Lesson Participation Observation 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
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Lesson Participation and Observation Assignment Description

A total of two mathematics lesson observation and participation assignments are due for CIED 312: Language and
Communication in Multiple Contexts. One lesson will be completed with your cooperating teacher during your first
CIED 302 Field Experience II school placement this semester. The second lesson will be completed during your
second school placement. First you will plan, implement, observe, and debrief one scheduled mathematics lesson with
each of your two CIED 302 cooperating teachers this semester. Then you will record, analyze, and document: 1) academic
standards, objectives, and vocabulary used for lesson 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
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Blackboard for this course as a Word file. No electronically shared or saved files (i.e. GoogleDocs) may be submitted for
credit to the Blackboard website designated for this assignment. PDF documents are also not recommended for
Blackboard submission. An American Psychological Association (APA) title page, reference page, and appendix section
(if needed) are required. All written work must meet intermediate undergraduate writing convention requirements
described by the CIED 312 course syllabus, this assignment description, and other CIED 312 course instructor directions.
Lesson Participation and Observation Assignment Checklist

Read
-An Introduction to Academic Language, Concepts, and Learning in a School Context (Johnson, 2015) located within this document.
-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.
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An Introduction to Academic Language, Concepts, and Learning in a School Context:

Nut Butter Sandwich Construction as a Mathematics Concept
Brian Walker Johnson, PhD
Southern Illinois University Edwardsville
The Lesson Participation and Observation Assignment Template that follows this article includes electronic templates for
planning and documenting instruction about the concept of nut butter sandwich construction. This template models the
writing required to complete the CIED 312 Language and Communication in Multiple 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
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they can be used to make connections between subject specific vocabulary to define, develop, or explain a concept. For
example, the mathematical concept of “the area of a square” may be defined as the “the measure of the base of a four-
sided equilateral polygon multiplied by the measure of its height.” Similarly, the political science concept 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 J.
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?
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The Five Components of the Lesson Participation and Observation Assignment Template
The Lesson Participation and Observation Assignment Template that follows documents instruction of the nut butter
sandwich construction concept in a lesson plan for third graders that is divided into five components. The Academic
Vocabulary Chart at the beginning of the template provides a list of third grade, subject specific mathematics vocabulary
relevant to the lesson concept—nut butter sandwich construction. It also includes a sample list of general academic
vocabulary that can build bridges between subject specific words and phrases in order to define, develop, and express the
lesson concept. Teachers do not simply make up academic vocabulary for their students. They generate academic
vocabulary for their lessons by examining learning standards written by local, state, and/or national associations of
educators who study what students need to learn about specific content areas at specific grade levels. Then teachers use
their experience to determine when and how students use this academic vocabulary to achieve a learning objective for a
particular lesson. The Academic Vocabulary Chart content in the template below was inferred from literacy and
mathematics standards and objectives USA teachers now consult as a matter of best practice: the Common Core State
Standards (CCSS). The CCSS are core standards in literacy and mathematics that USA schools expect teachers will
integrate into all disciplinary instruction. Different versions of these standard can be found online by googling the search
statement, “Common Core State Standards.” Relevant disciplinary standards will vary according to the content taught.
Illinois cooperating teachers in specific subject disciplines will be able to tell you the CCSS that are aligned with lessons
you will help plan, implement, observe, and debrief. The Academic Vocabulary Chart content for the nut butter sandwich
construction concept was developed using CCSS mathematics standards in measurement and data for third graders.
Mathematics instruction also occurs in social contexts that requires teacher response. Illinois recent adoption of Culturally
Responsive Teaching and Leading Standards (CRTL) guides this response to the academic vocabulary students learn.
The five components of the Lesson Participation and Observation Assignment Template are also annotated to include
your interview with your cooperating teacher and a diverse student about the instruction you participated in together.
Interview your cooperating teacher about your lesson participation and observation by: 1) transcribing the
teacher and student’s brief responses to each specified interview question; 2) transcribing the teacher and
students’ elaborated responses of no more than 150 words in response to “say more”, perception check,
questioning, summarizing, and/or questioning strategies you use to actively listen to and expand the initial
response for each interview question; 3) writing a 200 word reflective commentary about what your cooperating
teacher and student’s responses imply about how you can improve your teaching in the future.
Remember to omit names and other identifying demographic information about your cooperating teacher and
students! Remember to delete yellow highlighted references to nut butter sandwich construction and other
items from the electronic template when you use it to complete your Lesson Participation and Observation
assignments. This is your lesson, so make the report template your own! Remember that each of the five
components of this Lesson Participation and Observation assignment—lesson overview, standards / objectives,
academic vocabulary chart, lesson plan, teacher interview, and student interview, must be word processed and
presented as one complete Microsoft Word (docx) document. Remember that references to education textbooks
are a required element of the lesson plan, cooperating teacher interview, and student interview. An American
Psychological Association title page, reference page, and appendix section must also be attached to the final
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

