Lesson Participation and Observation - 1

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 Assignments:

Mathematics Literacy Field Work for Year 1 Semester 1 Elementary School Placement
Brian Walker Johnson, Ph.D.

Shadrack Msengi, Ph.D.
Kim Clasquin
CIED 312 Language and Communication in Multiple Contexts Faculty
Fall 2023
Lesson Participation and Observation Assignment Description

A total of two mathematics lesson observation and participation assignments are due for CIED 312:
Language and Communication in Multiple Contexts. One lesson will be completed with your cooperating
teacher during your first CIED 302 Field Experience II school placement this semester. The second lesson
will be completed during your second school placement. First you will plan, implement, observe, and debrief
one scheduled mathematics lesson with each of your two CIED 302 cooperating teachers this semester. Then
you will record, analyze, and document: 1) academic standards, objectives, and vocabulary used for lesson
1
planning; 2) teaching/learning sequences used during instruction; 3) assessment instruments for student work
used to measure learning; 4) cooperating teacher interview reflections; 5) evaluative observations your
cooperating teacher makes about your teaching; 6) case study observations you make about one diverse student
participant’s learning; 7) diverse student participant’s interview reflections. This assignment should prepare you
to utilize language and communication needed for instruction in mathematics and other school subjects.
Choose one student participant to observe before, during, and after each of the two participation and observation
lessons your will complete this semester. Then identify how the participant’s prior learning, interest, culture,
and community assets for school learning are different from yours via conversations, encounters, and/or
interviews with the participant before the target lesson is taught. Next observe and document learning
transactions the student participant experiences during the target lesson. Finally complete this inquiry via a
scripted interview with the participant after the target lesson. Follow a similar process to document cooperating
teacher prior experiences and current perspectives about teaching and learning mathematics as you participate in
the teacher’s planning before the lesson, co-teach and/or observe during the lesson, and conduct a scripted
cooperating teacher interview after the lesson.
Pages 80-157 of your Simonds and Cooper (2011) course textbook describe how different types of school
lessons (i.e. sharing information, discussions, small group communication, and read-alouds) can be explained
and documented. A short article on the conceptual language of teaching and learning by Johnson (2015) will
also be available in this assignment description. This article describes types of academic vocabulary used to
teach concepts to students. For this assignment, your written student and teacher interview reflections must also
include two relevant concepts from mathematics and literacy education texts you have read: one from your
CIED 312 Language and Communication in Multiple Contexts textbook titled Communication for the
Classroom Teacher; one from your CIED 441 textbook titled Elementary and Middle School Mathematics:
Teaching Developmentally. All references to mathematics and literacy education concepts from other texts must
be explained, related to your written interview comments and reflections, and cited using American
Psychological Association (APA) format in your final report. References to other education textbooks you have
read are also useful. APA formatting models are located at https://owl.english.purdue.edu.
Each of the two Lesson Participation and Observation assignments you complete is worth 100 points (200
points total) towards your final grade in CIED 312 Language and Communication in Multiple Contexts—a
literacy methods course that supports your CIED 302 Field Experience II and CIED 441 Teaching Mathematics
at the Elementary Level courses. However, work on this assignment may not be turned in for credit in any other
undergraduate course. Final drafts of this assignment should be due at midterm for the first lesson and prior to
the final class session for the second lesson. Suggested due dates are provided in the course schedule located at
the end of the CIED 312 syllabus document. However, Lesson Participation and Observation is a field
assignment whose completion will vary given the conditions of your school placement. If you cannot meet
suggested due dates for this assignment, it is your responsibility to communicate with your course instructor
about when it will be completed.
This Lesson Participation and Observation assignment must follow templates provided in this assignment
description, be word processed, be formatted as one complete electronic word document, and submitted to the
SIUE electronic Blackboard for this course as a Word file. No electronically shared or saved files (i.e.
GoogleDocs) may be submitted for credit to the Blackboard website designated for this assignment. PDF
documents are also not recommended for Blackboard submission. An American Psychological Association
(APA) title page, reference page, and appendix section (if needed) are required. All written work must meet
intermediate undergraduate writing convention requirements described by the CIED 312 course syllabus, this
assignment description, and other CIED 312 course instructor directions.
Lesson Participation and Observation Assignment Checklist
Read
-An Introduction to Academic Language, Concepts, and Learning in a School Context (Johnson, 2015) located within this document.
2
-Chapter 5: Sharing Information in Communication for the Classroom Teacher (Simonds & Cooper, 2011, pp. 80-103)
-Chapter 6: Leading Classroom Discussions in Communication for the Classroom Teacher (Simmonds & Cooper, 2011, pp. 104-125.)
-Chapter 7: Small Group Communication in Communication for the Classroom Teacher (Simmonds & Cooper, 2011, pp. 126-142)
-Chapter 8: Communicative Reading and Storytelling (Simmonds & Cooper, 2011, pp. 142-157)
-Mathematics content knowledge for the lesson used for observation and participation from Elementary and Middle School
Mathematics: Teaching Developmentally (Van de Walle, Karp, & Bay-Williams, 2010, pp. 151-682).
Speak and Listen with Others

