Lesson Participation and Observation Assignment

Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23

Southern Illinois University Edwardsville Department of Teaching and Learning

Lesson Participation and Observation Field Assignment for Mathematics Instruction

CIED 312: Language and Communication in Multiple Contexts

Southern Illinois University Edwardsville Department of Teaching and Learning

Kelsey Gillette

Lesson Title: Multi-digit Multiplication

Cooperating Teacher: Mrs. Michelle Clark

Central Intermediate School Fifth Grade

Roxana School District #1

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Kelsey Gillette Section Number: CIED 302
Cooperating Teacher Name: Ms. Michelle Clark
School: Central Intermediate School Room: 60
Date: 9/21/2023 Grade level: 5 Time Needed: 25 minutes
Mathematical Topic/ General Concept: Multi-digit Multiplication

Teacher Candidate Role: Lesson Duration:

X Taught with cooperating teacher observing 1:05-1:30 p.m.

___Co-taught with cooperating teacher

___Assisted cooperating teacher instruction.

Prior Knowledge Prerequisite(s) for Learning: Students have been introduced to multi-digit multiplication problems and
have been doing two-digit and one-digit problems
Student Misconceptions About the Topic: Students forget to carry the tens place and add it into the equation

Class Demographics: Students know basic multiplication facts and have interest in expanding their knowledge further.
Kids are interested in food, especially dessert, and all kids live in the Roxana School District which allows me to mention
certain landmarks such as the Cone Barn which is in the heart of Roxana.
Materials Needed for the Students Materials Needed for the Teacher
Whiteboard White board
Dry Erase Marker Dry Erase Marker & Eraser

*The student I interviewed had interest assets in the following areas that are different from mine:
X interest in school X 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 X 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 X 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 X economic class of school neighborhood __teacher/administrator experience
Component 2: Learning Objective with Common Core State Standards for Mathematics Identified
Learning Standard Given by Cooperating Teacher:

CCSS 5. NBT 5
Fluently multiply multi-digit whole numbers using the standard algorithm.

Learning Objective Given by Cooperating Teacher:

I can fluently multiply multi-digit whole numbers using the standard algorithm

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?
Initial and Elaborated Response: The success criteria are that they can successfully multiply two digits by two digits. We simply want the kids to
continue growing in the multiplication knowledge as well as become more fluent with their basic multiplication facts. We ultimately want them to learn
the standard, which is the success criteria. However, beyond that, get more comfortable with multiplication as well as increasing their confidence with
multiplication. Have the kids been grasping onto the concept of multiplication? A good number of our kids have fallen behind due to covid. We also have
kids who have IEP’s as well as kids who maybe should have IEP’s. I would say half of our kids (10/21) have a decent idea of multiplication and are
keeping up with multiplication.

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

Diverse Student Interview Question

Initial and Elaborated Response: What do you want to learn from this math lesson? I want to be good at math and I want to be smarter. I have been
getting multi digit right but sometimes I mess up. I also sometimes have a teacher read to me because I struggle with reading and understanding what
word problems are saying. What is something that you specifically want to learn from this math lesson? (I prompted him with what the lesson was about
today…). I want to become better at doing multi digit work. I need more practice in remembering to carry the tens place.
How do you learn best when doing multi-digit multiplication?
I learn best when I see a teacher doing a problem and solving it while they solve it. I also prefer the box method (Area Model) because it is easy to break
up the numbers (friendly numbers) and multiply them rather than the numbers together.
How do you want me to teach mathematics to you? I like when teachers write it on the board and allow me the opportunity to look at the problem and
solve it while the teachers solve it. I like whiteboards because I can erase my mistakes easily and I can also quickly change to another problem.

