Lesson Week Scoring Guide

Language Arts

Objective:
In the process of completing a graphic organizer, TSW be able to describe specific character
traits about Grace by recalling information from the story in written form.

Rational:
The formative assessment I chose for my 3rd grade students was a graphic organizer. This
graphic organizer was simple and understandable at a 3rd grade level. The graphic organizer
allowed students to practice their academic language (trait) and apply what they have learned
about Grace to complete the graphic organizer. Giving students their own independent time to
practice, allowed the teacher to walk around and observe if students had a good understanding of
character traits, or would need more practice. The chart below shows how students data was
collect about traits. A differentiated scoring guide was not used for the 3rd grade classroom. All
students completed the same graphic organizer.

Student: Trait 1: Trait 2: Trait 3:

(evidence) (evidence) (evidence)
Ralph
Jazaria
Katelynn
Destinee
Chase
Jaycyon
Madison
Laila
Del’Ricco
Harmony
Calvin
Alyric
Jason
Aniya
Ray’Sheen
April
Ja’vyonn
Derrian
 Social Studies
Objective:
While participating in a read aloud, TSW demonstrate understanding of what is right and wrong,
by engaging in a turn and talk with a partner to understand different diversity.

Rational:
The formative assessment that was used to check for students understanding was checking
students name off and anecdotal notes to prove students understanding. As students have little
background in social studies and knowing this wasn’t the main purpose of the lesson. This was a
quick assessment given after students turn and talk, to check for their own understanding. This
checklist would further help me determine how to provide support or further students social
studies concept throughout the year. A differentiated scoring guide was not created for students
because this was mostly an observation/written assessment more for my purpose.

Checklist:
Students name Check mark (additional information if needed)

Ralph
Katelynn
Jazaria
Destinee
Chase
Jaycyon
Madison
Laila
Harmony
Del’Ricco
Jason
Aniya
Calvin
Alyric
Ray’Sheen
April
Derrian
Jay’vyonn
 Math
Objective:
Given book markers and math work books, TSW be able to demonstrate the correct order of
book genres, by converting the information onto a picture graph and bar graph.

Rational:
The students created a picture graph in pairs and then transferred that information onto a bar
graph. For each graph that students completed, they were given 5 points. Both formative
assessments allowed me to see student’s strengths and weakness. Using the picture graph and bar
graph, allowed me to see what students understand easier, and which graph needs further
practice. A differentiated scoring guide was not used for this math lesson because students were
paired with a partner. They were allowed to use each other to help transfer the correct
information onto each graph. Some students in the classroom, were given additional support than
others.
Score:
1 point: Title
1 point: Number of students
1 point: Types of books
2 points: Correctly labeling

Student Picture Bar Graph

Graph Score: 5
Score: 5 points
points
Ralph
Jazaria
Katelynn
Destinee
Chase
Jaycyon
Madison
Laila
Del’Ricco
Calvin
Harmony
Alyric
Jason
Aniya
Ray’Sheen
Jay’vyonn
April
Derrian
 Science:
Objective:
In the process of completing a flip chart, TSW be able to at their desk sort ice cream
ingredients/materials into three states of matter (solid, liquid, gas) in written form, by verbally
discussing with their group.

Rational:
A flip chart was the assessment for the students. Students had no background knowledge in
science, so I wanted a more simplified assessment that students could show their understanding.
Each group worked together to identify ingredients on their flip chart. The scoring guide was
used to see If they correctly put the ingredients in each state. Using this scoring guide allows me
to see if students can understand each state, so in upcoming science lessons, students can start
learning about properties of each state of matter. There was not a differentiated scoring guide
because groups worked together, but some groups were given additional support from me and
the resource teacher.

Student Solid Liquid Gas

Ralph
Jazarria
Katelynn
Destinee
Chase
Jaycyon
Madison
Laila
Harmony
Del’Ricco
Calvin
Aniya
Alyric
Derrian
April
Jay’yvonn
Ray’Sheen
Jason
Flip Chart:
Three States of

SOLID
Matter:

LIQUID

GAS