Lesson Participation and Observation Assignment

Language and Communication in Multiple Contexts (CIED 312)

Southern Illinois University Edwardsville Department of Teaching and Learning

Alexandra Treise

Lesson Title: Reading “Land of Ice”

Cooperating Teacher: Lori Schoenewies

Lewis and Clark Elementary First Grade

Alton Community Unit School District #11

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312)
Southern Illinois University Edwardsville Department of Teaching and Learning

CIED 312 Reading Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Alexandra Treise Section Number: 001
Cooperating Teacher Name: Lori Schoeneweis
School: Lewis and Clark Elementary Room: 119
Date: 12/03/2020 Grade level: 1 Time Needed: 35 minutes
Mathematical Topic/ General Concept: Reading “Land of Ice” by Norbert Wu
Storytown- Harcourt School Publishers

Teacher Candidate Role: Lesson Duration:

___Taught with cooperating teacher observing 10:00 am – 10:35 am

___Co-taught with cooperating teacher

__x_Assisted cooperating teacher instruction

Prior Knowledge Prerequisite(s) for Learning: Students are learning to read in first grade. For this lesson it’s not expected
for them to know all of the words presented to them, but should know the basic sounds that letters make when next to each
other.
Student Misconceptions About the Topic: Common misconceptions that students have about this topic is that if animals
are living in Antarctica, humans must be as well.
Another common misconception is that the story is all about penguins since there is a penguin on the first page.
Another misconception that students have is that
Class Demographics: A couple of students had previously been placed in Special Education classes. One student has

Materials Needed For the Students Materials Needed For the Teacher
StoryTown Book StoryTown Book

*The student I interviewed had interest assets in the following areas that are different from mine:
__x interest in school __interest in lesson topic __interest in class colleagues __interest in teacher
*The student I interviewed had knowledge assets in the following areas that are different from mine:
__skills mastered __knowledge of lesson topic __interpersonal skills needed to learn with others x _prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
_x_race __social class __gender __language __culture
*The student I interviewed had community assets in the following areas that are different from mine:
x__school cultural diversity __student knowledge diversity __economic class of school neighborhood __teacher/administrator experience
*At least two characteristics in each category of learning assets must be checked to identify a student participant as different from the interviewer.
Component 2: Learning Objective with Common Core State Standards for Mathematics Identified
Learning Standard Given By Cooperating Teacher:

CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Learning Objective Given By Cooperating Teacher:

The students should be able to understand a non-fiction story thatand retell what they’ve learned.

Cooperating Teacher Interview Question

What do we want students to learn when we teach and learn this lesson with them? How does your response to this
question align with the lesson standard and objective you gave me for this lesson?
The hardest part of the story is there are no people in the story. It’s hard for students to understand that it’s so cold there that people can’t live there for a
long period of time. Most of the stories we read throughout StoryTown involve people and the main character is typically a kid who is also in school to
make it relatable for them. We stop multiple times while reading the book to explain and answer questions such as “where is the north pole” or “why

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312)
Southern Illinois University Edwardsville Department of Teaching and Learning

doesn’t anyone live there”. I really try to explain to the kids just how cold it is and how only animals can survive in an environment like that for long
periods of time. It’s a good lesson to do with the kids as it’s getting closer to the holidays for them to understand the difference between the North and
South Pole. Children know that Santa lives in the North Pole, and I explain why he’s in the North Pole as opposed to the South Pole.

Diverse Student Interview Question

What do you want to learn from this reading lesson?
Initial and Elaborated Response:
“I saw a penguin on the page, so I hope to learn about Penguins. I know a lot about penguins. I saw them at the zoo when my daddy took me. I know that
the penguins like to play in the water and its really cold and stinky in there. I hope Mrs. Shoenewies tells us all about the penguins. My teacher in
kindergarden talked about penguins a little, but we were learning at home. I saw a star fish too but I don’t know a lot about those. All I know is that’s
what Partick is. Oh and they have 5 leg things. I want to do better in reading. Sometimes it’s hard for me to read words and follow with her (follow along
in the book). I saw a bunch of ice so I think it’s gonna be cold. I don’t like the cold, so I don’t really want to learn about it.

