Lesson Week

Formative Assessment Descriptions With Scoring Guides

Math

Learning Objective: The students will be able to recognize and write the numbers 6, 7, and 8 and represent a number of objects with a written numeral by counting mini bears and writing numbers on mini white boards.

Assessment: The teacher will informally assess each student when they are writing on their mini white boards and completing the activity on the Promethean Board. When the students are writing on their white boards, the teacher will observe is the student is able to determine the correct answer and write it neatly.

Rationale: The standards state that the students should be able to read, write, and identify the numbers 6, 7, and 8. This the why I assessed the students writing on the mini white boards, I assessed their understanding of the activity completed on the Smart Board, and their ability to count the mini counting bears. I informally assessed the students ability to write the numbers on the white board by marking a checkmark on the checklist is they were able to write the number correctly. If I did not write a checkmark, the student was unable to write the number correctly. The students were informally assessed with a thumb up, or thumb down depending on which number card they held up to represent the number of bears. The Smart Board activity was created to have students to read and identify the numbers 6, 7, and 8. *There were no adaptations made on the scoring guide. We have no students on an IEP requiring these changes.*

Scoring Guide: 

Science

Learning Objective: In the process reading “Living and Nonliving” and going on a nature walk, the students will be able to sort and classify living and nonliving objects and their properties by completing the sorting a cut and paste assessment.

Assessment: Through observation, the teacher will informally assess the students understanding of living and nonliving objects and their physical properties during the read aloud and nature walk.

Rationale: I felt it was necessary to assess the students understanding of living and nonliving things at these points in the lesson because in order to complete these tasks and learning the content, they must understand the main idea—living and nonliving things. For example, in order to sort living and nonliving things, the students must know what living and nonliving objects are. After introducing living and nonliving and teaching these concepts to the class, each student had to be able to correctly identify a picture and correctly sort it into the correct category—living or nonliving. I kept track of this assessment by using a checklist. The students could receive a check mark for “yes, they were able to identify the picture” and “yes, they were able to correctly sort the picture”. *There were no adaptations made on the scoring guide. We have no students on an IEP requiring these changes.*

Scoring Guide:

Learning Objective: In the process of reading “Word Bird’s Hats” and participating in a read aloud, the students will be able to identify the main idea of informational text and retell key details, with supports by participating in class discussion and completing the cut and paste assignment.

Assessment: “The students will be informally assessed on their understand of community helpers based on they responses to the key details presented in the story”.

Rationale:  During this lesson, the students wore five different hats which each represented a community helper. During a transition from one activity to another, I ask each to return their hat to the bag and tell me one thing they learning about their community helpers. When I asked these questions, I was able to find out what they learned about community helpers. *There were no adaptations made on the scoring guide. We have no students on an IEP requiring these changes.*

Scoring Guide:

Language Arts

Learning Objective: In the process of reading “Word Bird’s Hats” and participating in a read aloud, the students will be able to identify the main idea of informational text and retell key details, with supports by participating in class discussion and completing the cut and paste assignment.

Assessment: “Through observation, the teacher will informally assess the students understanding of the main idea and key details during their participation in the read aloud and the activity completed on the Smart Board”.

Rationale: During the read aloud, the students will be based on their understanding of key ideas and main idea. Using a scoring guide, I informally assessed the students ability to identify key details about the story we were reading on the Smart Board. If a student participated during the read aloud without being called on they received one smiley face. If the student was able to correctly identify a key details about the story on the Smart Board, they would receive another smiley face. This portion of the lesson was informally assessed because it was still early in the lesson. The students will be formally assessed later in the lesson. *There were no adaptations made on the scoring guide. We have no students on an IEP requiring these changes.*

Scoring Guide: