Lesson Week Scoring Guide

Language Arts
Objective:
By creating an analogy chart the students will recall information from personal experiences of
Halloween and gather new information about Halloween from the text by answering the
question, “why did Halloween begin?” correctly.
Rationale:
The scoring guide used for this formative assessment was a checklist for the teacher
candidate. I created a checklist to use while making observations and taking anecdotal notes of
student understanding during the lesson. I do not have an adapted checklist as there are no
students who would require an adapted or modified lesson/assessment.
Social Studies
Objective:
By reading National Geographic Kids: Halloween, the students will demonstrate an
understanding of traditions by answering questions correctly when called on.

Rationale:
The formative assessment for this content area was completed through observation.
The teacher candidate observed the students during class discussion to determine the student
level of understanding. The teacher candidate observed the students use of the terms such as
tradition, celebrate, cultures. The criteria I was looking for during class discussion was whether
the students were using the terminology accurately and appropriately. I also wrote down
anecdotal notes on students who could explain what traditions we read about in the text about
Halloween.
Science
Objective
By completing the graphic organizer, the students will describe the properties of their leaf with
correctness.
Rationale:
For this formative assessment I used the graphic organizer to assess the students’ ability
to accurately describe the properties of their leaf. Each student had different leaves to choose
from, there were a wide variety colors, sizes, and type of tree leaves, do each student had an
individualized graphic organizer. I assisted the students in taping their leaf to the graphic
organizer and used that to determine whether or not the student described the properties
accurately. I used a checklist which was stapled to the back of the graphic organizer to assess
students. I do not have an adapted checklist as there are no students who would require an
adapted or modified lesson/assessment.
Math
Objective
Given 5 leaves, the students will sort the categories by count of most and least with
correctness.
Rationale:
For this formative assessment I assessed student content knowledge based on their bar
graph completed in class. This bar graph allowed me to assess the students by first asking them
to categorize their leaves into the given colors (red, orange, yellow, green, brown) with the
manipulatives on their desk and then transfer that information onto their leaf color graph. As
students were finishing up classifying the leaves into categories of colors, I asked them to get
out their crayons so they could color the number of leaves collected into the specific categories
on the bar graph given. This allowed me to assess student understanding of vocabulary,
“classify your leaves”, “what category are you placing this leaf in?”
I used a rubric for this assessment, as a way of checking if students were meeting the
criteria based on the bar graph assessment. the criteria I was assessing students on were
sorting leaves by categorizing them by color, counting leaves correctly, and being able to
identify the columns that were greater than and less than. The rubric was then filled out at the
end of the lesson and stapled to the student’s bar graph. All nine students received a
completed rubric on their bar graph. I do not have an adapted
checklist as there are no students who would require an
adapted or modified lesson/assessment.