Lesson Participation and Observation Assignment

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

Southern Illinois University Edwardsville Department of Teaching and Learning

Lesson Participation and Observation Field Assignment for Mathematics Instruction

CIED 312: Language and Communication in Multiple Contexts

Southern Illinois University Edwardsville Department of Teaching and Learning

Emily Roberts

Lesson Title: Make a Ten with 3 Addends

Cooperating Teacher: Christy Reid

Jefferson Elementary School First Grade

Collinsville Community Unit School District #10

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

CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Emily Roberts Section Number: 103
Cooperating Teacher Name: Christy Reid
School: Jefferson Elementary School Room:
Date: 11/15/23 Grade level: 1 Time Needed: 45 minutes
Mathematical Topic/ General Concept: Making a ten with 3 addends.

Teacher Candidate Role: Lesson Duration:

___Taught with cooperating teacher observing 11:10-11:25 on 11/15
12:25-12:55 on 11/15
_X__Co-taught with cooperating teacher

___Assisted cooperating teacher instruction *Lesson duration must be at least 15 minutes

Prior Knowledge Prerequisite(s) for Learning: They know basic math facts 1-10. They know the properties of addition.
They know what 2 numbers combine to make a ten.
Student Misconceptions About the Topic: Lose track of which numbers they have used, not following the order of
operations.
Class Demographics: 9 girls, 10 boys; 4 students get extra help outside of the classroom; economic environment varies:

Materials Needed For the Students Materials Needed For the Teacher
Marker Boards Worksheet
Worksheet Smart board
Pencil and Dry Erase Marker Projector
*The student I interviewed had interest assets in the following areas that are different from mine:
_X_interest in school _X_interest in lesson topic __interest in class colleagues __interest in teacher
*The student I interviewed had knowledge assets in the following areas that are different from mine:
__skills mastered _X_knowledge of lesson topic __interpersonal skills needed to learn with others X_prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
_X_race __social class _X_gender __language __culture
*The student I interviewed had community assets in the following areas that are different from mine:
__school cultural diversity _X_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:

CRTL Standard E.8 Leveraging Student Advocacy

Give students space to solve their own problems, negotiate their advocacy needs, and present their perspectives.

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is
also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a
ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Learning Objective Given by Cooperating Teacher:
Students will be able to make a ten by drawing pictures and circling numbers for addition.

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?

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

Initial and Elaborated Response:

Being able to make a ten when adding is an important lesson to learn. If they are able to learn how to do this, then they will be able to carry this on
through life to make math simpler for them. It is much easier to add something to 10 than it is adding a number to 9 or really almost any number.
Addition is the most basic form of math that there is so it should be a simple concept for them once the students get the hang of it. They are only in first
grade, so it will take a little while for them to really grasp the concept, but once they get it everything will be smooth sailing. The lesson standard and
objective are about being able to make a ten. I think that my response to the previous question aligns by me stating that adding something to 10 is easier
than 9 or 8.

Diverse Student Interview Question

What do you want to learn from this math lesson? How do you want me to teach mathematics to you?
Initial and Elaborated Response:
I asked this specific student what he wants to learn from this math lesson, and he replied “I want to learn how to make a ten and number bonds and what
to add. We have learned number bonds before but I forgot them so you should probably go over them again.” After that response, I asked him how he
wants this specific math lesson to be taught to him and he replied with him explaining how he wanted it taught the same way all of the other math lessons
are taught. So, I asked him if he wanted it projected on the board and he replied with “yes.” He also stated that he likes working on the examples and
some of the homework questions with the teacher to better understand the concept and lesson. I asked him if there was anything specific that he enjoyed
doing during math like using their marker boards or working with a partner. He stated that he liked the marker boards and practicing on them.

Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the future? 200 word response here
including at least one textbook reference.

My current Cooperating Teacher is a very patient, understanding, and respectful person. She has a great relationship with her students and understands
that many of them require different needs. Over the years that she has been a teacher, she has experienced the different types of ways to teach specific
lessons and has pretty much found the “best” way to teach her lessons. When I was interviewing the student, he seemed to really enjoy the way that she
chose, so when I taught the math lesson, I used her way. On page 61 of the textbook, it states that clarity is the teacher’s ability to present knowledge in a
way that students understand. I think that information is very important when teaching. I also thought that interviewing the student before I taught the
lesson was beneficial to their understanding of the topic. When I am a teacher, I want to be able to present the information that I am teaching to the
students in a way that they will understand what I am teaching. The worksheet that was given to them gives them multiple ways to solve the questions
that are presented to them. I think that is important because it teaches them multiple ways to solve the problem and lets them use their own creativity
when answering questions.