Interviewer Reflection Commentary: These responses urge me to understand student’s “mathematical identities”. As stated in the Vandewalle textbook
on page 115, “Mathematical identity includes his or her disposition toward mathematics and sense of competence as a learner.” It is important that I, as a
teacher, work to reach all the students’ identities therefore having “a powerful impact on my development of equitable teaching practices” (Vandewalle, p
115). As stated in the teacher interview, the students were low due to covid. Many of them have fallen behind and have also somewhat lost their passion
for school. Being able to reach all students no matter where they’re at is something I strive towards to hopefully ignite that passion in some kids. Within
the student interview, the student states their preferred way of learning multi digit multiplication. However, looking at other students, some prefer to
solve it on their own and continue working rather than following the teacher. This again speaks to having equitable teaching practices and reserving every
strategy for students to use. Students will be different within a decade as their interests change as well as new strategies are developed. Creating an open
environment for new possibilities and strategies to occur is important in letting students know that their voice is heard.
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 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 That Could Be Used to Build Mathematics Vocabulary Specific to multi-digit
the Mathematics Concept of multi-digit multiplication. multiplication that Could Be Used to Build the
Mathematics Concept of multi-digit multiplication.
Tens, Ones, Place Value, Carry over, Product, Factor, Multiple, Latice Method
Groups, Friendly Numbers Area Model
Traditional Method
Partial Products
General Academic Vocabulary That Was Used to Build the Mathematics Vocabulary Specific to the Concept of
Mathematical Concept of multi-digit multiplication. multi-digit multiplication that Was Used

Tens, Ones, Place Value, Multiple, Friendly Numbers Latice Method, Are Model, Traditional Method, Partial
Products

Component 4: Assessment Plan

Planned Objective: The student can
successfully solve multi-digit
multiplication.
Actual Objective: The student can
successfully solve multi-digit
multiplication.
One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
Described in the Cell Below:
_X_ Worksheet (see example attached)
_X_ Test (see example attached)
___Observation Checklist (see example attached)
___Other (see descriptions below)

Description of assessment method #1 and student work.

Students were given the option of 3 different worksheets, the difference being the different strategies of solving multi-digit
multiplication. Each student picked their preferred method and were told to complete ten problems on the worksheet. This
method of assessment provided students with a clear layout for the students. There was a worksheet demonstrating
traditional method, lattice method, and area model method. There were different multi-digit multiplication problems on
each worksheet however they covered the same material of 3 x 2’s and a few 4 x 3’s. Student’s were allowed to find a
partner with the same strategy as them to work with them. This allowed for the students to continuously be encouraged as
well as compare answers.
Results of this method of assessment: What general patterns of learning did you observe as you evaluated assessment
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

