Lesson Participation and Observation Assignment 2

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
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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 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
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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.
-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:

3
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 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-
4
sided equilateral polygon multiplied by the measure of its height.” Similarly, the political science concept 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?
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
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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
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.
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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
Lesson Title: Count On 1, 2, or 3
Cooperating Teacher: Michelle Barksdale
Bernard Long Elementary School First Grade
Madison Community Unit School District #12
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CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Darian Liley Section Number: 103
Cooperating Teacher Name: Michelle Barksdale
School: Bernard Long Elementary School Room: 109
Date: 11/15/2023 Grade level: 1st Time Needed: 20 minutes
Mathematical Topic/ General Concept: Count On 1, 2, or 3
Teacher Candidate Role: Lesson Duration:
_X_Taught with cooperating teacher observing 12:20pm – 12:40pm on 11/15
___Co-taught with cooperating teacher *Lesson duration must be at least 15 minutes

___Assisted cooperating teacher instruction
Prior Knowledge Prerequisite(s) for Learning: The students have learned basic addition within 10.
Student Misconceptions About the Topic: Students start counting on with the smallest number in the equation instead of
the largest. Students add +1 too many times to find the solution.
Class Demographics: Predominantly African American students, low economic standing, Title 1 School. Classroom
student numbers: boys: 8, girls: 10; 1 IEP student.
Materials Needed For the Students Materials Needed For the Teacher
Student Workbook Projector/board
Pencil Utensil to write with
Worksheet
*The student I interviewed had interest assets in the following areas that are different from mine:
_X_interest in school __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 __knowledge of lesson topic _X_interpersonal skills needed to learn with others _X_prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
_X_race _X_social class __gender __language _X_culture
*The student I interviewed had community assets in the following areas that are different from mine:
_X_school cultural diversity __student knowledge diversity _X_economic class of school neighborhood __teacher/administrator experience
*At least two characteristics in each category of learning assets must be checked to identify a student participant as different from the interviewer.
Component 2: Learning Objective with Common Core State Standards for Mathematics Identified
Learning Standard Given By Cooperating Teacher: CCSS.MATH.1.OA.5
Relate counting to addition and subtraction (by counting on 2 to add 2).
CRTL Standard D.2 Students as Co-Creators

Makes authentic connections between academic learning and students’ prior knowledge, native language, culture, and
values.
CCSS.MATH.1.OA.5
Relate counting to addition and subtraction (by counting on 2 to add 2).
Learning Objective Given by Cooperating Teacher:
Students will be able to count on from the greater number to find the sum.
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: After this lesson, we want students to be able to add an equation correctly using the counting on
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strategy. In class, the students have solved basic addition equations within 10. Previous in-class worksheets and worksheets for
homework have prepared the students for this new strategy involving counting on. These worksheets often have visual images next to
the problems, thus helping the students better understand a new lesson. Counting on will be a helpful tool for the students to gain a
better understanding of addition. This strategy also encourages the students to start with the largest number and add +1 until they reach
the sum. It is important that students start with the bigger number first. The concepts we want students to gain align with the standard,
CCSS.MATH.1.OA.5. After the lesson, the students should have a better understanding of how to add numbers using counting on.
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 that she hopes to get better at addition. Overall, she understands addition and often
solves the equation correctly. But the student wants to learn more strategies that may strengthen her addition skills. The student also
hopes to become faster at solving addition equations as she gets more practice through in-class lessons and homework assignments. She
also mentioned that when the class learns a new lesson, visual aids are helpful. The student workbook uses visual aids and strategies to
help the students learn unfamiliar math concepts. She expressed that the pictures in their workbook help her learn. The student also said
that it is helpful when the teacher does the first few example problems with the class and calls on students to participate. Then, the
students try the next worksheet on their own, as the teacher walks around answering any questions they have. She said that this teaching
strategy helps her learn new concepts.
Interviewer Reflection Commentary: As a future educator, I understand the value of teaching based on the Common Core Standards.
These standards are a great resource to guide the educator throughout the year. I want to teach in alignment with the standards while also
preparing my students for the next grade level. My current CT does a great job at keeping the students engaged while she is teaching a
lesson. As she works through example problems with the students, she calls on each student to help solve the problems. This allows my
CT to gauge whether each student is understanding the lesson. This teaching method also helps the students better understand the lesson.
In the future, I hope to teach in a similar way by calling on students to help me solve the example problems. After I teach the lesson, I
hope to give the students an exit ticket or worksheet as I walk around in case they have questions. This allows the students to practice
the lesson they just learned. The student I interviewed mentioned how visual images help her learn. I hope to do fun, engaging activities
that tie in well with my future lessons, thus activating the students learning in my classroom.
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 in the Mathematics Vocabulary specific to the counting on
counting on strategy for addition. strategy that could be used to build the mathematics
concepts in addition.
Process, interpret, similar, different, model, picture, compare or
contrast. Place value terms: ones, tens. Addition, subtraction,
count on, larger number, number line.
General Academic Vocabulary that was used in the counting Mathematics Vocabulary that was used in the
on strategy for addition. counting on strategy for addition.
In the lesson I used the words: process, similar, picture, In the lesson I used the words: place value; ones,
compare. addition, count on, larger number.
Component 4: Assessment Plan