Interviewer Reflection Commentary:

Based off of my diverse student interview, I learned that students like to learn about things they already know. This student mentioned to me that they
knew a lot about penguins, but still wanted to learn more about them. The student found an interest in penguins, but not in the cold. She didn’t have an
interest in the cold, which made her not want to learn about it as much. What I’ve taken from this is that as a teacher, I need to always be excited about
teaching something, even if I don’t like it. If I show the students that I don’t have an interest in something or that I’m excited to teach and talk about it,
they will be excited to learn about it. I not only need to show interest and excitement when I’m teaching to keep the students engaged, but some of my
students may have an interest in whatever we’re learning about. For example, I hate spiders. I will still teach lessons about spiders with excitement
because I know that some students really enjoy looking at and learning about spiders. If I’m not excited about it or tell them that I don’t like them they
may feel bad about their interests or even lose the interest they had.
Component 3: Academic Vocabulary
Given the language function and learning task identified in the standard and objective for this lesson plan listed in part 2,
describe the academic vocabulary inferred from standards and objectives and the academic vocabulary actually used for
this lesson. Differences between inferred and used academic vocabulary suggest concepts students already know, concepts
they may be struggling with, and concepts that may be new to them.
General Academic Vocabulary Reading Vocabulary Specific to StoryTown “Land
of Ice”
The Very

And Cold

When Fish

There Their

They’re From

Animals

Under

General Academic Vocabulary Used to Understand the Reading Vocabulary Specific to StoryTown “Land
Reading of Ice”

The: used to point forward to a following qualifying or defining Very: used to emphasize that the following description
clause or phrase applies without qualification

And: used to connect words of the same part of speech, clauses, Cold: of or at a low or relatively low temperature,
or sentences, that are to be taken jointly especially when compared with the human body

When: at or on which (referring to a time or circumstance). Fish: a limbless cold-blooded vertebrate animal with
gills and fins and living wholly in water
There: in, at, or to that place or position
Their: belonging to or associated with the people or
They’re: they are things previously mentioned or easily identified

From: indicating the source or provenance of someone

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312)
Southern Illinois University Edwardsville Department of Teaching and Learning

or something

Animals: a mammal, as opposed to a bird, reptile, fish,

or insect

Under: at a lower level than.

Component 4: Assessment Plan

Planned Objective: The student can read One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
or sound out letters for the special Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
vocabulary words from the story. Described in the Cell Below:
___Worksheet
Actual Objective: The student can read
___Test
or sound out letters for the special __x_Observation Checklist
vocabulary words from the story. ___Other

Description of assessment method #1 and student work.