**Remember: Delete/Replace All Highlighted Print With Your Lesson Participation and Observation Assignment**
Ashley Johnes
Lesson Title: Dividing with Decimals
Julie Oller
Meadowbrook Intermediate School Fifth Grade
Bethalto Community Unit School District #8
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CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Ashley Johnes Section Number: 103
Cooperating Teacher Name: Julie Oller
School: Meadowbrook Intermediate School Room: 154
Date: 11/15/2023 Grade level: 5th Time Needed: 30 minutes
Mathematical Topic/ General Concept: Division with Decimals
Teacher Candidate Role: Lesson Duration:

_X_Taught with cooperating teacher observing 9:45-10:15am 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: Students have learned how to do division of whole numbers.
Student Misconceptions About the Topic: The students do not think the placement of the numbers in their answer matter,
leading to a wrong answer.
Class Demographics: There are 12 girls and 13 boys in the class. There are four students who are another race, and the rest
are Caucasian. There are four students who currently go to an intervention to help with a subject they struggle with. Two
of these students are being watched on different tiers and one could eventually be monitored for an IEP.
Materials Needed For the Students Materials Needed For the Teacher
Math Workbook Teacher Resource Book
Pencil Whiteboard
Dry erase markers and eraser
*The student I interviewed had interest assets in the following areas that are different from mine:
_X_interest in school __interest in lesson topic __interest in class colleagues _X_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 _prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
_X_race __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 __economic class of school neighborhood _X_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: The student will be able to solve division problems with decimals in
the dividend.
CRTL Standard E.8 Leveraging Student Advocacy

N/A
CCSS.MATH.CONTENT.5.NBT.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.
Learning Objective Given by Cooperating Teacher: The student will be able to solve division problems with decimals in
the dividend.
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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: 150 word initial and elaborated response (100 words may include the active listening efforts of interviewer). “I want the
students to put the decimal in the right place in the quotient. That would be the goal for today.” (Insert laughing from the Cooperating Teacher.) The
students had previously learned how to divide whole numbers and there were a lot who wrote the numbers in the quotient wherever, so the numbers were
not lined up above the numbers in the problem under the “house.” The students needed to make sure they lined up the numbers correctly because adding
in the decimal would have resulted in a wrong answer if the numbers were not lined up correctly. When I asked about the second question, the
Cooperating Teacher said “I would say it is probably to learn the strategy based on place value because they aren’t doing diagrams. Learn a strategy to
divide decimals based on place value. It’s always bothers me because they’re like how is it aligned is that because the textbooks are written to be aligned
with the standards.” The students had learned place value and adding the decimal into the problems add more place values on the right side of the
decimal. If the decimal was placed in the wrong spot, the answer would not have the right place values.
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: 150 word initial and elaborated response (100 words may include the active listening efforts of interviewer). After I told
the diverse student the topic of the lesson, she said “What I want to learn from dividing decimals is that, well I don’t really understand it so maybe like
how to know where the decimals go.” Since the lesson was an introduction to dividing decimals, they had not learned where the decimal would go in the
answer. When I asked the student how she would like to be taught, she said “Like slowly, but not too slowly.” After observing the student in the weeks
leading up to the lesson, I could tell that if a lesson was being given too slow, the student got distracted. I did not want to teach the lesson too slowly
because I did not want the students to lose focus or get bored, but I knew it needed to be slow enough that they fully understood the lesson. I asked the
student if she had any other things for how she wanted me to teach, she had said no.
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. The responses from the Cooperating Teacher and the student inform me about how I want to teach in the future
because I now know how important it is to teach how the students need to be taught in order to understand. If I try to teach how I think students need to
be taught without asking the students, they most likely will not be able to understand what I am trying to teach them. In our textbook on page 6,
Simmonds said “That is, teachers should consider the rights and learning styles of the students and climate/culture of the classroom. It is in this way that
students do have an indirect influence on teacher decisions.” This means that teachers need to make their lesson decisions and how they teach based on
what would be most beneficial to the students. I also want to make sure when I teach that I explain the lessons to the point where the students are not
confused by the standard, if the lesson is aligned with a standard. On page 9 of the textbook, it was mentioned that feedback is important in
communication. I plan to continuously ask my students if they are understanding what I am doing after I explain something to make sure I am good to
move on to the next step.
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 Dividing with
the Mathematics Concept of Dividing with Decimals Decimals that Could Be Used to Build the
Mathematics Concept of Dividing with Decimals
Number Divisor
Point Dividend
Divided by
General Academic Vocabulary That Was Used to Build the Mathematics Vocabulary Specific to the Concept of
Mathematics Concept of Dividing with Decimals Dividing with Decimals That Was Used
Number Divisor
Point Dividend
How many Divided by
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Decimal
Component 4: Assessment Plan