Planned Objective: The student can One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
count on from the greater number to find Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
the sum in addition equations. Described in the Cell Below:
_X_Worksheet (see example attached)
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___Test (see example attached)

Actual Objective: The student can count ___Observation Checklist (see example attached)
on from the greater number to find the ___Other (see descriptions below)
sum in addition equations.
Description of assessment method #1 and student work.

The assessment method me and my Coordinating Teacher planned for the students to complete was a worksheet. But, before the
students attempted the worksheet down below, I taught the students the counting on strategy and did example problems with the class.
Once the students showed comprehension, I directed the students to move on to the worksheet. The students independently completed
the worksheet as I walked around the room and answered any questions they had. After the students completed the worksheet, I checked
over their work and worked with them on problems they missed. This worksheet was a great way to check students’ comprehension on
the counting on lesson.
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?
After the students completed the worksheet, me and my Coordinating Teacher studied how the students solved each problem. During the
lesson, many of the students responded well to the questions I asked. The students helped me solve the example problems using the
counting on strategy. Once we finished the example problems as a class and the students did not have any remaining questions, the
students began working on the worksheet independently. As I walked around the students asked me questions. A common
misconception among the class was counting on from the smallest number in the equation instead of the larger number. Although the
counting on strategy still works this way, it is not as efficient and there is more room for error. Another misconception among the
students was that they would often miscount how many numbers to add in the equation. If the example was 7+3, some students would
add 7+4 instead. But as the students get more familiar with addition and remember addition strategies, this error should become less
common. Once the students flipped over the worksheet, I read the word problems to them. The students did well with this and found the
important information through me reading the problems to them. Overall, majority of the students did well adding math equations using
the counting on strategy.
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: The students demonstrated their learning by using the counting on strategy to add equations. The
students were actively participating in class by solving the equations with Ms. Liley. Then once the students began solving the problems
on their own, they continued using the counting on strategy. During this time, the students asked well thought out questions and asked
Ms. Liley to check their work when they finished. The students were ready and willing to fix any mistakes they made and showed
understanding through this. The Madison School District uses a thorough grading scale to assess each student and better understand
what concepts they need more support in. The school district follows Common Core State Standards in their teaching. The school
district also communicates well with parents and uses an easy to understand behavioral and grading scale. The work students complete
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Component #5: Teaching and Learning Sequence
Why was this event included? What questions were asked?
Lesson Events
Lesson Participation and Observation Assignment What explanations and examples were given?
The students were reminded of general behavior This event allowed the students to be reminded of classroom
expectations.
gets sent homeThe
eachstudents were
day for the told to
parents remain
to see how seated, expectations.
their child is doing in school. In addition, it also set the tone for the next thirty
follow along, and raise their hand when they had a minutes. It allowed the students to understand that it was time to
Diverse Student Interview Question focus and learn. The text “Communication for the Classroom
question.
What did I say or do during the lesson that made the most sense Teacher” by C.J.
to you? Simonds and P.J. Cooper discusses the
Why?
Initial and Elaborated Response: The student I interviewed said thatimportance
she understoodof creating a supportive
basic addition beforeclassroom
the lesson, climate.
but theThe text on
counting
strategy was a helpful tool to use in addition equations. Throughout states on page
the lesson, the14, “A supportive
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liked the visual has few
images thatdistortions,
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used to better understand the counting on strategy. One image was aeffective listening and
jar of 5 markers, behaviors, and clear message
the jar gradually filled up transmission. A
with more markers 1
supportive
at a time. The student particularly liked this visual as it showed the counting onclimate
strategyreduces
with a defensiveness
drawing utensiland theyallows
use instudents
the to
classroom. She also stated that it was helpful to have a teacher walkfocusaroundonthe