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 Making a Ten
the Mathematics Concept of Making a Ten that Could Be Used to Make a Ten

Solve, Circle, Draw, Addition

Numbers
Number Bond
Equals
Addends
Number Sentence
Plus

General Academic Vocabulary That Was Used to Build the Mathematics Vocabulary Specific to the Concept of
Mathematics Concept of Making a Ten. Making a Ten That Was Used

Solve, Circle, Draw, Combine Addition, Numbers, Number bond, Equals,

Addends, Plus, Sum

Component 4: Assessment Plan

Planned Objective: One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
Students will be able to make a ten by Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
drawing pictures and circling numbers Described in the Cell Below:

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Component #5: Teaching and Learning Sequence
Why was this event included? What questions were asked?
Lesson Events
What explanations and examples were given?
Lesson Participation and Observation Assignment
ILanguage
introduced the worksheet that the students were given
and Communication in Multiple Contexts (CIED 312) Revised 08/16/23 I included this event in the lesson events area because I think
Southern Illinois University Edwardsville Department of Teaching
and set my expectations for the lesson. After that, I passed and Learning that it is important to set expectations for the students to
out the worksheet. follow and understand. Setting the expectations for the
for addition. _X__Worksheet (see example
students keepsattached)
the lesson more on track and gives the
Actual Objective: ___Test (see example attached)
teacher a little more control over the classroom (pg. 81). My
Students will be able to make a ten by ___Observation Checklist (see example attached)
CT sets expectations
___Other (see descriptions below) for the class before every worksheet or
drawing pictures and circling numbers thing they do. She reminds them that it is important to be
for addition. respectful and quiet while learning to be able to understand
Description of assessment method #1 and student work. what she is teaching. I directed them to wait to start the
This worksheet is front and back all questions about making a ten with 3 addends.
worksheet There
until arewe
after 2 questions
did a fewand an example
examples problem
together. on the
Many
front and 3 questions on the back side. First, the students are supposed to circle the 2 numbers that make 10 out of the 3 addends given.
of the students in this class like to begin doing the worksheet
Once they circle those numbers, they are supposed to draw circles correlating to the numbers given in the number sequence. Once they
before directions are read and then they need to restart.
make the circles for each number given, they will circle the 2 sets of circles that make 10. This shows the students what number is left
I after
explained what the directions were. After that, I told
adding the 10. Then they make a number bond and fill in the blanks I explained the directions
that explain to theequals
what plus what classthebecause somedoofthat
total. They themfor
them that we
each problem given.would do a few questions together. may have a hard time understanding or reading what the
Results of this method of assessment: What general patterns of directions
learningsay didtoyouthem. Theyasare
observe only
you 6-7 years
evaluated old and
assessment
many of
products with your cooperating teacher? What exceptional patterns of learning did you observe? them still struggle with reading. You always want
A general pattern that I noticed when walking around the classroom as the students were completing this worksheet was that only them
to keep in mind what the students know before sending a few
of them struggled. This was mainly because they are slow writers, oroff theyto did
complete
not graspsomething
the concept themselves
of making (pg.a ten81). I wanted
completely. to
Many
of the students were doing all of the correct things and following thelet directions
them know to a T, butwe
that others
wouldneeded a little
go over extraproblems
some assistance. All of
the questions required the students to draw circles associated with the numbers
together togiven
give in the number
them sequence.to
more examples Many
referofback
themtostruggled
once
to fit all of the circles in the area provided. I think that the worksheetthey could have been done without them drawing the
were working at their table or independently. Students circles. I
understand the concept of why they are there, but many of them did not draw the correct numbers or fit them all on the paper, causing
work ahead and I wanted to remind them that we were going
them to not do that part of the worksheet. When picking a worksheet for the students to complete, you want to consider prior knowledge,
to be working together. I emphasized that it is important to
intelligence, and age (81). Many of these students struggle with writing and drawing, so I would have left out the circles on the
worksheet. Something that I found that the students excelled at was stay their with theofteacher
concept numbertobonds.
learn They
how have
to doprevious
it. knowledge of
We did 2 questions together. Then I asked them if they
this topic, but they did an excellent job during that portion of the lesson. had The questions that we went over together gave them practice
any questions Teacher
Cooperating and answeredInterviewthem.Question and examples of how to complete the rest of the problems
What different ways did you see your students demonstrate their that learning
are givenoftoyourthem. We went
objective over what
today? Howtodocircle, number
you get to
value these different ways of learning through the grades yourbonds, schooland asks you tothe
making assign
circletodrawings.
each student? To what
This sets extent
the scene
do you think your students agree with the way your school values for the learning
students differences
learning and through
allows itsthem
grading system?what
to connect Why?
Initial and Elaborated Response:
The worksheet that I provided them had many different ways for them to completethey have previously
the question learned
being asked. Theytocould
whateither
theywrite
are circles,
learningfindnow
the
numbers that made a ten, or use number bonds to solve, but had to complete(pg. 94). They
all 3 ideas. hadevery
This gives previously
student alearned
different number
example ofbonds
how toandcomplete
the question. They are exposed to creativity in the way that they can explore what way they find the easiest and what way they find hardest. This is
allowing them to connect the number bonds to making a ten
beneficial for different readiness levels. If they do not understand one specific way that the direction gives them, they can solve it a different way to find
the answer. They can go back and complete the area they struggled with andgives completethem the the
it using understanding
knowledge theythat
know material
from the can
otherbuild off
parts of theof
question. I am not sure if my 6-year-old students understand that there are learning differences, many of them work together and see each other as equals
each other. I gave them the chance to ask questions about
at such a young age.
what to do and many of them just asked me if they needed to
Diverse Student Interview Question put their name and the date at the top of the worksheet. I
What did I say or do during the lesson that made the most sense to you?
advised themWhy?
to put both.
Initial and Elaborated Response:
I Iinstructed them that
asked the questions abovethey could
to the either
student that I work with and
interviewed, their I figured
he replied saying that
“I like thatifyou
I gave them
used the theandopportunity
board practiced some toofwork with
the problems
table or independently. Once they started, I walked around their table then they could get more help from someone if there
with us. It was helpful that you practiced one or two with us, so we knew how to do it. You also helped me more after and other students.” I asked
was anything that I helped him with that he struggled with before. He stated that number bonds were confusing to him and that me demonstrating how to
and assisted
do them again them
helpedfor
himabout 10 minutes.
understand how to do them better. He also said thatother
whenthan me.through
I walked Working everywith
step a partner
with can behehelpful
them slowly, understoodandit, and
then forgot how to do it when the time came to do it independently. could teach them another way to do math. I walked around
the room answering questions that they had. One question
Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the future?
The responses from my cooperating teacher and the student I interviewed gave thatmeI an
gotideaa lot wasI want
of how “What to beifwhen
I can’tI amfita teacher.
all the When
circlesI amin finally
the a
teacher, I want to be able to give the students what they need based on their space?”
different wants
I let and
themneeds. I do that
know not want
I was the mainly
students to be confused
looking for ifor they
overwhelmed, especially when it comes to learning math. Math can be such a negative subject for some students, and I do not want it to be that way for
the students in my class. I want to be able to understand that all students are understood the math
at different readiness that
levels andthey
form were
my math doing over
lessons if they
around that. could
It is
important to give each student an opportunity to understand what the lesson fit is about,
the circles. I asked them to attempt to keep makingto the
especially at such a young age when this math is crucial moving
forward. As a future educator, it is important to know what your students enjoy and what they learn well from when they are listening to you teach.
Giving them group work time and one on one time with the teacher could becircles beneficialand saidlearning
to their that they could
process. make
I want themthem
to make smaller next time
feel comfortable
enough to ask me questions if they are confused or need help with a problem. to help them fit.
Once they finished, I made sure that they all got the correct After they finished the rest of the paper, I told them to check
answer. Then, I asked them to put it away in their take their answers with me before moving into their free time. It
home folder. is important as a teacher to know if your students understand
the information or not. When they come to check with me, I
have them walk through 1 question with me to make sure
they4did not get the answer from someone else. Doing that
also gives me an idea of if they actually know the math. If
they get a question wrong, I walk through it with them and
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