Planned Objective: The student will be One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
able to solve division problems with Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
decimals in the dividend. Described in the Cell Below:
___Worksheet (see example attached)
Actual Objective: The student will be
_X_Test (see example attached)
able to solve division problems with _X_Observation Checklist (see example attached)
decimals in the dividend. ___Other (see descriptions below)
Description of assessment method #1 and student work.

The students were shown multiple examples of how to do the concept. By the end of the introduction lesson, the students should have been able to solve
division problems with decimals in the dividend. Using the observation method, my CT and myself were able to look around the room and tell who was
understanding the concept, and who was needing more practice. I could tell that most of the students understood the lesson because they had previously
learned division and they were just adding decimals to the dividend. Some students just needed to have more practice to fully understand the 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?
Since the lesson I taught was an introduction lesson to the chapter, I only got to see the observation method of assessment. My CT was going to give a
test at the end of the chapter, but I will not get to see that assessment be performed. Some patterns I saw while scanning the room was that the same
students were answering questions and the higher-readiness level students went through the problems faster than I showed them on the board. There was
one student in the front row who was quick about answering when I asked a question. This student also paid attention to the question and answered
correctly, while the other students answering was ahead of me in the problem. The students had taken a test from the chapter before right before I taught
my lesson, so I did get to see a test assessment be performed. The higher-readiness level students finished quicker than the other students and the lower-
readiness level students struggled to finish the test, so my CT was going to allow those students to finish at another time.
Description of assessment method #2 and student work.

Include a 100 word description here.
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?
Include a 200 word response to these questions here that: 1) make clear claims about the general patters and exceptional patterns you saw; 2) provide one
example of each of these patterns; 3) refer to a pedagogical concept in a text you have read that explains why these patterns occur; 4) references at least
one textbook where you have read about the pedagogical concept.
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: 150 word initial and elaborated response (100 words may include the active listening efforts of interviewer). When
asked about the ways the students demonstrated their learning, the Cooperating teacher said “The whole group participation showed that they understood.
Even with the errors, they could correct it. I thought that was good because it showed they understood the decimal and what to do with it.” This was good
to hear because the goal was for the students to learn where to put the decimal. For the second question, the CT said “So we’re on standards based and on
their report card, there will be a grade for divide with decimals. A three would be 85% or better understanding like if they were given ten problems. A
two would be 65-84% understanding of the material. Then a one would need extra support and below 65% understanding.” I think the standards-based
grading is good because there are big percentages for understanding. On the last question she said “Well, I think it’s more flexible. Their grades can
change when they get a better understanding of the concepts.”

What did I say or do during the lesson that made the most sense to you? Why?
Initial and Elaborated Response: 150 word initial and elaborated response (100 words may include the active listening efforts of interviewer). “When you
showed us, like when I asked you a question and you showed where the decimal goes. Like when you showed the jumps for where to put the decimal in
the answer. I understood it that much because you explained it.” The student sat close to the board while I taught the lesson, and she was very active in
answering when I was teaching the lesson. She asked a couple questions, and I was able to answer them so she would understand each step that I did.
When she asked questions, I tried to show her slowly what I did to make sure she fully understood how to do the problem correctly. A few of the other
10
students also asked questions and I did the same thing for them that I did for the student I interviewed. I tried to explain each step of the problems to the
students, so they were not confused.
Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the future? 200 word response here.
The teacher and student responses give me a better insight to how I want to teach. I need to continue to teach the way that I did. The cooperating teacher
had told me that allowing the students to fix their errors when they were solving the problems with me was a good thing to do. I think I should stick with
this because it can help with students’ confidence since they got more than one chance to answer. This also can be related to the standards-based learning.
I will not know if the school I will teach at will use standards-based learning, but if they do, I think I would like it because it would allow students to redo
things to show a better understanding of the content. Based on the student’s response, I want to teach slowly to make sure the students fully understand
the content I am teaching. Students can easily get confused when being taught, especially during math lessons, so I want to go slowly to ensure my
students do not get confused. I want to always allow my students enough time during lessons to fully grasp the concept and to allow them to correct their
answers when they are shouting out.
Component #5: Teaching and Learning Sequence