__ Communicate with cooperating teachers to clarify purposes and methods for completing this Lesson Participation and Observation
assignment. Candidates enrolled in the CIED 441 Learning and Teaching Mathematics at the Elementary School Level course should
understand the mathematics content their cooperating teacher will use for this lesson by speaking with the CIED 441 instructor.
__Communicate immediately with your CIED 302 Field Experience II cooperating teacher to determine specific dates and times when
you can participate in and observe each of TWO mathematics lessons by: 1) asking your cooperating teacher to give you a
mathematics lesson objective tied to a Common Core State Standard you can teach with them; 2) asking your cooperating teacher to
give you access to one or more assessment instruments (i.e. worksheets, informal observations, tests) that will be used to grade and/or
assess student learning. Your participation in your cooperating teacher’s mathematics instruction can be as extensive as assuming a
teacher role in planning, teaching, and assessing student learning, or it can be as minimal as assisting the teacher with instruction and
interacting with individual students during lesson implementation. You will be asked to report your lesson’s Common Core State
Standard, objective, date, and time to your CIED 312 Language and Communication in Multiple Contexts instructor as soon as
possible. A similar report about the second lesson experience at midterm. Use these opportunities to let your CIED 312 instructor
know if you will need more time to complete one or both of your Lesson Participation and Observation assignments.
__Participate in, observe, and document how each of your CIED 302 cooperating teachers plans, implements, and reflects upon their
respective target math lesson. Document your observations and findings in final scripted interview and lesson commentaries
according to criteria included in the template located within this assignment description.
__Choose a different student participant for each of your two lesson case studies. The students you interview must have knowledge,
interest, culture, and community assets that are different from yours. Communicate about, observe, and document the learning of each
student before and during each of the TWO target lessons. Document your observations and findings in interview commentaries
according to criteria included in the template located within this assignment description.
__Assess drafts of your final report with CIED 312 in peer writing conferences with class colleagues.
Write
__An Academic Vocabulary Chart that lists: 1) a copied statement of the Common Core State Standard in mathematics that your
cooperating teacher has aligned with the lesson you participated in and observed; 2) general and subject-specific academic vocabulary
inferred from the Common Core standard; 3) one sentence definitions of academic vocabulary used during instruction.
__A Lesson Plan including the cooperating teacher’s lesson standard and objective, student prior knowledge, assessment plan, and
teaching/learning sequence.
__A Scripted Cooperating Teacher Post-Lesson Interview and Commentary that includes documented observations completed before
and during the lesson, as well as references to education textbooks from this course, CI 441 math methods course, and other
Curriculum and Instruction in Education courses. Commentary should include references to education textbooks that: 1) contextualize
lesson events, 2) explain cooperating teacher evaluative observations of your instruction, 3) explain the assessment instruments and
learning product(s) students produce.
__A Scripted Student Participant Post-Lesson Interview and Commentary with a student whose learning assets are different from
yours that explains documented observations completed before and during the lesson. Commentary should include references to
education textbooks that explain your interview and observation data.
An Introduction to Academic Language, Concepts, and Learning in a School Context:

Nut Butter Sandwich Construction as a Mathematics Concept
Brian Walker Johnson, PhD
Southern Illinois University Edwardsville
The Lesson Participation and Observation Assignment Template that follows this article includes electronic
templates for planning and documenting instruction about the concept of nut butter sandwich construction. This
template models the writing required to complete the CIED 312 Language and Communication in Multiple
3
Contexts Lesson Participation and Observation assignment in highlighted text, and this template formatting
and criteria are a required part of this field assignment. However, you are expected to make this assignment
your own: All yellow highlighted language should be deleted from the final copy of this assignment.
Nut butter sandwich construction is a culinary concept invented by USA Army field commissaries during World
War II to feed soldiers in battle. Today it has become a pervasively delicious and nutritious snack throughout
the world. As a concept, nut butter sandwich construction includes characteristics of academic language that
develop and express content area concepts in mathematics that are taught in schools. Mathematics lessons you
will participate in and observe during your CIED 302 Field Experience II course will include academic
language about mathematics concepts, so you will not only need to understand your cooperating teacher’s
methods of information sharing (Simonds and Cooper, 2011, pp. 80-103) that you will learn in CIED 312.
You must also identify and utilize the academic language that communicates the mathematical concepts
elementary students and teachers may learn together—mathematical concepts such as those needed to
construct a nut butter sandwich.
Academic language is oral and written language used for academic purposes—how students and teachers
express conceptual understanding with one another. Two types of vocabulary are needed for students and
teachers to communicate and comprehend academic language: subject specific vocabulary and general
academic vocabulary. Unlike vocabulary for basic, everyday communication, subject specific vocabulary
generates conceptual meaning in two ways. First, subject specific vocabulary may use familiar words or
phrases in different ways to create subject specific meanings. For example, the word table in mathematics or
science refers to schematic charts rather than a four-legged, flat-topped structure, or the phrase “opportunity
cost” in economics refers to something sacrificed instead of something given.
When familiar English words or phrases are unavailable to generate sufficiently precise meanings, subject-
specific vocabulary may also be derived from the root words and affixes of other languages. For example, the
subject-specific vocabulary word anthropomorphic in literary criticism is rooted in two Greek words, anthropos
meaning “human being” and morphos meaning “shape or form,” as well as the Greek suffix “–ic” meaning
“having characteristics of.” And so two compounded Greek words, topped off with one Greek suffix, render the
precise meaning of the complex English word literary critics use to describe fairy animals who “have
characteristics of human form.” The Big Bad Wolf is anthropomorphic. And so are the Three Little Pigs!
Subject-specific vocabulary includes words or phrases such as diameter in mathematics, photosynthesis or
supersaturated solution in biochemistry, and democracy or bicameral legislature in political science. Subject
specific words or phrases are the building blocks for what school professionals call concepts.
Like subject specific academic vocabulary, general academic vocabulary also consists of words and phrases that
are not needed for the basic interpersonal communication people use every day to make requests, locate food
and shelter, and get along with others. Unlike subject specific academic vocabulary, general academic
vocabulary is not anchored to specific content areas. General academic words and phrases are used across
academic content areas to communicate the relationships between subject-specific words or phrases. General
words and phrases have multiple meanings that define, develop, and explain subject-specific vocabulary.
General academic vocabulary consists of nouns, verbs, and adjectives that build bridges between subject
specific vocabularies. For example, the words base, height, side, multiply, and measure are nouns, verbs, and
adjectives common to science, literature, mathematics, arts, and social studies content areas, and so they can be
