Lesson Participation and Observation 2 Assignment Description 08

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
Victoria Smith
Lesson Title: Kahoot Quiz Review
Cooperating Teacher: Ukyah Wilburn
Dorris Intermediate School 5th Grade
Collinsville School District #10
Fall 2023
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CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name:Victoria Smith Section Number:101
Cooperating Teacher Name: Ukyah Wilburn
School: Dorris Intermediate School Room:112
Date:12-01-23 Grade level:5th Time Needed: 1HR
Mathematical Topic/ General Concept: Kahoot game (Over concepts of their test), went over adding and subtracting
decimals, math vocabulary, volume, comparing decimals, and place value
Teacher Candidate Role: Lesson Duration:

__X_Taught with cooperating teacher observing 2:00-3:00p.m.
___Co-taught with cooperating teacher
___Assisted cooperating teacher instruction
Prior Knowledge Prerequisite(s) for Learning:Students have learned this topic prior to the lesson
Student Misconceptions About the Topic: That the decimal moves in adding decimals.
Class Demographics: The students within this class are very competitive, many being athletes, or just enjoy sports. The
knowledge range is high as some are below level and some very well above grade level knowledge. The community has
access to mostly all of what they could need having shops and gas stations right across from the school and many more
stores walking distance from the school itself. However, the students vary wide on the income range from poor to middle-
class. Backgrounds in this class is another thing that is wide within the class as students are from different areas. (Don’t
want to misidentify students so keeping broad clarification). Some students in the class are learning English as a second
language. Many students are very eager to learn with a few who seem to not care to be there.
Materials Needed For the Students Materials Needed For the Teacher
White Boards/Markers Pointer
4 Desks in front of class Promethium Board
Team Name Tags (4) White Board Space (Explaining missed questions)
*The student I interviewed had interest assets in the following areas that are different from mine:
__interest in school _X_interest in lesson topic _X_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 _X_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:
_X_race __social class _X_gender _X_language _X_culture
*The student I interviewed had community assets in the following areas that are different from mine:
_X_school cultural diversity _X_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.
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Component 2: Learning Objective with Common Core State Standards for Mathematics Identified
Learning Standard Given By Cooperating Teacher:
5.NBT.7
Add, subtract, multiply, and divide decimals to hundredths, using models or drawings and strategies based on place values.
5.NBT.3
Read and write decimals to thousandths using base-ten numerals, number sense, and expanded form.
Learning Objective Given by Cooperating Teacher:

Students can solve adding/subtracting decimal problems and volume while understanding appropriate math vocabulary and
feel confident for their test.
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: Students have already been taught this information to the students our main goal is to make sure they are prepared for
their test coming up. I don’t want my students feeling surprised once they receive their test about the information on it. That’s why I enjoy doing these
reviews before hand as it gives them a sense of what I expect them to know and what they will see on their test. These reviews also shows me if there is
any spot that they are all not understanding or I might need to adjust for the test to help the students understand what’s being asked of them. The objective
was to have students effectively add and subtract decimals, know how to solve for volume while using appropriate mathematical terminology. This gets
completed as all three objectives are covered within the review game, students must show effective strategies within all three objectives to complete the
game.
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: The student said they want to become faster at solving adding and subtracting decimals. To get points you have to be the
first student to raise your board with the right answer. That means you have to be fast at your work, which is hard. The student proceeded to explain how I
could help them become faster by teaching them techniques to do math at a faster pace or could show them how to see the answer easier than fully solving
it. This student also explained how they really like playing Kahoot before their tests because it shows what’s going to be on the test. They also said it
makes them feel more confident that they are prepared for the rest and are going to get a good grade or they know what they need to go home and study
for. However the student did say that they wished at the end of the game there would be a review of the questions and work through them to show how the
answer was found for the whole class in case anyone didn’t understand.
Interviewer Reflection Commentary:The teacher and students responses both have given me insight on how to adjust my teaching styles for the future to
do better. Taking in all that Mrs. Wilburn has taught me these past few weeks has been a blessing. Learning that both the student and teacher think it’s
important to give a preview of what is going to be on the test (similar questions not exact), has taught me to make sure I create study guides in some shape
or form for my class. I also didn’t realize how I had overlooked those that may not of understood the information and hadn’t clarified how to solve the
problem for them so they could understand it for the test. Luckily the student had caught that and was able to bring it to my attention for me to further fix
and make sure I can do that for my students and leave nobody questioning how something is being done. I was also shown within this review how easy it
can be to make reviewing something fun for the class and not tedious. The more fun the students have with their learning the more they will want to learn.
“Supporting material provides clarification for the content you are teaching and can include examples, statistics, personal stories, definitions, and visual
aids” (Simonds & Cooper). Like the student said I as the teacher in the future need to be ready to explain to students the information in reviews even if the
ones at the front of the room got it correct. This way it will be clear that all students in the class will know how to solve the problem for their test.
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 the Kahoot.
the Mathematics Concept of Kahoot Game that Could Be Used to Build the Mathematics
Concept
Addition, subtraction, sum, total, multiply, Decimal Volume
Addition, Subtraction, Multiplication and Division,
decompose, decimal grid, partial sum, estimate
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General Academic Vocabulary That Was Used to Build the Mathematics Vocabulary Specific to the Concept of
Mathematics Concept of the Kahoot review the Kahoot Review That Was Used
Addition: to add more than one thing together

