Meadowbrook Lesson Participation

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
Lauren Hurst
Number and operations at base ten
Mrs. Lee
Meadowbrook Intermediate school fifth grade
Bethalto district #8
1
CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Lauren Hurst Section Number: 103
Cooperating Teacher Name: Michele Kirby
School: Bethalto Intermediate School Room:115
Date:9/27/23 Grade level:5th Time Needed: 45 minutes
Mathematical Topic/ General Concept: Numbers and operations at base ten
Teacher Candidate Role: Lesson Duration:

__x_Taught with cooperating teacher observing 9:00 am – 9:30 am on 9/27
___Co-taught with cooperating teacher *Lesson duration must be at least 15 minutes

___Assisted cooperating teacher instruction
Prior Knowledge Prerequisite(s) for Learning: Prior to this lesson the students learned place value, writing in standard
form, expanded form, and word form.
Student Misconceptions About the Topic:
As the numbers get larger students have a harder time understanding the place value.
Class Demographics: Bethalto is a rural area there were many students whose parents were farmers.
Materials Needed For the Students Materials Needed For the Teacher
Homework booklet Answer key
Chrome book Booklet with instruction
pencil Lesson plan
*The student I interviewed had interest assets in the following areas that are different from mine:
__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:
_x_skills mastered __knowledge of lesson topic __interpersonal skills needed to learn with others _prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
__race _x_social class __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 __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 Number and operation in base ten

5. NBT .2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10 and explain
patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole
number exponents to denote powers of 10.
5. NBT .5 Fluently multiply multi-digit whole numbers using the standard algorithm.
Learning Objective Given by Cooperating Teacher:

Mrs. Lee wants students to find compatible numbers to make correct estimations based on the operations and connecting
them to base ten.
Cooperating Teacher Interview Question
2
What do we want students to learn when we teach and learn this lesson with them? How does your response to this
question align with the lesson standard and objective you gave me for this lesson?
Initial and Elaborated Response: Mrs.
Lee wants students to have number sense so that they are then able to make
correct estimations. They should be able to do so as she modeled how to dissect the problem by
acknowledging zeros and decimal placement. The students should recognize the rules of the operation and
make sense of problems. Mrs. Lee demonstrated how the students should solve the problems up on the
whiteboard. They worked in their math work books along with her and she answered questions as she taught
the students. Students who felt comfortable enough with the lesson had a chance to answer questions on the
whiteboard in front of other students as well. This was a fun way to be interactive with the students during
this lesson and showed Mrs. lee if students were comprehending and understanding the lesson or not. I
noticed students were understanding the lesson and got excited when given the opportunity to show other
classmates their newly learned knowledge up on the whiteboard.
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 I observed and interviewed was a girl named Kinsley. I chose her because
she is known to be accelerated in math and when I was her age, I struggled in math class. She told me she was
excited for this math lesson because she liked using the “higher than five or lower than 4” method. Kinsley
also talked about her older sibling and expressed interest in learning more about multiplication and using
exponents. Although we were not learning about exponents, I thought this was good to take note of. She said
that she wanted to be taught this lesson in a fun way! What Kinsley meant by this was working with a partner
during or after the lesson. She said she did not prefer to be taught with a lecture style where they just write
on the board and explain things the entire time and then were expected to work alone all of math class.
Interviewer Reflection Commentary: These

responses from both my CT and the student I chose to observe, and
interview have definitely given me some more insight to how I would prefer to teach a math lesson to
my future students. I really think the students enjoyed being able to write their thinking up on the
board. I also noticed that Mrs. lee encouraged productive struggle by accepting all answers even if
they were wrong and she encouraged students to think more about their answers and why. Kinsley, the
student I observed and interviewed taught me that in my future classroom I should incorporate a lot of
partner sharing and even partner work. I would even be open to group work in my future classroom
after I have taught a lesson. This is all depending on the type of students I have and what I think
would be most efficient for the majority of students; however, I think it would be a good idea to use
group work or partner work as a reward for good in class behavior and good progress on in class work
and or homework. Overall, I enjoyed gathering this information and feedback that will help me do my
best as a teacher in my future 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
3
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 that Could Be
Used to Build
Rounding up, addition, subtraction, decimals, place value, word
problems etc. Unit, addition, multiplication, decimal, place value,
mental math, thousands place, factor, base ten etc.
General Academic Vocabulary That Was Used Mathematics Vocabulary Specific to the Concept
That Was Used
Labeling, addition, multiplication, estimations, about how
much, number line, mental math, decimal, thousands place, place value: The value represented by a digit in a
factor, operation number on the basis of its position in the number.
thousands place: The place four to the left of the
decimal point in a number. (one out of many)
base ten: Using the ten different digits to write
numbers.
Component 4: Assessment Plan

