Lesson Week Scoring Guides

Language Arts

Objective:
Given sentence frames, TSW produce a sentence that expresses their opinion, by using at least
two reasons obtained from the video and images to support their thoughts and a linking word.

Rationale:
As many classrooms are virtual this year, many students are expected to stay muted for a period
of time. The formative assessment tools selected, Flipgrid and Google Classrooms, were used to
determine the writing skills of the young learners. These online instruments allowed students to
not only produce written work, but express their opinions about the water in Venice, Italy and
Covid-19 through an auditory outlet. After the students had completed a graphic organizer as a
whole-group, they were given several questions to choose from that relates to the students’
virtual field trip to Italy: how Covid-19 has impacted the people, the water of Venice, and their
own experiences with Covid-19. First, the students were to choose a question to answer. The
teacher candidate provided Student 1 with sentence frames to guide their writing process.
Student 2 was expected to write a complete opinion statement with an introduction statement (I
think/believe), linking words (because/and), and two reasons to support their thoughts. The
students would access Google Classroom to answer the question. After the students had finished
writing their answer, they would use Flipgrid to submit their short oral statement. However, it is
noted that the students had difficulty accessing Flipgrid. Instead, the students shared their
answers in class. A checklist was used to collect data to examine the elements within a student’s
opinion statement. As the teacher candidate guided them along throughout the process, the
students worked diligently to produce their sentences. However, the assessment exhibited that
some students would need more practice in expanding their ideas.
Social Studies

Objective:
During a whole-group discussion, TSW categorize both positive and negative effects on a web,
by recalling the environmental information shared through the video and images of Italy’s
famous canals in Venice, as well as their own personal experiences and observations during
quarantine.

Rationale:
The formative assessment tool used for this particular content area was an online interactive
game, Kahoot. To solidify student understand in regards to human activities can both positively
and negatively impact the environment, the class participated in a whole-group graphic
organizer. A thorough discussion was completed that prepared students for the assessment game.
Student 1 and Student 2 both participated in this game and were able to answer all multiple
choice questions. The teacher candidate read both questions and answers to help Student 1
understand the content being portrayed. This assessment device worked well among the class
because it provided a stress-free environment that allowed them to recall information they had
just gathered. The online platform collected data throughout the evaluation and provided a
scoring guide. There were no right or wrong answers for this assessment, but to understand the
knowledge that the students grasped. This assessment proved to be successful among students
when recalling information. However, it is noted that students had difficulty with “all of the
above” questions.
Math

Objective:
During an independent activity, TSW subtract within ten to solve one step word problems, by
demonstrating their understanding through the creation of their own word problem and an image
to represent the problem.

Rationale:
The goal of this assessment was to analyze if students were able to identify “take away from”
phrases by creating their own one-step word problem. With about fifty students in this second
grade class, it has been observed that the young learners work well with kinesthetic and visual
modalities. The class enjoys drawing and working with their hands. After subtracting within
word problems and analyzing “take away from” phrases, the students were to create their own
one-step problem with a “take away from” phrase. Both Student 1 and Student 2 were expected
write a word problem, construct a number sentence, and then draw manipulatives/counters to
solve the problem. The teacher candidate provided Student 1 with sentence frames to guide their
sentence structure. As students completed their work, they used a checklist provided by the
teacher candidate to check their work. Students shared their word problems, so that the class
could solve them together. After this procedure, the students took a picture of their work and
submitted it to Google Classroom for the teacher candidate to examine with a checklist. A
differentiated scoring guide was not implemented, as all students were to complete this
assessment with all elements. This formative assessment clarified that the students are beginning
to understand the context clues within a “take away from” phrase, but still require guidance to
reach full comprehension.
Science

Objective:
During a whole-group science experiment, TSW observe and measure the energy of air through
wind, by identifying wind movements through interactions with various materials.

Rationale:
One of the great things about science is being able to experience the material that was learned
through hands-on, science experiments. However, due to virtual learning, the students are not
able to practice scientific observation in traditional ways. Although, the students were able to
observe and analyze a scientific experiment presented by the teacher candidate, which inspired
the assessment for this science lesson. After remotely participating in a kite building and flying
experiment through voting in a chat box and thorough discussion, the students journaled about
this experience. The class will answer the question, “How was our class kite able to fly with
wind?” Within their journals, the students were reflect upon the experiment (at least 3-5
sentences), include two vocabulary terms learned from today’s lesson, and include a drawing of a
kite flying. The young learners were also encouraged to share what they wrote with the class.
Student 1 was expected to only write about two to three sentences with the use of one vocabulary
term. Student 2 was encouraged to write five sentences about the experiment. The students were
given a checklist to review their work. The teacher candidate analyzed their work through a
checklist. A differentiated checklist was applied for students with IEPs and struggling writers.
This formative assessment proved that the students were able to journal about the experiment and
lesson because they were highly involved with the activity.