products with your cooperating teacher? What exceptional patterns of learning did you observe?
Many kids did quite well on the homework worksheet. Allowing kids to pick their preferred method of multiplication seemed to help quite tremendously.
One general pattern that was observed was that kids forgot to carry the tens place over and add it. Although not many kids created this error, it was a
previously common misconception that some students did figure out. An example of an exceptional pattern was that kids who understood multiplication
previously and had a firm grasp on their multiplication facts did exceptionally well throughout the worksheet. As stated in the Vandewalle textbook,
“Children see ten as ten ones.” Kids do not understand place value at a young age and with these kids being behind due to covid, they are no exception.
Potentially, by allowing the kids to use base-ten blocks, students would be able to differentiate between the tens and ones place when doing multi-digit
multiplication (Vandewalle, pg. 215)
Description of assessment method #2 and student work.
A test was given after the unit of multi-digit multiplication. Students were given word problems as well as regular multi-digit multiplication problems.
The test was given with as much time as needed for students to finish within the designated math time which was roughly an hour. The rubric was shown
at the beginning of the test to ensure kids had a thorough understanding of how they would be graded. The test consisted of 15 problems total, 12
different multi-digit problems and 3-word problems with different contexts and numbers. Students were also allowed to ask questions to the teacher if
they were confused about a problem. The test was in paper form and the kids could start working on it as soon as they got the test. Many students finished
within 30 minutes while a few took the whole hour. Students understood the test and the setup as well as asked few questions on the word problems.
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?
Something that should be noted is that this was the second math assessment within this grade. It is important to consider that students are not as adapted
to tests as some other students are due to the COVID pandemic. A general pattern that was observed within the test was the lack of adding the “carried”
value. Many students forgot to add the carried tens or hundreds value which caused errors within their final answer. Many students who had gotten 100’s
on their homework over multiple worksheets had forgotten to add the carried place values. Mrs. Clark and I thought it best to allow students to look over
their test and correct the errors. After receiving the corrected tests back, Mrs. Clark and I realized it was most likely test anxiety and different formatting
which caused the errors. Summative assessments, as discussed in Vandewalle, are cumulative and do not normally “shape day-to-day teaching
decisions.” However many schools still strictly use summative assessments whereas other schools use formative assessments that are less stressful and
anxiety inducing. (Vandewalle, pg. 84)
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? To what extent
do you think your students agree with the way your school values learning differences through its grading system? Why?
Initial and Elaborated Response: As I taught the lesson today, how did you see your students demonstrating their learning of the objective? Simply
because they were able to go up and work problems on the board, verbalize how to do it, and be able to show the strategy on the worksheet. How do you
get to value these different ways of learning through the grades your school asks you to assign to each student? Here at Central Intermediate we do 4
exceeds, 3 meets, 2 approaching, 1 does not meet. The good thing about how we do it is homing in on specific standards. Not an overall math grade but
assess certain standards. That way it is not based on how well they do on homework or tests but how well they know the topic. To what extent do you
think your students agree with the way your school values learning differences through its grading system? Why? These kids, all they know is the 4-3-2-1
system. They value grades, and it is up to them to get the grade because if they put in the effort, they can get a 4. The rubric is set up however that if they
do all the work, they will get a 3 and if they do the extra problem, they have potential to get a 4.
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: How did you follow along in today’s lesson? First, I wrote down my answer and I would see if I got it right. I then
compared it to you and saw if I got it right. If I got it wrong, I would redo it until I got it. Is it easier for you to hear the problem or have it written out? It
is easier for me to see it written out, the numbers, in the way that I like to do it which is area model. I like it because it lays it out for me rather than just
saying the numbers so I can see the numbers. As you were solving area models, what order do you go about solving the problem? I solve area models by
doing all the top boxes and then the bottom boxes. You did that today and I followed along which made it click for me.

Interviewer Reflection Commentary: Seeing that both the teacher and student enjoyed how participation from the students was involved I think is
important. Another important key feature that I would like to continue to do within my classroom is have kids verbalize what they are doing on board.
This acts on their social skills, leadership skills, and of course their math skills. Being able to not only do a problem but “teach” others how to do it and
tell them each step I think is highly important. Vandewalle states that making connections between mathematics, mathematical concepts, and
mathematical ideas is important in math (Vandewalle pg. 85). Catering to different student preferences I think is also important as then they all can learn
in different ways but also pick up the material that is being taught. Hearing how the students solve their math problems opened my eyes to how students
learn. Some of the students were already done with the problem before I could finish it, however others needed that time to watch me and understand.
Seeing how different strategies work within the kids minds onto paper was something I want to cater to as a teacher and make sure I understand
everyone’s learning needs. Hearing that the teacher liked the kids going up to the board was also something that boosted my confidence in teaching
mathematics.