Planned Objective: Students should be One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
able to find compatible numbers to make Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
correct estimations. Described in the Cell Below:
_x__Worksheet (see example attached)
Actual Objective: Students should be
___Test (see example attached)
able to find compatible numbers to make ___Observation Checklist (see example attached)
correct estimations. ___Other (see descriptions below)
Description of assessment method #1 and student work.

She first had the students look at and follow along with her in their
Assessment method (worksheet, homework…)
math in class workbooks. After she taught the lesson, she worked through problems with the
students to properly teach them the correct way to answer the questions. This method is vital to her
“I do, you do, we do” strategy that she likes to use while teaching. She has the students work on
their own and then does the problem with them or has a student who feels confident enough to
write it up on the board. I think answering questions with the opportunity for a student to share with
the class encourages motivation while they are working on their math workbooks.
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 results of the first method, which was individual work in their workbooks, were successful in my
opinion. General patterns of learning that I noticed within students were when they wrote their work
in front of the class up on the whiteboard. I noticed a pattern of the students thinking strategies
regarding operations and base ten. This helped encourage and motivate students as well as showed
classmates if they have similar thinking strategies and answers. There was a variety of exceptional
learning patterns based on the different students’ learning styles. Som students needed more help
than others and if they were struggling, they were allowed to work in small group in the back with
wither me or Mrs. Paine. Overall, my cooperating teacher thinks that working in their math
workbooks is essential to the learning process during her lessons.
4
Description of assessment method #2 and student work. (Project?)

Another method that Mrs. Lee used was incorporating a project for the end of the lesson. She let the
students work on their matching numbers to base ten projects after they were done with their
independent work. The students really took a liking to the matching project and were working on
them in small groups at the end of class. The students’ project consisted of cutting up operations
that are on a worksheet and then cut up the base ten images and match them by gluing them on a
piece of construction paper.
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 matching operations to base ten project was the second method that Mrs. Lee used after her
original lesson. This project is an assessment of their comprehension of the lesson as well. I observed
students’ learning patterns when they worked on their projects and the students seemed to really
enjoy it. They had to cut problems off of a worksheet and base ten images up and glue them
together on construction paper. This was a great interactive way for students to practice what they
just learned during the lesson. The project is also a good demonstration of the students’ thinking and
encourages productive struggle while they attempt to match the numbers to base ten. I noticed that
students were proud of themselves when they had glued a match together. Overall, I think this
method can be very effective when wanting students to be motivated during a lesson.

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?
Mrs. Lee said that the students showed many good examples of having
Initial and Elaborated Response:
number sense. They did so by answering why they answered questions the way they did. She values
different ways students learn by adjusting her teaching style to their learning needs. She does this by
incorporating group rotations after the initial lesson. There is another teacher in the classroom
named Mrs. Paine that helps students with behavioral issues and IEPs. They both take the time to
evaluate the students based on their feedback and understanding of the lesson. Mrs. Lee believes
that the school curriculum works for her students, and she sees progress within their homework,
tests, and quizzes. Although it is rare for her students to struggle with her lessons, but she said if
there was ever a time when the majority of students are not understanding a lesson, she takes time
to reassess and continue to model and teach without a test or quiz.