Estimation: A rough judgement
Subtract: to take away something
Addition: to add more than one thing together
Sum: the whole of something
Subtract: to take away
Total: the whole of something
Decompose: to break apart
Component 4: Assessment Plan

Planned Objective:The students will be One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
able to complete the Kahoot review game Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
and better understand volume, along with Described in the Cell Below:
adding/subtracting decimals using ___Worksheet (see example attached)
___Test (see example attached)
academic language. ___Observation Checklist (see example attached)
Actual Objective:The students will _X__Other (see descriptions below)
complete the review game with a better The Factile (Kahoot) game I made for the class:
understanding on how to solve volume, https://www.playfactile.com/low959zugq
along with adding/subtracting decimals;
using academic language appropriately.
Description of assessment method #1 and student work.
Students are separated into four groups based off of readiness level (mixed levels within groups, not one group overpowering the other). Group member
one of each group would come sit at the front desks. These players played rock-paper-scissors to figure out who would choose the first question to start off
the game. Once we figured out the first team to pick the first question; the student did just so and the students all at the front raced to solve the problem
and hold their board up first. While, these students did this the others sat in their groups and quietly tried solving the problems on their own as well
practicing as much as possible. When a team got the point right by holding their board up first with the correct answer and showing their work, the next
team members of each group would come up to the front replacing the ones who were just up there. From here the team that won the points from the last
question receives the opportunity to choose the next question. This process goes on until the game is over with (all questions answered).
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?
Most of our students understood what was going on within the class. The students were well aware how to solve the problems with ease. However some
students struggled and needed some extra explaining on how we got the answer. The students that seemed to struggle were struggling with adding and
subtracting decimals; the common mistake we noticed was these students weren’t lining up their decimals when setting up there problem.Due to this they
would put their decimals in the wrong spot at the end when coming up with the solution., However not all students were just showing patterns of
struggling we had some students of exceptional knowledge. One inparticulaqr student seemed to keep beating their group by far and speeding through the
problems every round. When really paying attention to their work I noticed this student would drop their decimal down first before doing anything else so
this student wouldn’t get confused where it belongs at the end.”Equality pedagogy exists when teachers use techniques and teaching methods that
facilitate the academic achievement of students from diverse racial groups and from all social classes regardless of gender” (Simonds & Cooper pg.199).
With students coming from all different backgrounds and some having English as their second language this is something that was very present within this
class. Questions were read off to the students to make sure they all understood what it said. All students also were always included and allowed to speak
their mind or ask their questions when referring to the assignment.
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Description of assessment method #2 and student work.

The students were assigned to the same groups they were in before. These groups were created by the students academic readiness levels. I didn’t want
one group over powering the other so I mixed academic readiness levels within groups to make each group have equal strengths to the best. With this
method the students stayed out at their desks with their groups rather than anyone coming up to the front of the classroom. Now students groups still chose
the question and category for this method as well. However, this one I chose randomly a number from the class sticks; whatever the number being to the
student that student had the chance to answer. But if the student couldn’t answer correctly I would draw again. Whatever group ended up getting the
answer correct and collecting the points would get to choose the next question and the process of the sticks would repeat again. But before I would allow
for anyone to move on to the next question whichever student that got the answer correct would get to go up to the white board and write out and explain
to the class how they got their answer.
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 mostly all added
the problem then would add the decimal at the end of solving the addition. This method however seemed to create confusion for them on figuring out
where the decimal belonged once all the numbers were together. While, doing it this way it was easier for the teacher and myself to walk around and
observe the students. With doing so we were able to see there were more students than we initially thought that were still struggling. However there were a
few exceptional students who figured out to drop their decimal points first before solving the problem to make sure they get the decimal in the correct
spot. This method proved to be the easier way as they didn’t have to worry about the decimal once it was placed at the sum and then they could just
simply work on the addition problem. From witnessing this the teacher decided to explain to students that they should start off by moving the decimal
down. “Teachers should use a variety of teaching methods and provide opportunities for students to work cooperatively as well as individually”(Simonds
C. And Cooper P., pg. 200). Sometimes students need a new way to learn something.

