Lesson Participation and Observation Assignment

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

Southern Illinois University Edwardsville Department of Teaching and Learning

Lesson Participation and Observation Field Assignment for Mathematics Instruction

CIED 312: Language and Communication in Multiple Contexts

Southern Illinois University Edwardsville Department of Teaching and Learning

Jenna Fenton

Lesson Title: Read and Write Decimals

Dorris Intermediate School Fifth Grade

Collinsville Community Unit School District #10

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

CIED 312 Mathematics Lesson Plan

Component 1: Learning Context
Teacher Candidate Name: Jenna Fenton Section Number: 101
Cooperating Teacher Name: Mrs. Lorsbach and Mrs. Huelsmann
School: Dorris Intermediate School Room: 115
Date: 9/21/23 Grade level: 5 Time Needed: 50 Minutes
Mathematical Topic/ General Concept: Read and Write Decimals

Teacher Candidate Role: Lesson Duration:

___Taught with cooperating teacher observing 9am-9:20am on 9/21/23
9:30am-10:00am on 9/21/23
_X__Co-taught with cooperating teacher

___Assisted cooperating teacher instruction

Prior Knowledge Prerequisite(s) for Learning: (What have students learned about this topic prior to this lesson?) Students
wrote multi-digit whole numbers using standard form, word form, and expanded form. Students explained the relationship
of the value of digits in different place value positions. Students know that the word and indicates the location of a decimal
point when reading and writing decimals in word form.
Student Misconceptions About the Topic: Students may be confused using multiplication in expanded form and may need
6 1
a quick refresh on multiplying a fraction by a whole number. Remid them that is the same as 6 x .
10 10
Class Demographics: The students in this class are of different age levels. There is one student who skipped a grade and
is a year younger than the rest of the class. This student is at a different readiness level in math than other students. A
different student was held back a grade and is a year older than the rest of the class. This student struggles with math and
needs more support. The students also come from a low-income district which means they are prone to have more students
with behavior issues. This can make it harder for students to learn the content when the teacher is dealing with certain
behaviors during the lesson. The district is also very large, and these fifth-grade students did not all come from the same
elementary school. The different schools could have taught math differently and each student could have a different view
on math. In this class there is also three Spanish speaking students. They have a translator come in and translate the lesson
to them for their understanding.
Materials Needed For the Students Materials Needed For the Teacher
Place Value Chart Curriculum Teacher Textbook
Student Math Workbook Online Student Textbook
Student Math Textbook Smart Board
Pencil, Math Notebook, Math Folder
*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 _x_prior life experience
*The student I interviewed had cultural assets in the following areas that are different from mine:
_x_race __social class _x_gender __language __culture
*The student I interviewed had community assets in the following areas that are different from mine:
_x_school cultural diversity _x_student knowledge diversity __economic class of school neighborhood __teacher/administrator experience

*At least two characteristics in each category of learning assets must be checked to identify a student participant as different from the interviewer.
Component 2: Learning Objective with Common Core State Standards for Mathematics Identified
Learning Standard Given By Cooperating Teacher:
CRTL Standard D.7 Students as Individuals
Set holistic goals for students that accommodate multiple ways of demonstrating strengths and success, (e.g., alternate academic
achievement metrics, growth indicators, leadership, character development, social- emotional learning competencies, and school values).
CCSS Math Standards
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

5.NBT.A Understand the place value system.

5.NBT.A.3.a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

Learning Objective Given by Cooperating Teacher: Students can read and write decimals to the thousandths place in
standard form, expanded form, and word form. Students can make sense of decimals to the thousandths place.

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: The teacher wanted the students to learn how to read and write numbers in various forms. Writing
numbers in decimal form grows students’ number sense. Van De Walle tells us that, “Number sense with decimals implies more-having
intuition about, or a flexible understanding of, decimal numbers.” (Van De Walle, 2019, p.414). She also wanted to deepen their
understanding about the value of each digit especially with tenths, hundredths, and thousandths. She stated that expanded form will help
them do this. Her responses aligned exactly with the learning targets and covered the standards for the lesson. As the interviewer I was
asking questions about the lesson and asking additional questions so I could fully understand the answers. While the teacher was talking,
I was making eye contact with her. I only wrote down her answers after she finished talking. I wanted to make sure I was showing
respect to the teacher and make sure she felt like I was listening to her answers. Say mores were used by head nodding and asking ‘why’
so the teacher could explain her answer in more detail. I was paraphrasing the teacher’s answers to emphasis what she was saying and to
make sure I was understanding her correctly.