What did I say or do during the lesson that made the most sense to you? Why?
5
Component #5: Teaching and Learning Sequence
Why was this event included? What questions were asked?
Lesson Events
What explanations and examples were given?
Southern
Mrs. Lee Illinois University Edwardsville
modeled estimating Department
products of Teaching and Learning
by rounding to
Modeled estimating products by rounding to the nearest
the nearest tenth. This was a great way to introduce the tenth. The first example used to gain number sense was
students
Initial and to Response: Kinsley was very positive about
the lesson.
Elaborated this lesson
the number andnumber
12. The fully comprehended
12 rounds down it. She
to the
number 10 because 2 is less
explained that when estimating numbers during the lesson it was helpful when Mrs. lee used thethan 5. This is an example
she shared with the students. The students that I
term “rounding up”. Kinsley said she also understood during the lesson that there is not one correct
observed really liked the examples that were used and
answer when it comes to estimations as long as students understood
found them to be very and hadThis
helpful. basic
wasnumber
especially sense.
She also said that she noticed this whenever students were
helpful for sharing
when they their
movedanswers on the board.
onto operations with
decimals.
When Ms. Lee expressed encouraging feedback to students it obviously showed Kinsley that there is
A word problem was introduced to students. On page 81 from the textbook, it explained that no
not only one correct answer when it comes to estimations. I completely agree with Kinsley that using
They were expected to pull the numbers and teacher should be lecturing k-12 for more than 10-
the term
make “roundingtoup”
an expression seeiscompatible
helpful when trying to correctly
numbers. estimate
20 minutes. This isnumbers.
for many Overall,
reasonsKinsley was
and research
positive and fully understood the assignment on operations has shownand thatbase
less ten values.
lecture time enhances
students’ ability to stay focused. Word problems
are a great way to be interactive with students. It
also gives students the chance to work
Interviewer Reflection Commentary: The feedback from Mrs. lee and Kinsley iftaught
independently me that in my
they understand the future
vocabulary.
Mrs. Lee would ask questions about certain
classroom it can be important to use good descriptive vocabulary that helps students understand a
phrases that typically represent adding and
concept properly. Using real world examples during math suchFor
subtracting. as incorporating
example, “takeword awayproblems
from” is
something that Mrs. Lee did during her lesson, which I found subtraction.
represents to be a good connection for students to
Independent
make. The most helpful observation I made from Mrs. Lee was problems
practice problems were to be Working out independently
how she encourages in their
productive
completed in their math workbooks. Students workbooks helped students see if they understood
struggle. In my future classroom I will be sure to accept all answers even if they are not correct. This
were still able to ask questions but were expected the lesson. This was a great opportunity for
towill
trygive
theirme theAfter
best. opportunity
they triedtoMrs.
create
Leeevery
went moment into atoteaching
students moment.
ask questions andThis alsoany
clarify shows other
students
over that made
the problems withmistakes,
them. and how to correctlymisconceptions
do something as well.
they may I also
have.think it is important
Students then had
to have students show their work and answers to the the opportunity to partner
entire class on share when
the whiteboard that everyone
feel
was done. After that Mrs. Lee went over the
comfortable doing so. This showed Kinsley that there could be many answers that are considered
practice problem with them. As the textbook states
correct and that is why I took note that sharing students’ on pageanswers
85 classescanthat
be extremely
are too bighelpful
for having to
classmates. solely class discussions may turn to group work or
partner turn and talks. Mrs. Lee definitely took
advantage of turn and talk, which I think the
students always enjoy.
Next the students that felt comfortable with the My favorite part of observing the lesson was when
lesson had an opportunity to show their work and Mrs. Lee let students come show their work and
answers on the whiteboard. answers on the board. There are many different
reasons why I say this. One is that it encourages
and motivates students to try and pay attention to
how others are processing the information. This
lets students know if they are comprehending the
lesson or not by comparing answers. The textbook
states, “Students differ in how well they use their
senses in the learning process” (page 81). This
reminded me of the whiteboard strategy because
students did not have to share their answers but
were able to if they felt comfortable enough to. If
there were ever a time when a student who shared
their work was incorrect Mrs. Lee used it as a
learning opportunity.
Lastly, the students were given the chance to
work on their matching operations to base ten The6matching operations to base ten project was
projects. This was a really fun and interactive way the second method that Mrs. Lee used after her
to end math class. original lesson. This project is an assessment of
their comprehension of the lesson as well. I