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: Mrs. Wilburn said that she had noticed many students demonstrating how much they know. They did this by the speed
they solved the problems at. The students were able to solve these problems at amazing speed and were still able to solve the problem by showing their
work correctly. She also explained that due to the grading system she gets to really value her students learning. As their system is set up for students to
pass but it truly shows were students stand academically just based on if they can do the math. Not so much on how they are solving their problems.
Wilburn also proceeded to explain how she believed to think students would agree with the grading system with the school as it does show where they
stand academically. They get to see if they are where they need to be by if they can do the expected subject matters and not based off of how they solve
their problems. As many schools will grade on the way the students solve their problems it makes it easier to fail them and their grades show less of the
wholeness on whether or not they know the subject matter or how to do the problems a certain way.

What did I say or do during the lesson that made the most sense to you? Why?
Initial and Elaborated Response: The student explained how they like that I read the questions out loud to them and made sure to explain exactly what the
question was wanting from them. They also explained while showing great enthusiasm in their voice along with a smile on their face how they enjoyed
that I was encouraging them to be confident in their answers. Sometimes when they’d show their answer I’d ask what they did and why they thought that
was the correct answer. While, some students would shy down and try to change their answer a few would push to the challenge and explain themselves.
Throughout the Jeopardy game I noticed that the students started to become more confident. This student also said that they liked how I refused to allow
there to be a correct answer if they didn’t have the units with their answer. With that I explained how 7 inches would be a huge difference from 7 football
fields. They understood and seemed to realize how this would make a big difference in their answer
Interviewer Reflection Commentary:I hope within my own classroom to also push confidence on my students and their answers. I want the students to be
confident in themselves and their knowledge. They should know what they are doing and be sure of it. I also loved how they had a fun saying to get
attention, “Hey everybody”, the students would repeat it back. The teacher would sing it, say it in funny voices and the students would repeat it in the
same tone. This was a fun and easy way to get all of them together. I also wasn’t confident with doing Jeopardy as it can be hard to keep students on task
or to have all students able to work on each kind of problems. However, here students were all expected to learn by doing the problems at their desk on
their white boards, as if the students didn’t know the answer (students at the front), then I the teacher would pull a stick for a random student in the class
to have the chance to solve the problem and get the point for their team. This helped push all of the students to stay active and attentive. I will also
continue to read the questions out as I want all of my students to know what is in front of them when they aren’t being graded on their reading abilities.
This seemed to help some of the students whose first language wasn’t English. They also seemed to enjoy how I would further explain or have one of the
students explain how they got their answer to make sure they all understood how the problem was to be solved. This way they could be prepared and able
to understand how to do it for their test. I loved this and how it brought the, to ask questions when it was needed and made them feel less anxiety if they
were lost, they didn’t have to bluntly ask how to solve it but could also see they weren’t the only ones.
Component #5: Teaching and Learning Sequence
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Lesson Events Why was this event included? What questions were asked?
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!
Students are broken into four different teams based off of “Maintenance roles focus on the social dimension of the group.The central
academic readiness levels. Then allowed to choose a communicative function of maintenance roles is to gain and maintain the
cohesiveness of the group”(Simonds C. And Cooper P. pg.138). Making sure
character to represent team. the groups are equal within their readiness levels makes where no group is
over powering the other. Giving them a team leader allowed for them to feel
the need to show responsibility and maturity in order to keep their role or
possibly gain the role for next time. While, all students felt like they had a
fair shot at winning the game. I didn’t want any group to feel defeat and give
up, not wanting to participate or feel as though they aren’t smart enough for
the problems at hand.
First member of each team comes and takes a seat at the Before beginning I explained the expectations to the students, and
desks placed in front of the class. These students play rock- what would happen if the didn’t follow them. “Decide on goals and
objectives for the activity(Simonds and Cooper, pg.135). Students
paper-scissors to decided who goes first. should have a clear idea of what is expected of them. I allowed the
fun task of rock-paper-scissors as a way to figure out what group
goes first as it would start to get their brains working in the morning.
This also was just a fun thing they love to play on their own I like to
incorporate their desires when I can.
Group 1 picks what question they want and is given the Throughout the game students were able to pick from questions
countdown to solve problem correctly. All players up front under adding decimals, subtracting decimals, place value, volume,
and vocabulary. Theses are all parts that would be seen at some
solve the problem, first to hold up the right answer with point on their test coming up. I felt it was important we touched every
work gets the points. aspect as to make sure students knew what they were doing and
prepared. If needed they were able to ask questions for us to explain
the problem further.
All group 1 members go back to their table and group 2 This was how we determined which group got the points. However, I
members come up. The team that won the point gets to would of liked to have done it differently because personally I don’t
like making students feel like they are being timed on their work but,
choose the next question, then all players solve the problem with this being how they alway done it I couldn’t get them to adjust
until the first puts up the correct answer with their work. and go my way affectively so I adapted to their rules. I allowed for the
winning team to choose the next question as that was the reward for
them getting it correct, this gave them a bit of an upper hand on
getting it right as they can choose what they were most comfortable
with.
The students proceed to go through each group of students In order to make sure all students were participating and working on
like this. While, these students are at the front of the room every problem, practicing their skills I chose to draw numbers
(students assigned numbers in class). This made sure they never
the rest of the students sit in their groups solving the knew when they could have to give an answer and therefore made
problem in case none of them up front get it correct. In this them stay on task. “Formal roles are independent of any person filling
case I (the teacher) will draw numbers out of a cup to the role”,(Simonds and Cooper, pg.138. Giving them independent
choose who gets to attempt the question from the audience; expectations helps them become better at keeping themselves where
they need to be.
then we work it out as a class.
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Why do you use the “Hello Everybody!”, within your classroom?
Initial and Elaborated Response: The teacher explained how she loves keeping her classroom a fun and inviting environment for students. They have
noticed that a lot of the students, for them school is their safe place. It’s the place where they get food and actually get to relax and be a child. So the teacher
I observed wanted to make sure within her classroom they have as much fun as possible to make sure each of them walks out with a smile. Now they chose
“Hey everybody”, because it was the greeting they had used before and they just wanted to keep things normal while adding some “sparkle” to it. The
teacher kind of chuckled when explaining how they now sing it a lot in funny tones/voices explaining that this was something students in past had actually
asked to do. Originally it just stayed the same every time however the students came up with the idea for it to switch and they repeat it back to her exactly
how they say it.This made it fun not only for the students but for the teacher as well. It also kept them on their toes as they never knew how they would be
expected to say it back the next time. (Within my time there I noticed her sing it, use a southern accent, whisper, a granny voice and many more).