used to make connections between subject specific vocabulary to define, develop, or explain a concept. For
example, the mathematical concept of “the area of a square” may be defined as the “the measure of the base of a
four-sided equilateral polygon multiplied by the measure of its height.” Similarly, the political science concept
4
of an opinion poll is “a measure of change in political beliefs from a base set of beliefs from the past to a
current set of beliefs.” The number of general academic vocabulary words underlined in the previous sentences
show how communicating and comprehending academic concepts is more than just memorizing definitions of
subject-specific words like equilateral, polygon, and opinion poll. General academic vocabulary have multiple
meanings that relate, and thus define, subject-specific words and phrases. Examples of general academic
vocabulary include verbs such as compare, evaluate, satisfy, and demonstrate; nouns such as group, general,
and subordinate; and adjectives such as close, checkered, and distinct.
Now consider what academic language means to a child or adult who has not thought much about the
mathematics vocabulary that defines, develops and expresses the concept of nut butter sandwich construction.
Most children begin first grade with about 6,000 words of spoken vocabulary. They will learn as many as 3,000
more words per year through third grade. Depending upon multiple variables considered by a number of
linguistic studies, middle school students may have an academic vocabulary of about 10,000 words, and college
student vocabulary can increase to about 17,000 words (Graziano-King and Cairns, 2010). Those with mature
vocabularies, advanced literacy skills, and knowledge across multiple content areas may independently, and
even automatically, understand rote explanations of concepts like nut butter sandwich construction. But most of
us do not fit this profile, especially when we are learning new concepts. Webster’s New International
Dictionary contained about 1.5 million entries in 1934. Its current online edition now contains over 5 million
words! Subject-specific vocabulary is soon expected to surpass a college student’s lexicon by a multiple of
thousands! This rapid expansion of disciplinary concepts demonstrates that rote communication of academic
language is no longer sufficient: we all need to become teachers who can explain concepts by understanding
differences between everyday vocabulary, general academic vocabulary, and subject specific vocabulary.
Not all words have equal importance or emphasis as teachers and students read, write, speak, and listen to
concepts together. Educators who plan for instruction carefully consider the subject-specific and general
academic vocabularies that explain the concepts they want to teach and learn with students at specific times and
places in a school curriculum—concepts like past perfect verb tense (i.e. “They had walked.”) for high school
language instruction, representative democracy for middle school social studies instruction, or nut butter
sandwich construction for the mathematics lesson you will complete with colleagues in your CIED 312 class .
The subject-specific or general academic meaning a group of students already has for words or phrases used in a
lesson determines how a teacher may choose to explain an academic concept, and teachers are always
negotiating this linguistic variable as they help students learn new concepts. Are the words or phrases I can use
to explain this concept so specific to the subject, and so unfamiliar to my students, that these words are the
subject specific vocabulary my lesson will teach? Are the words or phrases I can use to explain this concept to
my students so general in meaning, and so frequent in my students’ written or spoken discourse, that I can use
these general academic vocabulary connections to build conceptual bridges between subject-specific vocabulary
targets—that I can use to define these words in meaningful ways? These are two essential questions teachers
might ponder as they teach concepts such as nut butter sandwich construction.
Graziano-King, J., & Cairns, H.S. (2010). First language acquisition: Developing native linguistic competence. In S.J. Behrens and J.A. Parker (Eds.) Language in the
real world: An introduction to linguistics. New York, NY: Routledge, pp. 207-225.
Simmonds, C.J., & Cooper, P.J. (2011). Communication for the classroom teacher. New York, NY: Allyn & Bacon.
NOW STOP AND THINK WITH YOURSELF AND OTHERS

