Lesson Week Scoring Guide

Language Arts & Social Studies

These two contents went hand and hand together

Objective:
By writing a sentence starter, TSW write a sentence demonstrating an understanding by
retelling what the family’s needs were in the story.

Rational:
The formative assessment I chose to give to my students was a sentence strip. The sentence
strip had a sentence starter but was right at grade level for the students. The sentence strip
allowed the students to apply the academic language; needs and retell to write a sentence
about the family’s needs in the story, A Chair for My Mother. I gave the students time to work at
their desks alone on the sentence strip. I walked around the classroom, observing students
writing and assisting in anyone that was confused on what to do. The chart below shows how
the data was collected on the students sentence strip, if they could retell the story, tell what the
needs were and to write a complete sentence using the sentence starter. I did not use a
differentiated scoring guide for this lesson, all of the students used the same sentence strip.
Student: Can write a Can retell part Identified the
sentence: of the story: familys needs:
Rebekah
Jalen
Jimmy
Aubrey
Krislynn
David
Easton
Dominic
Lila S
Hunter K
Addison
John
Kaydence
Hunter H
Randi
Lila K
Aiden
Quentin
Nicholas
JayLee
Lily
 Science

Objective:
Given a sentence starter, TSW write a sentence to demonstrate an understanding of the suns
characteristics.

Rational:
A sentence strip was chosen to formative assess my students. The sentence strip had a
sentence starter for the students at the top that was, “The sun is….” The sentence strip allowed
the students to apply the sun's different characteristics that we talked about on the carpet. The
students had time to work individually at their desks on the sentence strip. As a teacher, I
walked around the classroom observing the students and what they were writing. The chart
below shows the data that was collected on each students sentence strip. If the students can
identify one characteristic of the sun, if the student rewrote the sentence starter and if they could
write a sentence correctly. This lesson did not have a differentiated scoring guide, all the
students used the same sentence strip.

Student: Can write a Used sentence Named one

sentence: starter: characteristic:
Rebekah
Jalen
Jimmy
Aubrey
Krislynn
David
Easton
Dominic
Lila S
Hunter K
Addison
John
 Kaydence
Hunter H
Randi
Lila K
Aiden
Quentin
Nicholas
JayLee
Lily

Math

Objective:
Given four pieces of construction paper, TSW write four equations to demonstrate an
understanding of fact families.

Rational:
A domino fact family was chosen for my formative assessment of this lesson. Each student was
given a domino premade to each of their math levels, the lower students had an easier domino of
2 and 3 dots, the middle students have a average domino of 3 and 4 dots and the higher level
students had a harder domino of 4 and 5 dots, which is how the lesson was differentiated but the
scoring guide was not. The students were to write two addition equations and two subtraction
equations by looking at their domino they had. The students had individual work time to write
their four equations. As a teacher, I walked around the classroom observing the students and the
equations. The chart below shows the data that was collected on each student’s equations. If the
students can write two addition equations that were correct and two correct subtraction equations
to match their domino.

Student: Two correct Two correct

addition subtraction
equations: equations:
Addison
Kaydence
John
Lila S
Hunter K
Randi
Hunter H
Aiden
Lila K
Rebekah
Aubrey
Jimmy
Jalen
Quentin
Nicholas
Lily
JayLee
Krislynn
Dominic
David
Easton