The assessment I gave to the student was an informal assessment. The assessment I gave the student for this story was asking them to read each of the
special vocabulary words. These words were listed at the very beginning, right before the story. These words that are listed are the reoccurring
vocabulary that don’t appear often in the other stories throughout the text. Having the student read these words is a way for me to assess their reading
level and which letters or sounds gave them trouble. If the student were to know all of these words I would have them read all of the names of the animals
and sea creatures within the book.
Results of this method of assessment: What general patterns of learning did you observe as you evaluated assessment
products with your cooperating teacher? What exceptional patterns of learning did you observe?
This assessment allowed me to look at what words the student knew, could sound out, or didn’t know at all. I used the observational method of
assessment when assessing this student. I noticed that the student had a lot of trouble with most of the words. I could tell that they had difficulty with
sounding out most words even when only looking at the individual letters. I first noticed that the student was having difficulty when I asked her to read
the word “very” and she didn’t know how to even begin to read this word. We began by trying different sounds and breaking the words into different
parts. After asking her what sound the “v” and giving her an appropriate wait time with no response, I knew I would need to help her on a deeper level.
The text from Diagnostic Literacy Assessments and Instructional Strategies, states that when orally reading the teacher must give an appropriate wait
time, ask them to try different sounds when trying to pronounce a word, and to break the words into parts to get a better understanding.
Description of assessment method #2 and student work.
After the reading I then asked the students to give me a sentence using each of those words. They could make one sentence for every word there was or
combine two or more words into one sentence. I challenged the students by asking to use multiple words within one sentence. I gave the students about a
minute of wait time to think of these sentences, but when the minute was over if they were still thinking I would give them a few extra seconds. If the
student was still struggling with this prompt, I would give an example of that word in a sentence, but then ask them to give me another.
Results of this method of assessment: What general patterns of learning did you observe as you evaluated assessment
products with your cooperating teacher? What exceptional patterns of learning did you observe?
This assessment allowed me to see how the students can form sentences. During this process I found that this student in particular,r was pretty advanced
in forming sentences. Some of the sentences that the student had formed were not in the correct tense. For example, she gave me the sentence “The
animals is in the house” rather than “The animals are in the house”. I corrected her sentence, then told her she did a good job on the sentence. She used
the word correctly in the sentence, just in the wrong tense which is a common mistake when learning any language, especially English. In the text of
“Diagnostic Literacy Assessments and Instructional Strategies”, it states that an objective a student should meet is using formal or Standard English
grammar. By correcting her and not discrediting her attempt at the sentence allowed her to feel pride in her work as well as encouraging her to continue
trying.

Cooperating Teacher Interview Question

What different ways of did you see your students demonstrate their learning of your objective today? How do you get to
value these different ways of learning through the grades your school asks you to assign to each student?
“They’re learning through the story, but they’re also learning through our side discussions. The book leads to other science type discussions that lead to
more meaningful connections. The book talks about penguins and most of the students know what a penguin is. I set the book down to talk about

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312)
Southern Illinois University Edwardsville Department of Teaching and Learning

penguins and what makes them special. We talk about how the mommy lays the eggs, but then daddy takes care of the egg until it hatches. We talk about
how they mommy lays two eggs, but they have to decide on which one to hatch since daddy can only hold one egg in his under pouch. I compare the
penguins to kangaroos by explaining how both have a pouch, but how they’re different pouches. I also explain to the kids the long march it takes to get to
the water and how when they take turns going. I tell them about the feeding process that penguins have between mommy and baby. The story mentions
starfish as well, so I tell them about starfish being able to grow limbs if anything happens. I really like to combine multiple aspects of learning into one
for the kids. I don’t do a super formal assessment of how the student’s understand the story. I typically spend two days on a story, so I begin the next day
on this material by asking questions about what we read and talked about to see what the students remembered and listened to.
Diverse Student Interview Question
What did I say or do during the lesson that made the most sense to you? Why?
Initial and Elaborated Response: I really like the penguins. I thought it was funny when Mrs. Schoenewies was showing how the penguins walked and
stuff. When she showed us how the mommies feed the baby penguins was gross. They like throw up in the babies mouths. Good thing people don’t feed
their babies like that because I wont do it. I liked it when she was showing us everything. Like how the penguins walk, and how they hold the babies
when they’re still in the eggs, and how she showed the mommies throw up food into the babies mouths. I didn’t know that starfish could have more than
five arms. Oh I didn’t know that they grow their arms back if it falls off.

Interviewer Reflection Commentary: Based on the responses from my teacher interview and the diverse student interview, I know that I want to as visual
as possible. From the student interview I learned that the students really enjoyed the visual representation about penguins and starfish. Most lessons can
be planned alongside a visualization. As a future educator, this is a huge lesson for me to learn before having a classroom of my own. Luckily, with the
world we live in today we have so many options available to make lessons more understandable. I plan on using many tools in my classroom when
teaching the different subjects. One of those tools that would align with this lesson I did with the student, would be showing a quick video of these
animals to give an accurate description of how the animals move. When learning about Penguins, I would show the video followed by inviting the
students to do the penguin waddle with me. Using this strategy is a way of keeping the students engaged and interacting with the lesson, but they are
more likely to remember the content when they’re involved in this way. Keeping the material relevant and intriguing for the students is essential for their
learning and development.

