Since our current unit of study is on adding and subtracting fractions with unlike denominators, my CT and I discussed the importance of the students, as well as myself, to use precise language when discussing fractions with our peers/classmates. My CT and I made a list of specific vocabulary words that were especially important for discussion, and it was my job during the lesson not only to use the language appropriately, but to monitor student conversations, and hold them accountable for using this language. These words were part, whole, numerator, denominator, fraction greater than one, and mixed number.
During my lesson, my CT sat down and took notes, stating my language, and then the students language. This was very useful for me in the way that I was able to see if I was actually noticing and correcting student language throughout the lesson. She used arrows to show my response in relation to a students response, and vise versa. I noticed that I was correcting my students language indirectly by using questions. I see many of our mentor teachers doing this in their practice, and I can see how it can be very beneficial for students to self-correct, and discover mistakes without directly being told what they should say. In this way, they are constructing lasting meaning of these vocabulary words and can continue to use them throughout this unit and into whatever unit of study comes next.