Take individual time to respond to the two questions listed below in thought, speech, writing or visual representation. Then discuss your responses
with your class colleagues. Use this discussion to locate article information that supports, challenges, or clarifies your initial, individual responses.
1. Many people care for children and adults—doctors, nurses, day care workers, councilors, coaches, and parents—but what is the specialized
insight and opportunity elementary school teachers provide for learning concepts that is different from all other care givers?
5
2. What general and subject specific mathematics vocabulary do you think is unique or distinct to the concept of nut butter sandwich
construction? To other concepts you may teach in elementary school?
The Five Components of the Lesson Participation and Observation Assignment Template
The Lesson Participation and Observation Assignment Template that follows documents instruction of the nut
butter sandwich construction concept in a lesson plan for third graders that is divided into five components. The
Academic Vocabulary Chart at the beginning of the template provides a list of third grade, subject specific
mathematics vocabulary relevant to the lesson concept—nut butter sandwich construction. It also includes a
sample list of general academic vocabulary that can build bridges between subject specific words and phrases in
order to define, develop, and express the lesson concept. Teachers do not simply make up academic vocabulary
for their students. They generate academic vocabulary for their lessons by examining learning standards written
by local, state, and/or national associations of educators who study what students need to learn about specific
content areas at specific grade levels. Then teachers use their experience to determine when and how students
use this academic vocabulary to achieve a learning objective for a particular lesson. The Academic Vocabulary
Chart content in the template below was inferred from literacy and mathematics standards and objectives USA
teachers now consult as a matter of best practice: the Common Core State Standards (CCSS). The CCSS are
core standards in literacy and mathematics that USA schools expect teachers will integrate into all disciplinary
instruction. Different versions of these standard can be found online by googling the search statement,
“Common Core State Standards.” Relevant disciplinary standards will vary according to the content taught.
Illinois cooperating teachers in specific subject disciplines will be able to tell you the CCSS that are aligned
with lessons you will help plan, implement, observe, and debrief. The Academic Vocabulary Chart content for
the nut butter sandwich construction concept was developed using CCSS mathematics standards in
measurement and data for third graders.
Mathematics instruction also occurs in social contexts that requires teacher response. Illinois recent adoption of
Culturally Responsive Teaching and Leading Standards (CRTL) guides this response to the academic
vocabulary students learn.
The five components of the Lesson Participation and Observation Assignment Template are also annotated to
include your interview with your cooperating teacher and a diverse student about the instruction you
participated in together. Interview your cooperating teacher about your lesson participation and observation by:
1) transcribing the teacher and student’s brief responses to each specified interview question; 2) transcribing
the teacher and students’ elaborated responses of no more than 150 words in response to “say more”,
perception check, questioning, summarizing, and/or questioning strategies you use to actively listen to and
expand the initial response for each interview question; 3) writing a 200 word reflective commentary about
what your cooperating teacher and student’s responses imply about how you can improve your teaching in the
future.
Remember to omit names and other identifying demographic information about your cooperating teacher and
students! Remember to delete yellow highlighted references to nut butter sandwich construction and other
items from the electronic template when you use it to complete your Lesson Participation and Observation
assignments. This is your lesson, so make the report template your own! Remember that each of the five
components of this Lesson Participation and Observation assignment—lesson overview, standards / objectives,
academic vocabulary chart, lesson plan, teacher interview, and student interview, must be word processed and
presented as one complete Microsoft Word (docx) document. Remember that references to education textbooks
are a required element of the lesson plan, cooperating teacher interview, and student interview. An American
Psychological Association title page, reference page, and appendix section must also be attached to the final
6
version of this document to receive full credit for the assignment. All writing for this assignment must meet
intermediate undergraduate writing requirements specified by CIED 312 course instructors. Final drafts of the
Lesson Participation and Observation assignment and grading rubric must be posted on the CIED 312 course
Blackboard website as one Word or PDF electronic file for grading. Google.docs or file formats other than
Word are not always efficiently processed by Blackboard, and so they should not be used to submit this
assignment for grading.
THE TEMPLATE THAT FOLLOWS MUST BE USED TO FORMAT FINAL DRAFTS