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 wanted to learn more about word form and expanded form because in the past it has been
the most challenging to them. They wanted to complete the notes page in class while the teacher and I are teaching the lesson. They
would also like us to do the first problem on the homework together to get them started. They said it gives them confidence to complete
the rest of the homework. The textbook states, “The underlying assumption of experimental learning is that students learn best when
they are actively involved in the learning process-when students ‘discover’ knowledge through active participation.” (Simonds and
Cooper, 2011, p.106). Completing the notes and starting the homework with the students allows them to participate in the lesson. As the
interviewer I was asking the student questions about how he felt about the lesson. I was trying to ask more questions for deeper
understanding, but the student didn’t always have more answers. I was making eye contact with the student during our whole
conversation. I only took notes after the student was talking to show them, I was interested in what they had to say. I was constantly
nodding my head to try to get the student to say more about the lesson. I paraphrased the student’s answers at the end of the interview in
case they wanted to add or change anything they said.

Interviewer Reflection Commentary: I think the responses above informed me that some students can be eager to learn about what the
teacher wants to teach them. It was eye opening to me that the student told me he wanted to learn exactly what the objective and
standard was for this lesson. It was also interesting to hear him say that he wanted to learn more about what he knew was challenging for
him. I guess I thought the student would be more hesitant to learn a lesson that he knew was challenging for him. The responses also
taught me how important it is to set a learning target and follow the standards for the student’s benefit. The student showed me how
much he relies on his teachers for help and support. He explained that taking notes together during the lesson made him feel like he
could overcome his challenges. This made me think of how I want to be supportive and helpful to my future students. The student also
explained to me that having notes to help them with the homework was very useful. I think that I will give my students notes in my
future classroom because I also enjoyed them in school.
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 decimals that
the Mathematics Concept of Reading and Writing Decimals. Could Be Used to Build the Mathematics Concept of
Reading and Writing Decimals.
Expand Expanded Form
Standard Form
Quality Word Form

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

General Academic Vocabulary That Was Used to Build the Mathematics Vocabulary Specific to the Concept of
Mathematics Concept of Reading and Writing Decimals. Reading and Writing Decimals That Was Used

Expand: become or make larger or more extensive…In Expanded Form: a way to express a number as the sum
mathematics expand means to write a number as the sum of the of the place value of its digits
values of its digits.
Standard Form: the usual way of writing numbers and
Quality: the standard of something as measured against other decimals
things of a similar kind…In mathematics quality describes an
amount or a number of something. Word Form: expressing numbers by spelling them out
in words

Component 4: Assessment Plan

Planned Objective: Students can read One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s
and write decimals to the thousandths Chosen Assessment Instrument(s). Actual assessment Instrument(s) Are
place in standard form, expanded form, Described in the Cell Below:
_X__Worksheet
and word form.
___Test
Actual Objective: Students can read and ___Observation Checklist
write decimals to the thousandths place. _X__Other
Students can read and write decimals in
standard form and wors form. Students
need more practice with expanded form.
Description of assessment method #1 and student work.
The students get a worksheet to complete for homework after each math lesson. The students are allowed to use their notes for help and
are supposed to complete every problem even if they aren’t confident in their answers. The next day the teacher grades the homework
for completion and discusses the answers with the students. The teacher believes that the homework allows the students to practice on
their own and can create productive struggle for some students. On this day the students had a one-page front and back worksheet to
complete. The worksheet asked students to write in expanded form, word form, and standard form.
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?
On the homework the teacher and I saw student success with the problems overall. We saw most students fully complete their
homework with all answers being filled in. We believed that the students used their notes a lot to help them with the homework which
the teacher encourages. This is why she only takes a completion grade on the homework because she does not think it is an accurate
representation of the students’ knowledge. For the students the completion grade is a positive reinforcement. They know that if they
complete their homework, they are going to get a good grade, so this encourages them to do their homework every time it is assigned.
The text includes, “If an individual receives positive reinforcement, he finds communication a desirable, rewarding experience.”
(Simonds and Cooper, 2011, p.101). While the text discusses positive reinforcement related to communication, it is explaining to the
readers that it can be helpful in any subject. In this case students complete their homework because they want a good grade, and they
want the positive feeling that comes along with receiving a good grade. On the homework all student work is accepted because the
teacher expects the students to put their best effort in and does not expect the students to have all the correct answers.
Description of assessment method #2 and student work.
After every lesson the teacher gives the students an exit ticket. The ticket reviews what was taught that day and the students are
supposed to complete it to the best of their ability. At the end of the ticket the students are given the opportunity to reflect on their
learning and rate their understanding of the lesson. The teacher uses the ticket to observe if the students understood the lesson and how
they are feeling about the content. On this day the ticket had five questions that asked about word form, standard form, and expanded
form of decimals. During the lesson a fire drill occurred so the students were going to complete the ticket the next day after getting more
practice.
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?
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