Why was this event included? What questions were asked?
Lesson Events
What explanations and examples were given?
Answer one or more of these questions for each lesson event
in 6-8 sentences, and include textbook references in at least
three of your five responses!
I started the lesson with an example problem. This event was included because I needed to show the students how
to do the problems. I had to show them where to place the decimal
in the problem. Before I placed the decimal in the answer, I asked
the students where they thought it needed to go. After they told me,
I asked them about placing the decimal where they said. According
to the textbook, attentive communicators always repeat back to
someone else exactly what was said. I did this to show the students
I really listened to them.
Next, I checked the answer by multiplying the answer and This event was included because it allowed the students to see if
the divisor. they had the correct answer or not. The students could also see the
connection between division and multiplication.
Then, I did more practice problems with the students. This event was included because the students needed to practice the
content they were taught. I worked the problems out on the board
and allowed students to give me the answers for the division. This
allowed students to become aware of their self-concept. The book
mentioned that one part of self-concept is how you perceive
yourself intellectually, socially, and physically. The students were
able to gain a better understanding on the content if they were
confused. The students also became more confident when they got
the answers correct.
Lastly, I did practice problems with rounding. This event was included because there is division with decimals
and rounding in the real world, so students got to see how to do it.
The students had some previous knowledge with rounding, so they
should have known a little bit. This was also important because
their next chapter will be more rounding.
Throughout the lesson, I repeatedly asked the students if I included this because I thought the students would learn from
they were sure when they gave me an answer. being constantly questioned. This also helped boost their
confidence because they were sure of their answers. In the
textbook, it says in Table 2.1 on page 25, students demonstrating
high academic achievement will possess confidence in their
competence as persons and students. This was seen because the
students were given the opportunity to get the answers right and
boost their confidence.
11

Could I have done anything different?
Initial and Elaborated Response: 150 word initial and elaborated response (at least 100 words include the active listening efforts of interviewer). When I
asked the cooperating teacher if I could have done anything different, she replied “No, I think you did great. No, the biggest thing is conceptually
understanding that decimals is just adding in that decimal from what they were doing last week.” It was nice to hear this because it gave me confidence,
but at the same time, I feel like the cooperating teacher probably should have said something that I could have done different. People can always improve
how they do things, and I think that could have been used in this instance. The cooperating teacher also mentioned that she had previously showed the
students different ways of dividing, one was with decimals and how it does not change much, so they had seen dividing decimals a little bit beforehand. I
do think I could have changed how I worked through the problems and maybe chose students to help me with each problem.

How do you think you will use this in the real world?
Initial and Elaborated Response: 150 word initial and elaborated response (at least 100 words include the active listening efforts of interviewer). When I
asked the question, the student responded “Like when you are a teacher, and you have to teach it. And maybe when you have to sell something.” I asked if
she meant money and she said yes. She also said you could use decimals in the supermarket. Using the decimals in the supermarket would be the money
and prices of items. Prices have decimals and you can see it, but the division part would be if you wanted to divide a price by an amount to possibly
compare prices for items (price per pound or price per one item in a box). The student had a good point of using this lesson as a teacher and needing to
teach it, but I think the answer of money is the better answer. I think the student could have elaborated more on where decimals could be used in the real
world, but she did a good job of answering.
Interviewer Reflection Commentary: How do teacher and student responses above inform how you want to teach in the future? 200 word response here.
Teacher and student responses help me know how I want to teach because I know when I start out, I will have room for growth. I will have to just try
things and see if it works for students, and if not, I will have to change how I teach. Based on the student response, I know I want to constantly relate the
content to the real world. I believe that giving real world examples allows students to see that connection and it will get them to want to learn more. I also
used the responses to know that before I teach a lesson, I should give an exit ticket to see what students know before the lesson. This can be helpful in how
I should teach and what I plan to teach for the lessons. I can then give the exit ticket again at the end of the lesson to see what they have learned. This can
also help me know if I need to reteach the lesson to any students. I think the cooperating teacher’s response helps me know that I can reflect on lessons
after I teach them, and if needed, I can switch things to reteach the lesson.
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.
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
12
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).
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).
13
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

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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:

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: Dividing with Decimals

Meadowbrook Intermediate School Fifth Grade

Bethalto Community Unit School District #8

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 E.8 Leveraging Student Advocacy

Cooperating Teacher Interview Question

Diverse Student Interview Question

Component 3: Academic Vocabulary

How many Divided by

Component 4: Assessment Plan

Description of assessment method #1 and student work.

Description of assessment method #2 and student work.

Diverse Student Interview Question

Component #5: Teaching and Learning Sequence

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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