What is the most effective way for students to comprehend a math lesson?
Mrs. Lee really likes the “I do, We do, You do” concept when she is teaching
Initial and Elaborated Response:
math. She finds this to be most helpful because it ensures somewhat of an understanding for
students and allows her to make assessments. She likes using informal assessments during her
lessons, so she is aware if the lesson is going well and being comprehended by the students. For
example, she will have the students put a thumbs up or down when they are finished working on
their work so that they can go over it. Like I have mentioned previously she also likes to incorporate
hands on learning, like having students write on the board. Mrs. Lee also had the students start on a
base ten and number matching game when they are finished with both the lesson and their in-class
work booklets. This helps encourage students to stay motivated and complete their assignments
based on the lesson.

What helps you understand mathematics the most?
Initial and Elaborated Response: Kinsley
said what helps her understand math the most is finding patterns
between the different concepts such as addition, subtraction, multiplication, and division. She further
explained her reasoning by giving me an example about grouping as it related to addition and
multiplication. I was very impressed by her answer, and I know when I was in fifth grade that I was
not thinking that way. I believe Mrs. Lee I very good at explaining connections about math to her
students and Kinsley agreed. She also said that she likes how there can be many different answers for
certain types of math such as rounding numbers and decimals during this lesson she was just taught.
Lastly, Kinsley mentioned how the matching base ten project was helpful for her to practice the new
strategy she was taught during class.
Interviewer Reflection Commentary:
Mrs. Lee and Kinsley’s responses to my questions have taught me that the “I do, you do, We do”
strategy really does help students comprehend a math lesson efficiently. I would love to use this
strategy in my future classroom because I believe it enhanced Kinsley’s knowledge on the operations
and base ten units as well as her other classmates. This math lesson also made Kinsley feel confident
about what she learned, and I could tell per our discussion on her understanding of the lesson. I also
plan on incorporating informal assessments as I teach in my future classroom because I see it as an
uninterrupted helping opportunity for students. For example, asking students to put thumbs up or
down during any portion of the lesson can be very helpful to both the teacher and the students. I will
definitely take advantage of quiet informal assessments while I teach in my future classroom.
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…85, 110-115, 130-132, 150-153.
7
Lesson Participation and Observation Field Assignment Peer Evaluation Rubric

Assignment meets preconditional writing convention requirements (10 points)* 10 8 6 4 2 0
Assignment is formatted as a complete American Psychological Association (APA) document as specified in the assignment
template [see APA format at Purdue OWL website] with a title page, a reference section, and an appendix (as needed) that
includes: 1) required demographic information, including four types of student learning assets, specified by the template; 2)
required content specified by the template; 3) meaningful font and spacing; 4) meaningful references and appendices; 5)
concise and precise writing with complex sentences. AND...Two or less patterns of convention errors.
Templated Academic Vocabulary Chart and Lesson Plan includes the following elements: 1) academic 10 8 6 4 2 0
vocabulary; 2) cooperating teacher lesson objective and observations (written in bold print) of candidate
instruction; 3) teaching learning sequence description with reflective observations; 4) assessment product
descriptions with reflections on student work and other appended artifacts. (30 points)
Academic vocabulary defines the lesson’s conceptual content: 1) CCSS and/or other content area standards that generated
the academic vocabulary for the lesson are copied in a meaningful way; 2) a comprehensive list of general academic
vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards; 3) a comprehensive
list of subject specific vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards;
4) general academic vocabulary that was actually used in the lesson is listed and defined, including one example of how this
vocabulary helped students learn the lesson objective; 5) subject specific vocabulary that was actually used in the lesson is
listed and defined, including one example of how this vocabulary helped students learn the lesson objective.
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312
textbook; 3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper
(2011, pp. 80-157) textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, &
Bay-Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes lists of materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and
aligned with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning
behavior; 4) describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2 0
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200
words, a variety of textbook references, and includes all required criteria: 1) one relevant concept from a CIED 312 text that
is explained, related to the interview, and cited in APA format; 2) one relevant concept from another text that is explained,
related to the interview, and cited in APA format; 3) other observations of instruction that are explained and related to the
interview; 4) vivid, precise sentences; 5) a main idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by
one additional piece of evidence from experience or textbooks so that both textbook evidence and evidence from experience
is described in response to each commentary prompt.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction.
Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4)
engages the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations
that were part of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways
that are accurate, distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2 0
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate
and peer evaluator fill out form together at a supervised class session. A self-evaluation is attached to the final document.
Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are reduced by 20% of total points
for each missed submission opportunity. A zero grade will be assigned at the third missed opportunity.
Rubric Points Possible: 100 Comments
8
Rubric Points Received: _____