Component #5: Teaching and Learning Sequence

Why was this event included? What questions were asked?
Lesson Events
What explanations and examples were given?
Reviewing the special vocabulary from the story This was included because they’re typically words that
Cooperating Teacher Interview Question:
students don’t see in other stories in the book and may be
What are key aspects a teacher should have or follow in their classroom?
Initial and Elaborated Response: unfamiliar with the terms.
My CT would
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brought themwas included
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right after whatsomething
witnessing the
traumatic or maybe they already had to get their siblings up and ready for school. You have to teach all of your students as if they were your own children.
the special vocabulary words in a sentence, or if they felt word means and how to use it rather just knowing
You have to love what you’re doing and you have to love these kids. Students need to feel welcomed at school. They need to feel safe and loved in your
what the
up to the challenge,
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This was best whenbecause
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rough upbringing need us to predictable, consistent, and dependable. These kids like knowing what to expect at school and need the structure. Number
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three hadthejust
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I allow whattimeit looks likelessons
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to ensure that
When
they kidsreading about the penguins, my CT would stop and
stay focused. This was included because some students may have never
demonstrate what they did been to a zoo or seen a penguin. Demonstrating how the
Diverse Student Interview Question
penguins walked, carried their eggs, and fed their young
What do you think makes a good teacher for you?
allowed the students to be more engaged and have a visual
Initial and Elaborated Response: representation of what they’re learning.
I really like when my teacher is nice to me. My kindergarten teacher was super nice and funny. She would always play games with us. I had so much fun
When reading about the starfish, my CT would stop and This was included because a misconception about starfish
when I was in her class. It wasn’t as much fun after we had to stay home though. Mrs. Schoenewies is really nice too though. She’s not as funny as my
draw examples
kindergarten of starfish
teacher. regrowing
I like it when their limbs
Mrs, Schoenewies is reading and she usedthat
thestudents tend toI like
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reading starfish
the poems only when
together have we5 limbs.
get to use
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we use funny voices.the
Mrs.students to understand
Schoenewies that
is really smart. Shethere
knowscan be
everything. She always has answers for all of my questions. I like when we get to come to school because it’s easy for me to pay attention. When I’m at
home I keep watching the tv when it’s on and its hard to listen to Mrs. Schoenewies. more limbs and how if one is lost it can grow it back.

Interviewer Reflection Commentary:

Based off of my interview with my cooperating teacher and diverse students, I know that as a teacher I need to always be kind. I intend to always be kind,
but I know that it’s very essential for these students that I am. These students may not always have the greatest life at home. It’s my job as their teacher to
always be kind and welcoming of them into my classroom. Students could come into the classroom after having the worst morning, but if I’m standing
there with a smile on my face welcoming them into this safe space, they may forget about their morning. It may be just for a little bit, but I want all of my
students to know they are safe and cared about. Both of the interviews mentioned kindness which means that it is extremely essential for teachers to have
this trait. I remember watching a TED Talk in one of education courses, I can’t remember the speaker, the speaker stated “Kids don’t want to learn from
somebody they don’t like”. I believe this to be true for more reasons than that. For example the students aren’t going to want to learn from someone that
doesn’t make feel safe. From the interview I had with my cooperating teacher, I learned that having a structured class with little downtime can be the most
effective piece of classroom management. Students, especially the younger ones, need consistency and predictability for optimal performance.

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312)
Southern Illinois University Edwardsville Department of Teaching and Learning

References: Chapters and page numbers in course texts needed for this field assignment. APA format required.
McAndrews, S. L. (2008). Diagnostic Literacy Assessments and Instructional Strategies: A Literacy Specialists Resource
(illustrated edition). International Reading Association.