Lesson Week Scoring Guides

Language Arts

Objective:

By completing pages 31 and 32 in their workbook, TSW focus on multiple paragraphs in order to find the key
details by recalling information from the read aloud.

Rationale:
The formative assessment that was used to determine student understanding was workbook
pages 31 and 32 out of their Language Arts workbook. On page 31 of the workbook, students
had to complete a chart that focused on main ideas and key details. They will be using key
words along with the text, “Show Me The Money”. Students were given the pages to look at in
order to find the topic of that page along with the details. They were told to use the key words
in their charting in order to show mastery of the lesson. On page 32 of the workbook, students
were given a question that focused on main topic and key details, and images and text. The
second-grade students were able to understand what was needed on both work pages when
being explained too it step by step. The formative assessment proved that the students were
beginning to understand how to find key details and main topics when looking at a given text.
The data was collected by a rubric scoring guide to keep track of their answers. A differentiated
scoring guide was not used for this assessment, as all students received the same workbook
pages, instructions and expectations. Student 1 was expected to write complete sentences
when completing her work and student 2 was asked to control his behavior in order to get his
work done.
Social Studies
Objective:
Participating in a group discussion, TSW focus on the academic language of the words trade, currency, forms
of money, barter, worth, exchange and value to understand the main idea of the story along with key details
by completing an anchor chart as a whole group. The students will write down their information on their
chart they have in their workbook on page 31 as we do it together.

Rationale:
The formative assessment that was used for social studies was using an anchor chart during a
class discussion in order to focus on the academic language of the lesson. The terms that were
focused on were trade, currency, forms of money, barter, worth, exchange and value in order
to understand the story in detail. When using the terms and going over this as a class, students
were understanding how to understand the main idea and details in the story. The class
completed the anchor chart together in order for the teacher to model the assignment. A
scoring guide, along with an answer sheet, was used in order to check for understanding of the
students recalling information from a read aloud in order to find key details of multi-paragraph
texts. The teacher provided immediate feedback on the soring guide as they were turning them
in when being completed. The students who struggled with certain vocabulary words and
questions would conference with the teacher one on one in order to improve their
understanding. The teacher looked at the students work before they headed back to their
desks, so no scoring guide was used for this assessment. Student 1 was provided to put in extra
detail along with complete sentences to meet her needs. Student 2 was asked to sit at his desk
when completing the anchor chart in order to not cause distraction. He was also asked to
control his behavior.
Science

0bjective:
After watching a short video as a whole group on how weather changes, TSWBAT observe and describe the
states of water evident in the atmosphere with the use of an anchor chart with an 80% accuracy.

Rationale:
The formative assessment that was used for science was an anchor chart. The students worked on this on
their own after watching the video up on the SmartBoard. Before the students headed back to their seats,
the teacher went over some questions after to see if students understood. The teacher candidate also asked
if they had any questions. The teacher candidate used a checklist as the scoring guide for the formative
assessment. The students worked on their own in order to show they understand the states of water evident
I the atmosphere. The students worked alone on this assessment and did not receive a differentiated scoring
guide. The two students worked on their own but was provided with help if needed. By discussing the video
with the classmates after it was shown, the students were able to observe and describe the states of water
evident in the atmosphere.

STATES OF WATER DEFINITION

EVIDENT IN ATMOSPHERE

Water Vapor (Gas)

Liquid Water (Liquid)

Ice (Solid)
Math

Objective:
When given an exit slip, TSWBAT solve problems using the four steps of problem solving when involving
dimes, nickels and pennies. TSW use $ and ¢ symbols correctly, with an overall accuracy of 100% to show
they have mastered the content before moving on.

Rationale:
The formative assessment was given in a form of an exit slip. Before this, students worked with
sorting coins into categories such as pennies, nickels and dimes, broke apart word problems in
order to solve easier and applied the four steps to problem solving. The teacher candidate used
a rubric in order to check the students answers and to determine for student understanding. A
differentiated scoring guide was not used for this assessment, as all students completed the
same exit slip. The teacher candidate used this in order to see if students are understanding the
material and is ready to move on to adding quarters into the mix for this lesson to be
completed. The 2 students were able to take what they learned from the lesson and be able to
solve word problems by breaking them down in order to solve for the answer. Student 2 was
provided with support if needed so his behavior did not increase negatively.