OF THE LESSON OBSERVATION AND PARTICIPATION ASSIGNMENT AND ALL
HIGHLIGHTED MATERIAL MUST BE DELETED
Lesson Participation and Observation Field Assignment for Mathematics Instruction

CIED 312: Language and Communication in Multiple Contexts
**Remember: Delete/Replace All Highlighted Print With Your Lesson Participation and Observation Assignment**
Lesson Title: Solve add to with change unknown math stories using 5-group cards.
Cooperating Teacher: Terri Hagler
Highland Primary School First Grade
Highland Community Unit School District #5
7
8
CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Rachel Henss Section Number: 103
Cooperating Teacher Name: Terri Hagler
School: Highland Primary Room: 24
Date: 9/13/23 Grade level: 1 Time Needed: 60 minutes
Mathematical Topic/ General Concept: Addition within 10
The website about the lesson and the worksheets they completed.
https://opencurriculum.org/6690/solve-add-to-with-change-unknown-math-stories-using-5-group-cards/
Teacher Candidate Role: Lesson Duration:

___Taught with cooperating teacher observing 12:25-1:25
Fluency Practice (15 minutes)
_X_ Co-taught with cooperating teacher Application Problem (5 minutes)
Concept Development (30 minutes)
___Assisted cooperating teacher instruction Student Debrief (10 minutes)
*Lesson duration must be at least 15 minutes
Prior Knowledge Prerequisite(s) for Learning: Counting & Addition to 10
Student Misconceptions About the Topic: equal sign, not being able to 'hold' the number they started with when adding the
second group,
Class Demographics: 9 Girls & 9 Boys, public small-town school, not too much diversity
Materials Needed for the Students Materials Needed for the Teacher
Pencil Timer
Number Bond Worksheet Pennies (6)
Math worksheets from their workbooks. Cup
*The student I interviewed had interest assets in the following areas that are different from mine:
__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 _prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
__race __social class _X_gender __language __culture
*The student I interviewed had community assets in the following areas that are different from mine:
__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: Understand Place Value, Add to 10
CRTL Standard E.8 Leveraging Student Advocacy

solving add to with change unknown problems, as students use their 5-group cards to count on to find the unknown change
in quantity. Throughout the lesson, students explore the symbol for the unknown (1.OA.1) as both a question mark and an
open box.
CCSS.MATH.CONTENT.3.MD.A.2
10 can be thought of as a bundle of ten ones — called a "ten."
Learning Objective Given by Cooperating Teacher:
The student can solve add to with change unknown math stories using 5-group cards.
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: Mrs. Hagler, my CT, and Ms. Henss, myself, would like for the students to
9
learn how to find that mystery number in an unknown math story. The students should be able to read back the
information they were given from the unknown math story. By using the information known they are able to
create the math problem out of the math story. Once this is created, they will have a mystery number they will
figure out from the problem. My response to this question aligns with the lesson standard because in the lesson
standard, this lesson continues with solving add to with change unknown problems. As students use their 5-
group cards to count on to find the unknown change in quantity. Throughout the lesson, students explore the
symbol for the unknown as both a question mark and an open box.
Diverse Student Interview Question
What do you want to learn from this math lesson? How do you want me to teach mathematics to you?
Initial and Elaborated Response: I asked Granger what he would like to learn from this math lesson, and he told
me “How to count to 100”. I then asked how you want to be taught, he told me “By doing worksheets.” I
picked Granger because he needs a hearing aid to participate in class. He told me how much he really enjoys
math and can’t wait until he can learn bigger numbers. He was very involved in the lesson and wanted to
participate in the lesson as much as he could. Granger told me that by the end of the lesson he was able to add
to 9 & 6. He told me that they have focused on 10 for a while and now he learnt different ways to get to 9 & 6.
He is very excited with what he got to learn about today and can’t wait until he can learn how to add and count
to 100.
Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the future?
The above responses inform me that in my future I want to have a positive classroom environment. From the textual
evidence of Communication for the Classroom Teacher it states “… a supportive classroom climate fosters fuller
development of a student’s positive self-image and enhances self-concept.” (Simonds 13). When I teach in the
future, I want my students to feel like they can express their feelings and concerns. I want my students to feel
engaged and asked questions. My students needs will come first. If they seem to be struggling on a certain area, we
will go back and cover it again. I never want my students to feel behind or feel that they can’t come to me about
anything. I will lay out to my classroom that we are all here to support each other’s differences. It’s something we
will embrace in our classroom, rather than ignore it.
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 That Could Be Used to Build Mathematics Vocabulary Specific to add to with
the Mathematics Concept of unknown math stories. change unknown math stories that Could Be Used
Problem Solving to Build the Mathematics Concept of unknown
Patterns math stories.
Number story Counting on
Quantity Addition
Represent Addend
Altogether Solve
Plus
General Academic Vocabulary That Was Used to Build Mathematics Vocabulary Specific to the Concept of
Addition to 20 Addition to 20 That Was Used
A number sentence is a combination of numbers and Counting on: A mental math strategy used to add
mathematical operations that the class is required to solve. numbers. Using this technique, a student starts with
Altogether for addition in this lesson means completely, on the larger number and “counts on” with the other
the whole, in all, entirely, or fully. addends to get to the sum.
Plus: with the addition of.
Solve: find an answer to, explanation for, or means
of effectively dealing with (a problem or mystery)
10
Component 4: Assessment Plan