On the exit ticket the students made mistakes on expanded form questions, as the teacher expected. The students struggled with putting
the correct place value with the correct numbers which messed up their whole process. Students did very well with word form and
standard form. The students used their place value charts to complete standard form questions. The place value charts showed them
where to place numbers and where to place the decimal. These two concepts students have learned a lot about in the past so the teacher
and I assumed the students would be successful with these questions. The teacher and I saw the students use word form correctly by
writing and every time they saw a decimal in a number. The textbook explains, “If we as teachers are communication apprehensive,
students may observe our behavior and then imitate that behavior.” (Simonds and Cooper, 2011, p.101). When the teacher and I were
reading decimals to the class, we were stressing the word and. The students then picked up on this behavior and copied it when they
were completing work on their own. Student work that was accepted with complete with all answers filled in as best as they could.
Student work that was not accepted were tickets that were only partially filled out with little effort shown.
Cooperating Teacher Interview Question
What different ways did you see your students demonstrate their learning of your objective today? How do you get
to value these different ways of learning through the grades your school asks you to assign to each student? To
what extent do you think your students agree with the way your school values learning differences through its
grading system? Why?
Initial and Elaborated Response: The teacher saw her students demonstrate the learning objective by saying the numbers correctly and
using and every time they read a decimal. The textbook shares, “If we as teachers are communication apprehensive, students may
observe our behavior and then imitate that behavior.” (Simonds and Cooper, 2011, p.101). When the teacher was reading the decimals to
the class, she was stressing the word and the students then picked up on that behavior and copied it. The students could also use tenths,
hundredths, and thousandths when coming up to the board to put digits in the correct place value. The students were given a place value
chart to use for extra help and the teacher thought this was a great resource for the students to understand place value. As the interviewer
I was asking the teacher questions about the lesson. I was also asking additional questions to gain a deeper understanding of the answers.
I was making eye contact with the teacher when she was answering the questions. I was waiting to write down notes of the answer until
she was finished talking. I wanted to make sure I was being respectful to the teacher and make sure she felt like I was listening to her
answers. Say mores were used by head nodding and asking ‘why’ so the teacher could explain her answer in more detail. I was
paraphrasing the teacher’s answers to emphasis what she was saying and to make sure I was understanding her correctly.

Diverse Student Interview Question

What did I say or do during the lesson that made the most sense to you? Why?
Initial and Elaborated Response: The student said that the thing that made the most sense was the emphasis of the word and when
reading a decimal. He stated that when the teacher and I did this every time it made him really understand how to read and write
decimals. Van De Walle says, “Make sure you are reading decimals in ways that support students’ understanding and links to fraction
numeration. Always say ‘five and two-tenths instead of ‘five point two’.” (Van De Walle, 2019, p.409). The other thing that made the
most sense to him was how we showed the class what the decimals in standard form look like as fractions. He said it made more sense to
see where the numbers were coming from. As the interviewer I was asking the student questions about how he felt about the lesson. I
was trying to ask more questions for deeper understanding, but the student didn’t always have more answers. I was making eye contact
with the student during our whole conversation. I only took notes after the student was talking to show them, I was interested in what
they had to say. I was constantly nodding my head to try to get the student to say more about the lesson. I paraphrased the student’s
answers at the end of the interview in case they wanted to add or change anything they said.