Cooperating Teacher Interview Question

What extra steps do you take if you notice a student struggling?
Initial and Elaborated Response:
When I give the students a worksheet or something to complete, I have them come check it with me before moving on to something
different. If there is a student that is struggling or not grasping the concept at least 90%, I will use the free time that I give them at the end
of the day to work on extra practice with them. This gives them the opportunity to get one-on-one practice and the extra help that they
need. This also gives me a chance to see if they are improving with extra help or if there is something else that I need to do to benefit
them. One thing that I could do if I noticed that they are not understanding is give them homework, which I never like to do. I understand
that these students do not always have the resources at home for homework and will try to get everything completed before they have to
go home.

Diverse Student Interview Question

What does Mrs. Reid do as a teacher that you really enjoy?
Initial and Elaborated Response:
Mrs. Reid is very nice to us. She lets us have free choice time every day. I then asked, “Is free choice time the same every day?” The student responded
saying that it is, but they can choose to draw or play on their chrome books. I asked the student “What types of games do you get to play on the
Chromebook?” They get to play ABCYA.com and other online learning games. The student then started to discuss how he likes to practice math and
spelling on their whiteboards. Also, that he likes that at the end of the day when they are waiting to get picked up, she puts on a funny video for off of them
to watch.

Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the future? 200 word response here.
When I am a teacher, I want to have a classroom environment that is inviting and fun, but also has expectation from the students. I want the students to feel
comfortable asking me questions and answering questions that I ask them. I really like the idea of one-on-one practice or extra help for the students. That
gives the teacher and students a deeper connection and could potentially give the student a feeling that the teacher cares. I think that giving the students the
opportunity to have free choice time is a great idea. I asked my CT why she does that and she said that it was because 1.) she can work one-on-one with
struggling students 2.) she can begin to prepare her lessons for the following day and 3.) if a student is misbehaving throughout the day, she can make
them sit out of free choice time and read. This also gives the students an incentive to behave throughout the day. Many times, throughout the day I hear my
cooperating teacher ask her students if they want their free choice time and that they need to listen and be respectful. This is a perfect example of setting
expectations and rewarding the student’s positive behavior throughout the day.
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…61, 81, 94.