidence of students learning of the benchmarks, students will be formatively assessed
in multiple ways. During the game, the teacher candidate and mentor teacher will formatively
assess students by observing students academic and social behaviors. During closure, the
mentor teacher will review and ask students questions about lessons. Students will be assessed
on if and how they answered the question. The teacher candidate has made an exit slip that will
formatively assess students on if and how well they understood the lesson. The assessments will
be graded using a 1-2-3 rubric.
3. Activities/Instructional Strategies
ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning

(List how you plan to build background knowledge and the sequence of teaching students how to
apply the writing process.)
Introduction (5 minutes): Mentor Teacher
1) Call students to the carpet and sit in rows.
2) Tell students to turn into a mathematician
a. Demonstrate putting on a thinking cap, gloves, apron, etc. and have students follow
along
Building background (1 minute): Mentor Teacher
3) Ask students if they remember how to play the game Collect 10 Together
4) Explain that they are going to play the game again, except they are now going to collect 15
instead of 10
Focus/Mini lesson (10 minutes): Mentor Teacher
5) Explain the rules to the students on how to play the game
a. Going to be with a partner
b. The two of you are going to be working together to collect fifteen pennies and win
the game
c. You and your partner are going to take turns rolling a 1-to-3 dot cube (show students
the dot cube)
d. Each time you roll the cube, you are going to collect the number of pennies that is
shown on your dot cube
e. You and your partner are going to take turns rolling the dot cube and collecting
pennies until you reach fifteen pennies
6) Model the game in front of the class using a volunteer
a. Call a student to come to the front of the class and play a round
b. Ask the volunteer to roll the dot cube
i. What did (volunteers name) roll? How many pennies should he take? How
do you know?
c. Take turns rolling the dot cube and ask the class to follow along and answer
questions
i. (volunteers name) rolled a 2, and then I rolled a 3. Do you think we have 15

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pennies yet? Why do you think so? How many do we have? How do you
know? Is that more or less than 15? How do you know?
ii. Write the numbers on the board to help ELLs and struggling students
remember the numbers that were rolled
7) Arrange students into two different groups
a. Tables one and two go in one group, and groups three and four go into the other
group
Group work (15 minutes): Mentor Teacher (takes accelerated learners) and Teacher Candidate
(takes struggling and ELL learners)
8) Arrange your group into a circle
9) Pick one of the students to model the game once more for your group
10) Model and explain the rules to students
a. Teacher candidate: Model how to play the game using ten-frames for struggling and
ELL learners in the group
11) Assign each student a partner
12) Pass out materials to each group
13) Observe each group as they are playing the game together
a. Assess GLOs and benchmarks
14) Help students who need guidance or extra help
a. How many pennies do you have? If thats (7) pennies, and you just rolled a (1), how
many pennies do you have now? Do you need to count all of the pennies?
b. How many more pennies do you think you need to have 15? How do you know?
Closure: (20 minutes): Teacher Candidate
15) Have students put away their materials and sit on the carpet
16) Ask students discussion questions
a. How many of you collected 15 pennies?
b. Did you have to roll the dot cube many times?
c. If we are composing numbers, are we adding or subtracting?
d. What operation we were using in this game?
e. Were the numbers becoming larger or smaller?
17) Introduce and explain the exit slips to students
18) Model and example on the white board
a. Draw a ten-frame on the board
b. Roll the dot cube
c. Draw the amount of circles on the ten-frame using a red marker
d. Roll the dot cube again
e. Draw the amount of circles on the ten-frame using a blue marker
f. Have students count the total number of circles drawn on the ten-frame
g. Ask if its more or less than fifteen
19) Instruct students to go back to their seats and take out a red and blue crayon
20) Pass out exit slips
21) Go through the exit slip with them one step at a time
a. Name and date
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b.
c.
d.
e.
f.
g.

Roll the cube and say the number

Tell them to draw that amount of circles on the ten-frame in red
Roll the cube again and say the number
Tell them to draw the amount of circles on the ten-frame in blue
Write the total number of circles on the line
Go around the room and ask students if the total is more or less than 15
i. Write their response on the line
h. Observe and help students who need guidance, but do not give them the answer

Name: _________________________

Date: _________________________
Exit Slip: Collect 15 Together

Instructions: The teacher will roll the dot cube. You will draw circles of the number that was rolled on the ten
frame in red crayon. The teacher will roll the dot cube again. You will draw circles of the number that was rolled
on the ten-frame using a blue crayon. On the line under the ten-frame, you will write the total number of circles
Is that number more or less than 15?