Interviewer Reflection Commentary: The responses above informed me how important it can be to put emphasis on key content in a
lesson because it really sticks with the students this way. Repeating key content throughout the lesson shows the students that it is
something they really need to focus on and how they need to do it. The responses again informed me how crucial setting a learning
target can be for the teacher and the students. With a learning target the teacher has a way of identifying what their students have learned
and what they may need to learn more about. The students can prove they are ready for a new learning target after they master the first
target. I want to make sure that I know multiple different ways to explain things to my students so they can understand what I am
teaching them. I learned that showing the students where the numbers are coming from can help them understand how to get to the
answer. I was also informed that when students relearn a topic, they can use new techniques and old techniques that they have learned.
This can help the student find the best way possible for them to complete the problems.

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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning
Component #5: Teaching and Learning Sequence
Lesson Events
Students got out homework from yesterday while the
teacher walked around and checked homework for a
completion grade.
Teacher put up answers on the board for the students to
check their homework individually. After the students
finished checking their work, the teacher reviewed the
answers with the class and answered any questions
students had.
Students filled out an exit ticket with the same content as
last nights homework. The teacher uses this to grade her
students and see where students might need more help.
Why was this event included? What questions were asked?
What explanations and examples were given?
This event was included because it is important for the
students to receive credit for the homework that they
completed. I also think that a completion grade encourages
the students to finish their homework. This way the students
don’t have to worry about getting incorrect answers and
getting a bad grade. During this time the teacher asked the
students to get out their homework and if any students did
not complete it, she asked them why. The teacher can then
understand who put effort into their homework and who did
not. She explained to me that she sees a regular pattern daily
with students who complete homework and students that
don’t.
This event was included because the students need to make
sure they were getting the correct answers on the homework
to understand the content. If they had any wrong answers,
they can rework the problem and find the right answer. It is
important that the teacher reviews the answers because some
students may not understand what problems they got wrong
or why they got them wrong. This is the perfect time for
students to ask questions when they don’t understand
something. Answering their questions can help them be
successful the next time they see a similar math problem.
Students asked questions like “Can you go over question 5
with the class?” and “How do I get to that answer for
question 7?”. The textbook states, “By asking questions, you
communicate that you are willing to listen and interested in
what someone else has to say.” (Simonds and Cooper, 2011,
p.55). The students are asking these questions because they
are interested in what the teacher has to say, and they were
willing to listen to receive the help they needed.
This event was included because it gives the teacher a
chance to gage where her students are at with the lesson.
After they were taught the lesson and given a day to
complete homework, the teacher wants to know if the
students can complete problems on their own. I really like
the exit tickets because at the end the students can rate how
they are feeling about the lesson. The last part of the exit
ticket reminds me of perception checking because the
teacher is making sure she understands the feelings of her
students. The textbook states, “The basic purpose of
perception checking is to clarify our perceptions of another’s
thoughts, feelings, or intentions.” (Simonds and Cooper,
2011, p.55). This gives students an opportunity to
communicate with the teacher without having to share in
front of the whole class. During this time no questions are
allowed because the students are supposed to complete the
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Lesson Participation and Observation Assignment
Language and Communication in Multiple Contexts (CIED 312) Revised 08/16/23
Southern Illinois University Edwardsville Department of Teaching and Learning