Rubric Points Reduced: _____
Rubric Points Earned: _____
Lesson Participation and Observation Grading Rubric as Seen on SIUE Electronic Blackboard Rubric
100 Total Final Grade Points Possible
Writing Conventions and Academic Vocabulary (20 Points Possible)
Assignment is formatted as a complete American Psychological Association (APA) document [see APA format at Purdue
OWL website] with a title page, electronic templates provided, a reference section, and an appendix (as needed) including: 1)
demographic information and learning assets specified; 2) required content; 3) meaningful font/spacing; 4) references and appendices;
5) complex, concise and precise sentences. AND...Two patterns of convention errors or less. Academic vocabulary defines the
lesson’s conceptual content: 1) CCSS and/or other content area standards generate academic vocabulary; 2) general academic
vocabulary that could be used in the lesson is listed; 3) a comprehensive list of subject specific vocabulary that could be used in the
lesson is aligned is listed; 4) general academic vocabulary that was actually used in the lesson is listed and defined; 5) subject specific
vocabulary that was actually used in the lesson is listed and defined (18-20 points).
Assignment does not fulfill all formatting criteria and/or writing convention requirements, and academic vocabulary for lesson is not
fully defined (14-17 points).
Assignment does not fulfill a significant number of formatting criteria and/or writing convention requirements, and academic
vocabulary for lesson lacks definition (0-13 points).
Teaching and Learning Sequence and Assessment Product Description (20 Points Possible)
Teaching and learning sequence is complete: 1) orders events; 2) includes verbatim reporting of teacher statements valued by the
Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312 textbook; 3) includes verbatim reporting of student responses during the
valued by the Simonds and Cooper (2011, pp. 80-157); 4) includes mathematics lesson components from Van de Walle, Karp, & Bay-
Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes materials list. Description of assessment products used by the
cooperating teacher and reflections on student work is complete: 1) accurate and aligned with the lesson objective; 2) reveal
patterns of learning behavior; 3) reveal exceptions to patterns; 4) describe acceptable student work; 5) describe unacceptable student
work (18-20 points).
Assignment does not fulfill all teaching and learning sequence criteria, and assessment product for lesson is not fully described (14-17
points).
Assignment does not fulfill a significant number of teaching and learning sequence and/or assessment product description criteria (0-
13 points).
Interviewer Commentaries (20 Points Possible)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200 words
AND includes all required criteria: 1) one relevant concept from a CIED 312 text that is explained, related to the interview, and
cited in APA format; 2) a second relevant concept from another text that is explained, related to the interview, and cited in APA
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)
9
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).
10

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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

Number and operations at base ten

Meadowbrook Intermediate school fifth grade

CIED 312 Mathematics Lesson Plan

Teacher Candidate Role: Lesson Duration:

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

CRTL Standard Number and operation in base ten

Learning Objective Given by Cooperating Teacher:

Cooperating Teacher Interview Question

Diverse Student Interview Question

Interviewer Reflection Commentary: These

Component 3: Academic Vocabulary

Component 4: Assessment Plan

Description of assessment method #1 and student work.

Description of assessment method #2 and student work. (Project?)

Cooperating Teacher Interview Question

Diverse Student Interview Question

Cooperating Teacher Interview Question

Diverse Student Interview Question

Interviewer Reflection Commentary:

Lesson Participation and Observation Field Assignment Peer Evaluation Rubric

Rubric Points Received: _____

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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