Total number of circles: __________________________

More or less than 15:

More

Less

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Name: _________________________

Date: _________________________
Exit Slip: Collect 15 Together

Instructions: The teacher will roll the dot cube. You will draw circles of the number that was rolled on the tenframe in red crayon. The teacher will roll the dot cube again. You will draw circles of the number that was rolled
on the ten-frame using a blue crayon. On the line under the ten-frame, you will write the total number of circles
Is that number more or less than 15?

Total number of circles: __________________________

More or less than 15:
CCSS.K.OA.1: I
can use objects
and drawings
to show that
addition is
putting
together and
adding to
another
number.
(During game
observation)
GLO 1: Selfdirected
Learner I can
set a goal to
finish at least
one round with
my partner
GLO 2: Community
Contributor - I will
respect others

More
3: MP
2: DP
- Student was
- Student was
able to collect the sometimes able
correct number of to collect the
pennies after
correct number of
each roll.
pennies after
Students knew
each roll. Student
the game ended
sometimes knew
when they
when they
collected fifteen
collected fifteen
pennies.
pennies.

Less
1: Not Yet (WB)
- Student was not
able to collect the
correct number of
pennies after
each roll. Student
did not know
when they
collected fifteen
pennies.

- Student was
able to finish
more than one
game.

- Student was
able to finish one
game.

- Student was not

able to finish one
game.

- Student worked
well with his/her
partner during

- student worked
well with his/her
partner during

- student did not

work well with
his/her partner.

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feelings before,
during, and
after playing
the game. I will
also help my
group member
if he/she needs
help.
GLO 5: Effective
Communicator I will ask for
help if I do not
understand. I
will also speak
kind words to
my partner.

the game. If there

were problems,
the student
worked with
his/her partner to
solve the issue.

the game, but

there were one or
two
disagreements
which needed the
teachers
guidance to
solve.
- Student asked
- Student
for help if he/she sometimes asked
did not
for help if unsure
understand what of what to do.
to do. Student
Student
respectfully
respectfully
talked to his/her
talked to his/her
partner. During
partner, but did
discussions,
not raise his/her
student raised
hand before
his/her hand
speaking during
before speaking.
discussions.
- Student drew
- Student drew
the correct
the correct
number of circles, number of circles,
wrote the total
but could not
number of circles, write the total
and said that the number of circles
number is less
and/or state that
than fifteen.
the number is
less than fifteen.

CCSS.K.OA.1: I
can use objects
and drawings
to show that
addition is
putting
together and
adding to
another
number. (Based
on exit slip
results)
K.OA.1:
partner
game
1.
3
Madyson

Major
disagreements
caused students
to lose focus and
not complete
their tasks.
- Student did not
ask for help if
unsure of what to
do. Student did
not respectfully
talk to his/her
partner. Student
did not raise
his/her hand
before speaking
during
discussions.
- Student could
not draw the
correct number of
circles, write the
correct total,
and/or state that
the number is
less than fifteen.

GLO 1

GLO 2

GLO 5

K.OA.1 Exit
Slip

2. Asa

3. John

4. Aurora

5. Gregory

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6. Sofia

7. Dillon

8. Tyler

9. Jackson

10. Shau
n

11.

Seth

12. Ceis
halyn

13.

14. KiraLei

15. Joshu
a

16. Penel
ope

17. Justi
n

18. Fortu
nate

19. Euge
ne

20. Giov
anni

2
(guidance)

21 . Rome

22.
Hannah

1
(guidance)

Maya

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23.
Sidenka

Co-Teaching Reflection Questions

1. Describe the co-teaching strategy you and your mentor teacher selected and the reasons
why it was selected.
The co-teaching strategy that my mentor teacher and I selected was the parallel teaching. We
both agreed to choose this strategy because it was a teaching strategy that we were already
implementing in the classroom. For about two weeks before our co-teaching lesson, my mentor
teacher and I would work together to co-teach math lessons. My mentor teacher would teach the
introduction and then we each took half the class to model and reteach the lesson. We became
comfortable and successful in teaching lessons using parallel teaching, and that is why we
decided to use this teaching strategy for this co-teaching lesson.
2. Briefly describe the lesson and share two examples of students successes and two
challenges. Use evidence from your assessment tool and student work to support your
reasons.
The lesson that I co-taught with Mrs. Slattery was a math lesson based on using objects to
add numbers together to create another number (CCSS: K.OA.1). We taught the class this
benchmark through playing a game called Collect 15. Mrs. Slattery introduced the class to the
game by reviewing math vocabulary and modeling how to play the game. We then divided the
class into two groups; the struggling learners were in my group and the advanced learners were
in Mrs. Slatterys group. We each re-modeled how to play the game in our group before dividing
the students into partners and allowing them to play the game. While the students were playing