What would you have changed about my approach to this assignment?
Initial and Elaborated Response:The student explained that they felt I should of been a little more stricter with taking away points as some students did start
to get off task. They also said that they felt like the review should of only came if the problems were missed or someone asked as it took a lot of time.
Another suggestion that was given was that they felt as though they should of used the buzz in method where each student had a buzzer where they could
hit it when they had an answer to make it easier to see who had the answer first. However, the student then started to explain how they lied that I was
keeping the teachers saying going and using it with them. They also liked that I stayed calm with them throughout the whole game even when they got off
task. They did emphasize how they wanted to see me the teacher read the questions off more and explain exactly what each question is asking for.
Explaining that this way when they go to take their test they would have less questions as they would already had been answered there.
Interviewer Reflection Commentary: With both the student and the teacher having such a high and positive viewpoint on the “Hey everybody” phrase I will
probably incorporate something similar into my own classroom. I agree with the teacher I observed that it’s important fir our students to feel safe within our
classroom as for many students it’s the only time they get to feel calm. All students should get that feeling and be allowed to be a kid. I will also be looking
into getting buzzers as I agree with the student it would defiantly make the game easier when groups are answering at the same time. However, I will
probably still continue to explain the questions even if it’s time consuming as I want to make sure all of my students are prepared even the ones that are
scared to asked questions. I don’t want any of them to feel discouraged just because they see their peers getting it at fast paces and they need extra time to
work on the problems.
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…135,138,199,200.
Lesson Participation and Observation Field Assignment Peer Evaluation Rubric :Mcall
Wertin
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 X
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
X
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 X
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.
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Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key X
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 X
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 X
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 X
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. X
Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple X
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 X
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 X
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).
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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
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).
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Lesson Participation and Observation Assignment

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

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

Lesson Title: Kahoot Quiz Review

Cooperating Teacher: Ukyah Wilburn

Dorris Intermediate School 5th Grade

Collinsville School District #10

CIED 312 Mathematics Lesson Plan

Teacher Candidate Role: Lesson Duration:

___Co-taught with cooperating teacher

___Assisted cooperating teacher instruction

Learning Objective Given by Cooperating Teacher:

Cooperating Teacher Interview Question

Diverse Student Interview Question

Component 3: Academic Vocabulary

Addition: to add more than one thing together

Total: the whole of something

Decompose: to break apart

Component 4: Assessment Plan

Description of assessment method #2 and student work.

Cooperating Teacher Interview Question

Diverse Student Interview Question

Component #5: Teaching and Learning Sequence

Cooperating Teacher Interview Question

Diverse Student Interview Question

Writing Conventions and Academic Vocabulary (20 Points Possible)

Interviewer Commentaries (20 Points Possible)

Interview Documentation (20 Points Possible)

Assignment Evaluation (20 Points Possible)

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