theclassroom
content and in structure of thehad
case students message.”
questions. Setting the
In addition,
having a teacher check their work helped her see mistakes she madeexpectations at the beginning
without recognizing ofThe
it herself. the lesson
studentcreates
liked thea safe,
lesson being
taught in a big group first and then given the opportunity to work onsupportive
these skillsclimate for the students
independently to learn in.
was helpful.
The students were then given a worksheet with addition This event allowed the students to follow along as the teacher
equations. taught the lesson. Once a student was called on, they helped the
InterviewerThe teacherCommentary:
Reflection and studentsIncompleted
the future, the
I want to teach in a way that engages the students while also having each student
worksheet teacher solve a problem on the worksheet. This allowed the
participate.together.
As I taught the lesson, the students enjoyed completing examples from the worksheet with me. This helped the students gain
students to gain a greater understanding and confidence in
understanding and confidence in themselves. I also like the idea of having the students complete an exit ticket or worksheet once the
themselves. This strategy also excited the students for independent
lesson is finished. This allows the students to put into practice what they just learned. After the students finished their independent
practice. The text “Communication for the Classroom Teacher” by
practice, it was helpful for the teacher to check their answers with them. Thus, allowing the students to see their mistakes and think
C.J. Simonds and P.J. Cooper discusses the importance of
through how they can fix it. I hope to be a teacher that is always available to help students in their learning. I want to be constantly
experiential learning. The text states on page 106, “The underlying
walking around the classroom, checking on students and answering any questions they may have. I also hope to do fun activities with
assumption of experiential learning is that students learn best when
the students that correlate to the lessons they are learning in class. I desire to teach in a way that motivates students to keep trying their
they are actively involved in the learning process – when students
best. I also hope to create a safe, fun, colorful learning environment that inspires their learning.
‘discover’ knowledge through active participation.” As the students
followed along with the teacher and completed example problems,
they were involved in the learning process, thus a great use of
experiential learning.
The students were given a second worksheet to complete This event allowed the students to gain practice with the lesson
individually. This was a form of assessment for the teacher they just learned. Independent practice allows the students to try
to gauge how well the students understood the lesson. and solve the equations on their own. As the students progress
through the worksheet, they should gain more understanding of the
lesson. The text “Communication for the Classroom Teacher” by
C.J. Simonds and P.J. Cooper discusses the correlation between
productive student behavior and the teacher’s behavior. The text
states on page 13, “More than any other person the teacher sets the
classroom climate. Productive student behavior is related to the
following teacher characteristics: understanding/friendly teacher
behavior, stimulating/imaginative teacher behavior, student-
centered educational philosophy, favorable attitudes toward
students, and democratic classroom procedures.” In order to create
a safe place for individual work, the teacher needs to express
herself in a friendly manner. The teacher sets the classroom
climate, and it is important for students to feel safe and comfortable
while learning.
Then on the backside of the worksheet, the teacher read This event allowed the students to gain practice with word
two word problems out loud to the students. Through this problems. Although the students are just beginning to read, this
exercise the students could find the important information gives them exposure to listen to how words sound. It also allows
the students to learn through auditory techniques. The students
hidden in the word problems and solve the equations.
were then able to write out the equations from the word problems.
Most of their homework gives the students the equations, then they
have to solve it. So, this technique allows students to think through
what the equation would be. Oftentimes, the word problems use
subtraction, which is good exposure for the students to compare
how it relates to addition.
After the students completed the worksheet, the teacher This event allowed the students to gain immediate feedback on how
checked over their work. This allowed the students to see they did. It also allowed the students to see what mistakes they
any mistakes they made and learn how to correct them. It made. Then the teacher can review this with the student and help
11
also allowed the teacher, to better assess common mistakes with misunderstanding. In addition, this event allows the teacher to
see what parts of the lesson were more difficult for the students. It
the class was making.
also allows the teacher to see what sections they should review the
next day in class. Overall, this event helps the student and teacher
gain understanding.