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the game, Mrs. Slattery and I walked around the room, asked students guiding questions, and
observed/assessed students. After about fifteen minutes, I led a closing discussion on the carpet
to review and recap what was learned during this lesson. I modeled the instructions for the exit
slip, and excused students to their seats to complete the exit slip.
I believe that because the class was divided into two groups, the students excelled from
having more attention. Mrs. Slattery and I were able to focus on the students who tend to
struggle with certain concepts, such as one-to-one correspondence with counting or composing
numbers. Instead of having one teacher monitoring all of the groups in the classroom, both
teachers could monitor a more manageable number of students. By the end of the lesson, my
mentor teacher and I were able to observe each group for at least a couple minutes.
As a result of having more attention, a little more than two-thirds of the class earned an MP
on their exit slips and showed that they understood the math content that was taught during the
lesson. I think the scaffolding of the lesson helped the students to understand the math concept
and the procedures to complete the exit slips. It was surprising to see that some of the students
who usually have a very hard time completing exit slips did very well playing the game with
their partners and correctly completing their exit slips. I believe that having three opportunities
throughout the lesson to model the procedures impacted students success.
One of the challenges that students faced was working with a partner who was below or at
the same skill level during the math game. In the past, Mrs. Slattery would group the accelerated
students with the struggling students for group games. However, because we divided the groups
in a way that Mrs. Slatterys group had all of the accelerated learners and my group had all of the
struggling learners, it became much harder for my group to play the game. The struggling
learners were partnered with each other in my group, which caused both students to sometimes

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stop playing the game because
of the confusion. Whereas my
groups got to play the game
about 3 times, Mrs. Slatterys
group became bored after
playing the game 9-10 times.
Another challenge that students
faced was understanding the
concept of more or less. Although Mrs. Slattery went over the concept throughout the week,
it was still difficult for some students to comprehend the difference, and it showed in some of the
exit slips. During the exit slips, some students were also circling the word more even if they
understood that the number was less than 15. We had to go around to some students individually
to sound out the words more and less during
the exit slip period.

This is an example of a students exit slip. He is

considered a struggling student in the
classroom. However, he correctly completed his
exit slip without guidance.

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In the future, I think we would change how we grouped the students. Maybe we would put
half of the accelerated learners and half of the struggling learners in the first group, and the other
students in the second group. That way, the accelerated learners can help the struggling learners
with the game, and the quick students would not get bored so easily with the game.
Mrs. Slattery and I could also work on differentiating the lesson for the accelerated learners.
Instead of having students collect 15, we could have the accelerated learners collect a larger
number of pennies. That way, the accelerated learners would not be as bored, and those students
could also work on learning new information. We would also change their exit slip by maybe
rolling the dice five times instead of three times.
4. Describe how this co-teaching experience will prepare you for establishing collegial
relationships and improving your professional dispositions.
This co-teaching lesson helped me understand how to collaborate with professional
colleagues to create a lesson that is satisfactory for both parties. This lesson has helped both me
and Mrs. Slattery learn about each others learning style and strategies, and I believe it helped us
gain more respect towards one another.
The five professional dispositions are professional and ethical conduct, effective work habits,
effective communication, self-reflection, and collaboration. This lesson has helped me gain
professional and ethical conduct by creating a lesson with my mentor teacher that reflected both
Mrs. Slattery and my learning styles. I gained effective work habits, effective communication,
and collaboration by keeping in constant communication with Mrs. Slattery while I wrote the
lesson plan. I also made sure to let Mrs. Slattery know about the co-teaching lesson weeks in
advance so she could fit it into her lesson plan book accordingly. I finished and gave Mrs.
Slattery the lesson plan a week in advance so she could make any corrections before we taught

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the lesson to the students. After the lesson, Mrs. Slattery and I both reflected on the lesson with
both pros and cons, which helped me gain self-reflection skills.

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