Planned Objective: solving add to with One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
change unknown problems, as students Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
use their 5-group cards to count on to Described in the Cell Below:
find the unknown change in quantity. _worksheet (see example attached)
Actual Objective: solving add to with ___Test (see example attached)
change unknown problems, as students ___Observation Checklist (see example attached)
use their 5-group cards to count on to _Discussion__Other (see descriptions below)
find the unknown change in quantity.
Description of assessment method #1 and student work.
The first assessment we used was a number bond worksheet to check how the students are doing on their basic math facts.
This is extremely important because the lesson consists of finding the mystery number in a math story. They were
provided this worksheet to complete in a certain amount of time. They got 90 seconds to fill in the missing number in the
addition number bonds. This showed how they are doing with their facts. Once this was completed, they were told the
answers to check their work. This practice helped them get their brains thinking on their facts.
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?
The students showed how they understood or didn’t understand something in a verbal cue. They would raise their hands if they had
questions and would answer the questions when they had an answer. I saw patterns of building their number sense with the number bond
dash. It would start with them having a warmup and then once they did the number bond dash, they were able to review their facts.
When they did this, it bought back things they remembered. If they didn’t get the right answer, they were able to grade their answers.
This helped them prepare for the whole lesson.
Description of assessment method #2 and student work.
The second assessment method we used was having the class complete two worksheets by following along. My CT used
guided instruction for this part of the lesson. They were at their desks with their math workbooks in front of them. The
worksheets consisted of filling in the mystery number. Mrs. Hagler would go over the questions with them and ask if they
knew the answers. Once someone would answer she would fill it out. The students would follow along and fill it out with
her. The next part of the worksheet was drawing pictures to help provide the answer from the math stories. The pictures
would help provide the information to complete the equation.
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?
For the second assessment they got to complete a worksheet with the teacher. This helped them follow along and work on it by
themselves at the same time. They got to write and listen to gain the information. Students were more interactive when they were able to
also complete a hands-on activity. They all got to complete this together, but still completed their own worksheet to follow along.
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: I saw my students demonstrate their learning of the objective by following along and participating. They kept up with
the lesson and volunteered to keep this lesson going. I think my students would agree that the school values the learning differences. The grades are given
to the kids that work to achieve them. Mrs. Hagler talks about how she doesn’t want to give a really bad grade, unless that’s what kind of work they put
in.

What did I say or do during the lesson that made the most sense to you? Why?
Initial and Elaborated Response: The student talked about how addition made sense to him because he understood how the numbers added together. He
wanted to keep learning more about the bigger numbers. He told me about the addition facts he knew. He told me that he wants to learn more on his facts.
I told him we would get there but we have to learn about other things right now to prepare him for this.
Interviewer Reflection Commentary: The teacher and students responses tell me that I want to be the type of teacher that makes them feel excited to
move on and learn more about math. I still will go with the lessons in order that is needed. I will be making sure my students are engaging and trying
their hardest. I think it’s very important to include everyone’s thoughts and mindsets when it comes to math. I want to be a teacher that explores other
things a student might think of and let everyone’s minds come together.
11
Component #5: Teaching and Learning Sequence