What are strategies you use to have good classroom management?
Initial and Elaborated Response: One strategy my Coordinating Teacher uses is a website called ClassDojo. The website allows the
teacher to reward points to students doing well and take away points as a subtle reminder for students. In addition, all the first-grade
teachers at Bernard Long Elementary School monitor students’ behavior throughout the day by doing a color chart. For example, if a
student lands on green, blue, or purple by the end of the day, they had a good day. The student is then able to get a reward. But if a
student finished the day on yellow, orange, or red it means they did not have a good day behaviorally. The color the student ends up on
also gets sent home to parents each day. This system is a great way that motivates the students to have a good day. Also taking time each
morning to remind the students of the class expectations is helpful.
Diverse Student Interview Question

What is something in school you want to improve on?
Initial and Elaborated Response: The student I interviewed said that she wants to get better at math and reading. She hopes to get more
practice with adding equations together. The homework worksheets have been helpful for her to practice math skills outside of school.
She also wants to work more with partners in the classroom, since most of their work is independent practice. The student also hopes to
be able to read one day. She can currently read some words but most words she struggles with. She stated that her reading skills would
also help in math. Most of the homework assignments the students complete involve a few word problems and she hopes to one day be
able to read these problems on her own. The student hopes to continue learning and growing at school and at home.
Interviewer Reflection Commentary: In the future, I want to give my students many opportunities to practice the concepts they are
learning in school. I hope to have the students complete fun activities to keep them excited to learn. I also hope to give my future students
plenty of resources to practice what they are learning outside of school. My current Coordinating Teacher gives homework assignments
to assess the students. I want to do this, but I also want to use exit tickets or group work assignments to assess the students as well. One
area I struggle with is classroom management. So, I hope to use some of the strategies my Coordinating Teacher mentioned to help with
behavioral management. I also really liked the idea of using Mr. Potato Head or Mrs. Potato Head and for the whole class to work
together to earn this reward. I could also use positive reinforcement and compliment those students that are listening and following
directions. I hope to be a teacher that encourages students to want to learn. I hope to create a safe, comfortable classroom that makes
learning fun for the students.
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. Chapter 1, page 13; Chapter 1, page 14; Chapter 6, page 106
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.
12
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312
textbook; 3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper
(2011, pp. 80-157) textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, &
Bay-Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes lists of materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and
aligned with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning
behavior; 4) describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2 0
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200
words, a variety of textbook references, and includes all required criteria: 1) one relevant concept from a CIED 312 text that
is explained, related to the interview, and cited in APA format; 2) one relevant concept from another text that is explained,
related to the interview, and cited in APA format; 3) other observations of instruction that are explained and related to the
interview; 4) vivid, precise sentences; 5) a main idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by
one additional piece of evidence from experience or textbooks so that both textbook evidence and evidence from experience
is described in response to each commentary prompt.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction.
Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4)
engages the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations
that were part of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways
that are accurate, distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2 0
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate
and peer evaluator fill out form together at a supervised class session. A self-evaluation is attached to the final document.
Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are reduced by 20% of total points
for each missed submission opportunity. A zero grade will be assigned at the third missed opportunity.
Rubric Points Possible: 100 Comments
Rubric Points Received: _____
Rubric Points Reduced: _____
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).
13
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).
14
15

Lesson Participation and Observation Assignment 2

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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 Assignments:

Brian Walker Johnson, Ph.D.

Lesson Participation and Observation Assignment Description

Lesson Participation and Observation Assignment Checklist

Speak and Listen with Others

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

Nut Butter Sandwich Construction as a Mathematics Concept

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

CIED 312: Language and Communication in Multiple Contexts

Southern Illinois University Edwardsville Department of Teaching and Learning

Lesson Title: Count On 1, 2, or 3

Cooperating Teacher: Michelle Barksdale

Bernard Long Elementary School First Grade

Madison Community Unit School District #12

CIED 312 Mathematics Lesson Plan

___Co-taught with cooperating teacher *Lesson duration must be at least 15 minutes

CRTL Standard D.2 Students as Co-Creators

Cooperating Teacher Interview Question

Diverse Student Interview Question

Component 3: Academic Vocabulary

Component 4: Assessment Plan

___Test (see example attached)

Description of assessment method #1 and student work.

Cooperating Teacher Interview Question

Diverse Student Interview Question

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)

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