exit ticket entirely on their own. The teacher would not

receive a good viewpoint if the students got extra help.
I worked with the students to complete their daily warm-up The daily warm-up is a time for the students to start using
before the lesson. Then I co-taught the lesson with the their math brains. It reviews math that the students have
teacher while the students were filling in their student already learned and math that is going to be taught that day.
workbook pages. The actual math content is the most important part of the
lesson. The teacher started by asking if anyone knew how to
do the lesson. The textbooks reminds us to, “Talk you’re
your students, not at them.” (Simonds and Cooper, 2011,
p.98). The teacher successfully did this by asking her
students throughout the lesson instead of just talking to them
the whole lesson. After explaining the lesson, she had
several students come up and try to complete a problem on
the board, while the students at their seats took notes and
practiced the problems in their math workbooks. To
complete the lesson, the teacher walked around the room and
checked that each student had taken notes and worked the
practice problems correctly in their math journal.
The teacher told students which pages they had in their The teacher allowed students to begin work on their
workbook for homework and allowed a couple minutes for homework assignment so she could take questions about the
students to start completing homework. assignment. This also made her available to help students
who need extra support. Starting the assignment at school
allows the teacher to make sure the students were
completing the correct pages. The teacher could also get a
glimpse of whether they were doing the problems correctly.
The students had a lot of questions about problems relating
to expanded form. This was something the students
struggled with while the lesson was taught.
Cooperating Teacher Interview Question
How do you feel the lesson went? Do you think the students understand place value after our teaching?
Initial and Elaborated Response: Overall, the teacher thought the lesson went well. She believes that the students are more comfortable
with word form but still need more help with expanded form. The teacher told me that this seems to be true every year because students
struggle with understanding expanded form. The teacher planned on reviewing expanded form with an activity the next day. She provided
the students with a place value chart that helps them say the number correct and names each place value. Van De Walle informs us that,
“In fourth and fifth grades, students generalize place value understanding to see the relationship of the value of the positions of the digit
in a number as ten times the value of the previous digit as they move to the left which will soon be linked to decimals as digits in a
number are one-tenth the value of the positions as they move to the right.” (Van De Walle, 2019, p.211). As the interviewer I was
obviously asking questions about the lesson. I was also asking additional questions to deeper understand the answers. I was making eye
contact with the teacher when she was answering the questions. I was waiting to write down notes of the answer until she was finished
talking. I wanted to make sure I was being respectful to the teacher and make sure she felt like I was listening to her answers. Say mores
were used by head nodding and asking ‘why’ so the teacher could explain her answer in more detail. I was paraphrasing the teacher’s
answers to emphasis what she was saying and to make sure I was understanding her correctly.

Diverse Student Interview Question

Did the presentation of the lesson make sense to you? Did our teaching help you understand place value? How/Why?
Initial and Elaborated Response: The student said that the presentation of the lesson did make sense to him. He stated that he liked filling
out the notes in class so he could go back and use them when he needed help with the homework. The student also said the place value
chart helped him see what the place value of numbers really means. He thought that when the teacher and I emphasized the word and
when reading a decimal, it helped him remember how to read the number. He shared that our change in voice while doing this also helped
his understanding. The textbooks states, “You should use loudness, just as you use pitch, to emphasize important thoughts.” (Simonds
and Cooper, 2011, p.98). As the interviewer I was asking the student questions about how he felt about the lesson. I was trying to ask
more questions for deeper understanding, but the student didn’t always have more answers. I was making eye contact with the student
during our whole conversation. I only took notes after the student was talking to show them, I was interested in what they had to say. I

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

was constantly nodding my head to try to get the student to say more about the lesson. I paraphrased the student’s answers at the end of
the interview in case they wanted to add or change anything they said.

Interviewer Reflection Commentary: I think the responses above informed me that students are not always going to understand a lesson the
first time it is taught to them and that it is okay. Some lessons may be more difficult for students and that just means that they may need
more practice. Spending an extra day on the lesson is important because students can then deepen their understanding before learning
something new. The teacher also explained to me that creating different activities for different readiness levels is important. During the
lesson it was easy to see what students were making sense of the content and students who were struggling with the content. Creating
different activities can help all students succeed instead of the activities being difficult for some and simple for others. The student
responses informed me that using resources outside of what the curriculum gives teacher can be very helpful. It can be significant to give
the students resources, like a place value chart, that are going to help them understand the topic. The student also explained to me that
having notes to help them with the homework was very useful. I think that I will give my students notes in my future classroom because I
also enjoyed them in school.
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…55, 98, 101, and 106.
Van De Walle, J.A., & Kapp, K.S., & Bay-Williams, J.M. (2019). Elementary and Middle School Mathematics Teaching
Developmentally (10th ed). Boston, MA: Pearson Education, Inc. See pages… 409, 414, 211.

Lesson Participation and Observation Field Assignment Peer/Self 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 10
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 10
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 9
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 9
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 9
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 10
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. 10

8
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

Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple 10
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 10
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 10
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: _____ Peer evaluator was Kenna Wyatt. The peer and self-evaluation were taken on the same rubric.
The scores on the rubric above are consensus scores from both evaluations.

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).

9
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

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).

10