Component #5: Teaching and Learning Sequence

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning
Lesson Events
Students grabbed their whiteboards and markers. They
were told we would review the methods of multiplication.
I told them we would start with lattice. Students were told
the behavioral expectations which were that they were to
follow along quietly to the problems we were doing while
also keeping their hands to themselves. They were also
told they could sit anywhere they want to.
We went through 1 problem that I did and then I gave
them a problem to do. I called on a kid to come up and
demonstrate. As I wrote about the problem, I had kids give
me a thumbs up when they had completed the problem so I
could solve the problem with them and show them how to
complete it.
We then talked through the area model method following
the same procedure of me doing one problem, giving them
time, solving it, and then having them do a problem on
their own with one kid coming up to the board to
demonstrate.
Traditional method was discussed and followed the same
procedure of me doing a problem and the students doing
one problem.
Why was this event included? What questions were asked?
What explanations and examples were given?
This event was included because the students work well with
whiteboards. They have a good time with being able to
follow along in the lesson with them. I wanted to make sure
they were aware of what we would be doing so they could
prepare in any way they needed to. Telling them we would
start with lattice allowed them to set up the boxes to save
time. I made sure to set behavioral expectations to make sure
they were on track especially since they got whiteboards.
They were allowed to sit on the rug and so making sure I
told them to keep hands to themselves was important.
Simonds and Cooper state that “when students are free of
disruptive anxiety, fear, anger, or depression, they are more
likely to make desirable cognitive and affective gains” (pg.
13). Having the kids sit on the rug or anywhere in the
classroom allows for them to feel comfortable and enhances
their own decision making.
A question that was asked during this event was “Where do I
put this number?” when talking about carrying the tens value
over. I explained that it is not a one, but it is a tens place
value. This event was included to demonstrate that I
reiterated to the kids how to do the lattice method. Then
having them come up and be able to demonstrate it
themselves was important. The thumbs allowed for zero
talking yet gave me a way to determine who was done with
their work. I let the kids raise their hand also to come up and
solve the problem which allowed for participation.
The first question that was asked to start the area model
method was what each box represents. I acted as if the kids
were teaching me and had them explain what each box was:
hundreds, tens, ones. This gave the kids a sense of control
and ownership as they wrote out and solved the problem, no
help from the teacher. I asked questions such as, “Why did
you put the number above the rest? (When talking about
carrying the tens/hundreds place). This allowed the kids to
explain to me what they did, therefore making connections
with the mathematical concepts as stated in the Vandewalle
text on pg. 85.
This event was included to ensure that we did not leave out
any methods. Although many kids prefer the lattice or area
model, some still like traditional/turtle style method. I had
the kids follow the same routine as well to create a pattern
within their minds. Especially since this was the last method,
switching up the routine would not make sense. Many
students do not prefer traditional; however, I feel it is
important to include all strategies with the kids so they can
learn new ways as well as perfect their favorite way. Again,
having kids come up to the board allows for them to work on
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

their leadership skills as well as their communication skills

when describing the way to solve the problem.

I then set up a problem using all the methods, had kids The reason I did this was so kids could see the same
individually solve them, and then I picked on 3 different numbers in different formats. Then allowing the kids to
kids to solve the problem their chosen way. I did this three come up and solve their preferred method on the board
times. They were then given three options for a worksheet, allows for participation and engagement. Worked examples,
each worksheet being a different strategy of solving multi- as described by Vandewalle, “has been found to improve
digit multiplication. student procedural and conceptual knowledge” (pg. 67).
Having these students come to the board allows them to
further understand the strategies being presented. Then
further allowing them to explore their preferred strategy
through a specific worksheet can allow them to gain further
number sense and interest in the topic.
Cooperating Teacher Interview Question
What teaching strategies have you tried when teaching math topics? What math strategies work for what topics?
Initial and Elaborated Response: What teaching strategies have you tried when teaching math topics? It honestly depends on the topic. Luckily, we offer
multiple strategies to cater to everyone’s learning needs and learning style. An example would be that for volume alone we had 3 different ways,
multiplication had 4 different, division has 3. Everyone can determine what works for them. Especially with our criteria, it matters if students understand
the concept, not if they can perform a problem one specific way. What math strategies work for what topics? There is no one strategy that overwhelms the
majority because every kid can pick what they know best. With tests, will kids get counted off if they use a specific strategy? Or will kids be asked to
perform a certain strategy on a test? On tests, we let them pick the strategy but present it with traditional method. There is no question that says they must
strictly use one method.
Diverse Student Interview Question
How confident would you be in teaching someone else multi-digit multiplication? How confident do you feel in your multi-
digit multiplication? What, if any, other method would you like to know more about?
Initial and Elaborated Response: How confident would you be in teaching someone else multi-digit multiplication? Confident. Just because I’ve been
doing it for 2-3 years and I feel like this year and this lesson is giving me the practice that I need. I feel I maybe could teach others; I could try to. Not
many people do the method I do and so I would have to find people that do it. I really do want to try and help others though. This lesson gave me more
practice. (He then asked about seeing his worksheet that we did and him and I went over the problems). (When I asked him how he felt about this lesson,
he lit up with excitement, I think because he was starting to understand the concept) (He was excited to explain how to do the area method, he went on a
tangent when I gave him an example for a previous question). What, if any, other method would you like to know more about? I want to be able to do
lattice. I think it’s a cool method, but I don’t know how to do it. I can do traditional but might need a refresher.