Why was this event included? What questions were asked?
Lesson Events
What explanations and examples were given?
Answer one or more of these questions for each lesson event
in 6-8 sentences and include textbook references in at least
three of your five responses!
First lesson event consisted of a penny activity with a cup The first lesson event was a warmup for the students. It got
and 6 pennies. I had the students sit at the carpet to listen them ready to get into math. It was a review of a game they
to the cup and the pennies. I would drop the pennies into played before. This was to help them with their facts and get
the cup, and they would tell me how many dropped in and ready for the number dash. Reviewing math problems is
how many are still left in my hand. super important for the lesson that was about to occur.
The second lesson event that occurred here was the This event was included to get their brains thinking. They
number bond dash to number 6. They had 90 seconds to have to know their facts in order to learn the lesson. The
complete their basic facts and fill out the missing numbers. number dash is a quick way for the students to try their best
to complete the facts.
Third lesson event was an application problem they got to For this section the application problem had the student
complete together as a class. This problem was put on the thinking and filling this out together. In the text it states, “the
board, and they did this example together with volunteers. environment in which learning is to take place must be
considered” (Simonds 85). The environment was definitely
considered because it was a small class size and enough
time. The lesson plan was laid out to all be considered with
the environment everyone was in.
The fourth lesson event consisted of the class sitting on the This event was included because it had the students
carpet and listening to Mrs. Hagler explain how to solve a interacting with the lesson. The teacher was involved with
mystery problem. Once it was explained she had a couple the students to get their answers and ideas. As seen in the
students come up and move the bears to complete the textbook, Simonds says “Feedback is very important to the
story. communication process and involves both the teacher and
the students simultaneously”(Simonds 9). Mrs. Hagler
engages with the students to make sure they understand the
lesson. This part is very important for the students.
The fifth lesson event the students went to their seats and This last lesson included a lecture. Mrs. Hagler would teach
followed along with their worksheets in the math the students, while calling on students to answer. Simonds
workbook. They followed along with my CT while she states that, “Teachers can choose from a variety of teaching
filled out the worksheets with the class. strategies- lecture, discussion, experimental activities,
storytelling, independent study, small group instruction, peer
instruction, and so forth” (Simonds 80). For this particular
part it was a lecture that was chosen to present this new
information to the class.
What part of the lesson surprised you?
Mrs. Hagler told me about how she was able to tell where everyone was at with their learning. It
Initial and Elaborated Response:
helped her notice who is advanced in the lesson and who still needs a little extra help. Mrs. Hagler had me sit with two of
the students to make sure they stayed on task. When I did this, I could see an improvement in their attention span. She was
surprised to see where everyone was at when completing the lesson. She would call on students that she saw struggling with
the lesson. She would call on them to get their answers. This will show Mrs. Hagler if she needs to do anything extra with
her students for the next lesson. After doing this she realized most of her students were on the same page. The students that
weren’t on the same page are able to get more time to work on it with their extra teacher. She was happy with the results she
got from this lesson.
What did you notice about today’s lesson? Granger told me that he noticed how they had to find a mystery number. He liked
how we used bears and acted like they were gummy bears to think about the equation. Granger liked that we worked on
things together, including the worksheets. He told me that he learns most when listening and working on worksheets
together. I asked him if he liked pictures, worksheets, or listening to the teacher. He told me about how he enjoyed
worksheets, so that helped me figure out what kind of learner he is. He likes to participate in lessons as much as he can, by
12
raising his hand and following along.
Interviewer Reflection Commentary: The

answers from my cooperating teacher and the student informed me that I want to teach by
involving all my students in the lesson. I want to make sure everyone is following along and understanding. If they aren’t I
would go back and help them, so we don’t move on without clarification. I want my activities to correspond with my
students needs as much as possible. I would try to have all of the kinds of teaching strategies in my lessons. I would make
sure they have a visual, auditory, read/write, and kinesthetic. There will be times I don’t get to everything, but that will be
my goal every time I teach something new. Meeting my students learning needs is so important to me. The students are my
main concern and I would learn different ways of teaching to make sure every student is getting what they need.
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…9, 13, 80-85
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.
13
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: _____
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
14
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
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).
15

Lesson Participation and Observation - 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Participation and Observation - 1

Uploaded by

Copyright:

Available Formats

Lesson Participation and Observation Assignment

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

Lesson Participation and Observation Assignments:

Brian Walker Johnson, Ph.D.

Lesson Participation and Observation Assignment Description

Speak and Listen with Others

An Introduction to Academic Language, Concepts, and Learning in a School Context:

NOW STOP AND THINK WITH YOURSELF AND OTHERS

THE TEMPLATE THAT FOLLOWS MUST BE USED TO FORMAT FINAL DRAFTS

Lesson Participation and Observation Field Assignment for Mathematics Instruction

Cooperating Teacher: Terri Hagler

Highland Primary School First Grade

Highland Community Unit School District #5

CIED 312 Mathematics Lesson Plan

Teacher Candidate Role: Lesson Duration:

CRTL Standard E.8 Leveraging Student Advocacy

Cooperating Teacher Interview Question

Component 4: Assessment Plan

Diverse Student Interview Question

Component #5: Teaching and Learning Sequence

raising his hand and following along.

Interviewer Reflection Commentary: The

Lesson Participation and Observation Field Assignment Peer Evaluation Rubric

Writing Conventions and Academic Vocabulary (20 Points Possible)

Interviewer Commentaries (20 Points Possible)

Interview Documentation (20 Points Possible)

Assignment Evaluation (20 Points Possible)

You might also like