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Lesson Week Scoring Guides

The document provides scoring guides and rationales for formative assessments given in various subjects. In language arts, students wrote sentences using vocabulary words in response to writing prompts. In social studies, students collaborated to solve problems presented in a slideshow. In science, students identified how baby animals use body parts to move using a graphic organizer. In math, students wrote number sentences for double facts plus one with the goal of getting sums under 20. Rationales described the formative assessments and scoring guides used to evaluate student understanding in each subject.

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72 views

Lesson Week Scoring Guides

The document provides scoring guides and rationales for formative assessments given in various subjects. In language arts, students wrote sentences using vocabulary words in response to writing prompts. In social studies, students collaborated to solve problems presented in a slideshow. In science, students identified how baby animals use body parts to move using a graphic organizer. In math, students wrote number sentences for double facts plus one with the goal of getting sums under 20. Rationales described the formative assessments and scoring guides used to evaluate student understanding in each subject.

Uploaded by

api-532530516
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Week Scoring Guides

Language Arts
Objective:
Given a writing prompt, the students will write two to three sentences about the content using at
least one vocabulary word, with the sentences being written in complete sentences.

Rationale:
The formative assessment that was used to determine student understanding was a
graphic organizer. The graphic organizer was to help the student set up writing small writing
response. The student did 4 of these as a whole group as I typed them as the recorder and I
watched the students write the sentences on their notebook paper from their zoom papers and
then I had the students do the last one themselves. They were going to do the last two themselves
but we were running out of time. the graphic organizer came up with scenarios about problems
and the student would have to solve them based off of what we learned in the lesson. Trying to
solve the problem without hurting the other person’s feelings. These scenarios were real world
problems that they could face in an in-person classroom (for the future). An example is that a
classmate wanted to play but you were already playing with someone else. What could you say?
They students were then asked to come up some something to say. A differentiated scoring
guide was not used for this assessment, as all students were expected to complete the same
graphic organizer. Student 1 had his intervention specialist in the zoom meeting with him to
monitor him to make sure his needs were being met and to ensure he could succeed in the writing
activity. Student 2 was expected to write complete sentences.
Social Studies:
Objective:
Through collaboration, the students come up with solutions to the problems given in the slide
show, solving 4 of 6 of the problems.

Rationale:
The formative assessment that was used to determine student understanding was a
graphic organizer. The graphic organizer was to help the student set up writing small writing
response. The student did 4 of these as a whole group as I typed them as the recorder and I
watched the students write the sentences on their notebook paper from their zoom papers and
then I had the students do the last one themselves. They were going to do the last two themselves
but we were running out of time. the graphic organizer came up with scenarios about problems
and the student would have to solve them based off of what we learned in the lesson. Trying to
solve the problem without hurting the other person’s feelings. These scenarios were real world
problems that they could face in an in-person classroom (for the future). An example is that a
classmate wanted to play but you were already playing with someone else. What could you say?
They students were then asked to come up some something to say. A differentiated scoring
guide was not used for this assessment, as all students were expected to complete the same
graphic organizer. Student 1 had his intervention specialist in the zoom meeting with him to
monitor him to make sure his needs were being met and to ensure he could succeed in the writing
activity. Student 2 was expected to write complete sentences.
Science:
Objective:
Given examples from the animal movement presentation, students will identify how baby
animals use different body parts to move and survive in nature with 80% actuary.

Rationale:
The formative assessment that was used for science was a graphic organizer. The students were
to work collaboratively on it and they were to use information from this lesson and from the
previous lessons about baby and adult lessons to complete it. I used a checklist as the scoring
guise for the formative assessment to track the student’s participation on this graph as well.
There isn’t a differentiated score guide because of the collaboration on this exit ticket. By
discussing the padlet that was presented to them about the similarities and differences of baby
and adult movements, students will be able to compete this graph.
Math:
Objective:
Given doubled facts, the students will write number sentences of one-digit numbers adding the
doubles plus one in order to get the sums under 20, with 80% accuracy.

Rationale:
The formative assessment was given in a form of an exit slip. Before this, students worked on
math doubled plus one. The students used math manipulatives such as math counters to help
them add the total number. The exit slip was a check for understanding. It asked the students if
they 1- felt good 2- need more practice or 3- want some extra help during intervention today.
This was a guide to assess the teaching and for the students to also have the free will to assess
their own understanding. It was not differentiated since A differentiated scoring guide was not
used for this assessment, as all students completed the same exit slip. The teacher candidate used
this to determine if students require more practice to do doubles plus one addition or not.

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