Interviewer Reflection Commentary: I have no control over the way my school would grade, however I feel that most elementary schools work to make
sure that kids know the topics rather than just regurgitate information back to the teacher. Using number talks and worked examples has been proven to
increase student participation and understanding according to Vandewalle on page 67. Allowing students to use whatever strategy they prefer I think is
important to their own autonomy. I feel that grading someone based on which way they understand and learn best is not right and so as a teacher, I plan to
strive to have students solve problems in their own preferred method. Another important aspect of teaching I would like to adopt is allowing my students
to see their own work. As shown in my interview with the students, they wanted to see their worksheet and review it with me. This allowed them to see
what had gone wrong and correct whatever they wanted to. I also think this is important to do for tests especially when children are getting introduced to
testing. That is what my teacher did with this past test, noticed the disconnect between homework and the test and assumed it was because of new
formatting.
References: Chapters and page numbers in course texts needed for this field assignment. APA format required.
Simonds, C.J., & Cooper, P.J. (2011). Communication for the Classroom Teacher (9th ed.).
Boston, MA: Allyn & Bacon. See pages…13
Van De Walle, John A., Karp, Karen S., & Bay Williams, Jennifer M. (2019). Elementary and Middle School Mathematics
(10th ed.). Pearson. See pages… 67, 84, 85, 115, 215

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

Lesson Participation and Observation Field Assignment Peer Evaluation Rubric

Assignment meets preconditional writing convention requirements (10 points)* 10 8 6 4 2 0

Assignment is formatted as a complete American Psychological Association (APA) document as specified in the assignment
template [see APA format at Purdue OWL website] with a title page, a reference section, and an appendix (as needed) that
includes: 1) required demographic information, including four types of student learning assets, specified by the template; 2)
required content specified by the template; 3) meaningful font and spacing; 4) meaningful references and appendices; 5)
concise and precise writing with complex sentences. AND...Two or less patterns of convention errors.
Templated Academic Vocabulary Chart and Lesson Plan includes the following elements: 1) academic 10 8 6 4 2 0
vocabulary; 2) cooperating teacher lesson objective and observations (written in bold print) of candidate
instruction; 3) teaching learning sequence description with reflective observations; 4) assessment product
descriptions with reflections on student work and other appended artifacts. (30 points)
Academic vocabulary defines the lesson’s conceptual content: 1) CCSS and/or other content area standards that generated
the academic vocabulary for the lesson are copied in a meaningful way; 2) a comprehensive list of general academic
vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards; 3) a comprehensive
list of subject specific vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards;
4) general academic vocabulary that was actually used in the lesson is listed and defined, including one example of how this
vocabulary helped students learn the lesson objective; 5) subject specific vocabulary that was actually used in the lesson is
listed and defined, including one example of how this vocabulary helped students learn the lesson objective.
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312
textbook; 3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper
(2011, pp. 80-157) textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, &
Bay-Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes lists of materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and
aligned with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning
behavior; 4) describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2 0
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200
words, a variety of textbook references, and includes all required criteria: 1) one relevant concept from a CIED 312 text that
is explained, related to the interview, and cited in APA format; 2) one relevant concept from another text that is explained,
related to the interview, and cited in APA format; 3) other observations of instruction that are explained and related to the
interview; 4) vivid, precise sentences; 5) a main idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by
one additional piece of evidence from experience or textbooks so that both textbook evidence and evidence from experience
is described in response to each commentary prompt.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction.

Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4)
engages the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations
that were part of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways
that are accurate, distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2 0
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate
and peer evaluator fill out form together at a supervised class session. A self-evaluation is attached to the final document.
Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are reduced by 20% of total points
for each missed submission opportunity. A zero grade will be assigned at the third missed opportunity.
Rubric Points Possible: 100 Comments
Rubric Points Received: _____
Rubric Points Reduced: _____

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

Rubric Points Earned: _____

Lesson Participation and Observation Grading Rubric as Seen on SIUE Electronic Blackboard Rubric
100 Total Final Grade Points Possible

Writing Conventions and Academic Vocabulary (20 Points Possible)

Assignment is formatted as a complete American Psychological Association (APA) document [see APA format at Purdue
OWL website] with a title page, electronic templates provided, a reference section, and an appendix (as needed) including: 1)
demographic information and learning assets specified; 2) required content; 3) meaningful font/spacing; 4) references and appendices;
5) complex, concise and precise sentences. AND...Two patterns of convention errors or less. Academic vocabulary defines the
lesson’s conceptual content: 1) CCSS and/or other content area standards generate academic vocabulary; 2) general academic
vocabulary that could be used in the lesson is listed; 3) a comprehensive list of subject specific vocabulary that could be used in the
lesson is aligned is listed; 4) general academic vocabulary that was actually used in the lesson is listed and defined; 5) subject specific
vocabulary that was actually used in the lesson is listed and defined (18-20 points).

Assignment does not fulfill all formatting criteria and/or writing convention requirements, and academic vocabulary for lesson is not
fully defined (14-17 points).

Assignment does not fulfill a significant number of formatting criteria and/or writing convention requirements, and academic
vocabulary for lesson lacks definition (0-13 points).

Teaching and Learning Sequence and Assessment Product Description (20 Points Possible)

Teaching and learning sequence is complete: 1) orders events; 2) includes verbatim reporting of teacher statements valued by the
Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312 textbook; 3) includes verbatim reporting of student responses during the
valued by the Simonds and Cooper (2011, pp. 80-157); 4) includes mathematics lesson components from Van de Walle, Karp, & Bay-
Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes materials list. Description of assessment products used by the
cooperating teacher and reflections on student work is complete: 1) accurate and aligned with the lesson objective; 2) reveal
patterns of learning behavior; 3) reveal exceptions to patterns; 4) describe acceptable student work; 5) describe unacceptable student
work (18-20 points).

Assignment does not fulfill all teaching and learning sequence criteria, and assessment product for lesson is not fully described (14-17
points).

Assignment does not fulfill a significant number of teaching and learning sequence and/or assessment product description criteria (0-
13 points).

Interviewer Commentaries (20 Points Possible)

Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200 words
AND includes all required criteria: 1) one relevant concept from a CIED 312 text that is explained, related to the interview, and
cited in APA format; 2) a second relevant concept from another text that is explained, related to the interview, and cited in APA
format; 3) other observations explained and related to the interview; 4) vivid, precise sentences; 5) a claim that synthesizes points of
view. Commentaries also add one additional piece of evidence from experience or textbooks for a total of at least two pieces of
textbook evidence, and no more than two pieces of evidence from experience, per commentary (18-20 points).

Commentaries do not fulfill all required criteria and/or 200 word requirement, and may lack full evidence (14-17 points).

Commentaries do not fulfill a significant number of required criteria, do not meet 200 word requirements, and lack adequate evidence
(0-13 points).

Interview Documentation (20 Points Possible)

Teacher interview documentation is complete: 1) demonstrates a conversation has occurred; 2) demonstrates interviewer has
actively listened; 3) includes needed follow-up questions; 4) engages interview reader; 5) communicates the interviewee’s initial and

8
Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

elaborated response with accuracy, distinction, and comprehensiveness in at least 150 words. Student interview documentation is
also complete, fulfilling same criteria as teacher interview documentation (18-20 points).

Documentation does not fulfill all required criteria and/or 150 word requirement for each question response (14-17 points).

Documentation does not fulfill a significant number of required criteria and does not meet 150 word requirements (0-13 points).

Assignment Evaluation (20 Points Possible)

Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction. Attached self-evaluation is
completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate and peer evaluator fill out form
together at a supervised class session. A self-evaluation must be electronically attached (18-20 points)

Assignment commentary does not fully describe ways to improve instruction, and peer evaluation lacks depth (14-17 points).

Assignment commentary does not describe ways to improve instruction, and peer evaluation is cursory (0-13 points).