Lesson Week Assessments

Content: Mathematics

Standard: 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and

write numerals and represent a number of objects with a written numeral.

Differentiated Standard- 2.NBT.2 Count forward and backward within 1,000 by ones, tens, and

hundreds starting at any number; skip-count by 5s starting at any multiple of 5.

Learning Objectives:

1. By completing the Kahoot game, TSW demonstrate their knowledge of counting by 10s

to 120 by identifying the written numerals that represent the objects listed.

2. (Differentiated objective)- By completing the Quizizz game, TSW demonstrate her

knowledge of counting by 10s to reach 1000 by identifying the written numeral of the

objects listed.

Short Description of the assessment:

The students were assessed on their ability to demonstrate their knowledge of counting by tens to

reach one hundred twenty. They are aware of the ten-frames and what they represent. Students

are able to distinguish the total number by using the ten frames to reach that number. After the

completion of the workbook pages, the students had a technology-based assessment. They saw

pictures of ten frames and had to choose the correct number that was associated. The students

had to choose the corresponding number with the correct written numeral. For the advanced

student, she had to extend the counting sequence a bit further by attempting to reach 1000.

- https://create.kahoot.it/details/counting-with-10s-to-120/13681f66-73ae-490c-a7c2-

59837b4725b2

(Differentiated technology-based assessment)-

https://quizizz.com/join/quiz/6060dce7001c51001f837496/start?studentShare=true
Rationale:

The students have previous experience with counting by 1s, 5s and 10s. They previously used

base-ten blocks, hundreds chart and number lines to help them with counting starting at any

number. The lesson was expanding on the counting sequence to one hundred twenty. The

assessment was evaluating their progress with the counting sequence. It was used to have the

students show their knowledge of using the ten-frames to count up to one hundred twenty. The

students had to select the correct number that corresponded with the right written numeral. The

incorporation of technology will help the students to build the necessary skill of knowing how

and when to use it appropriately. They are also experiencing critical thinking, decision making

and problem-solving skills while playing the Kahoot game. Child 2 was using the same

assessment as the other students since he is at grade level for first-grade. This student just used

tens to reach 120. The one advanced student used the ten frames to reach 1000.

Description of scoring guide:

The teacher completed a checklist about the math standard for the lesson. The teacher placed a

checkmark next to each of the statements under the category that they meet. The criteria listed

will consist of the activities and standard. The educator evaluated the students based on the

following criteria: “I did it!” or “I need to work on it!” The teacher analyzed if they were able to

use tens to count to 120. They were able to indicate the corresponding written word of the

number. The teacher chose if they were able to use the ten-frames to count as most of the

students were counting the ten frames before they chose an answer.
 Differentiated Scoring Guide

Differentiation

As a first grader, they are responsible for knowing how to count by tens to reach one hundred

twenty. Child 1 in my observation log is very advanced in the curriculum. The assessment for

that student is differentiated as she is able to count above one hundred twenty. She is able to

complete assignments before everyone else. The differentiated assessment had the student use

the ten frames to skip-count to 1000. While the other students are completing the Kahoot game,

she completed the Quizizz game on skip-counting to 1000. Since she is advanced, she focused

on second-grade math material. The checklist on the left is for the students that are at or below

grade level. The checklist on the right is for the student that is above grade level.
Content: English Language Arts
Standard: RL.1.1 Ask and answer questions about key details in a text.
Objectives:
1. When participating in whole group instruction, TSW listen and answer questions about

the text, Lilly’s Purple Plastic Purse by Kevin Henkes, by raising their hands and

identifying key details in the text.

2. As a whole group, TSW ask/provide questions that they would ask the main character,

Lilly in the story by providing key details from the text.

Short Description of the assessment:

The students were listening to a read aloud with the book titled Lilly’s Purple Plastic Purse.

They were asked various questions throughout the reading of the text to determine their ability to

identify key details in a text. Following that, the students were responsible for coming up with

questions to ask Lilly about the story. Since the questions that were asked by the teacher

candidate related to the story, they were able to come up with questions to ask Lilly if they had a

conversation with her. The students are able to pick out key details throughout the story along

with the main idea. Child 1 used the assessment on the left by writing five questions. Child 2

used the assessment on the right by writing three questions with question starters. This student

has a difficult time with writing independently. The teacher candidate would walk around the

room to assist the students in thinking of questions. Child 1 needed no assistance with the

questions.
Rationale:

As a first-grade standard, the students have to be able to answer and ask questions about the key

details in a text. Throughout the read aloud, the students answered questions about the theme,

key details and plot. The activity required them to know how to ask questions and what to

include in a question. The teacher candidate reviewed all of the types of question words with

them by showing anchor charts under the document camera. This assessment was used to put

together their knowledge of the story. The focus throughout the read aloud book was taking

responsibility for our own actions. Lilly is responsible for her actions as she reaches badly to her

belongings being taken away. She wrote Mr. Slinger an apology note and gave him tasty snacks.

The students will include key details from the story through the questions for Lilly.
Description of Scoring Guide

The teacher candidate used a rating scale to indicate her feelings about how the students did with

the lesson and activities. The teacher candidate circled a smiley face if they understood

everything, unsure face if she believed that they understood some of it but needs reinforcement

and a sad face for not understanding anything. Both of the rating/feeling guides go through all of

the details for the lesson. The teacher candidate rated if they were able to use/define key details,

write three or five questions and if they were able to answer the questions from the discussion

appropriately. The teacher candidate used the same criteria of using/defining key details and was

able to answer questions appropriately with the exception of asking three questions to Lilly using

the sentence starters provided.

Differentiation

The students in my class have a hard time formulating questions and sentences on their own.

Those students would receive question starters. They are only required to write three questions

about Lilly. The question starters would help them to focus on the certain type of questions to

ask without having to worry about which one to choose from. The anchor charts of the words

and their meanings would be displayed on the board for the students to visualize while they were

writing their questions. If those students are given prompts, it will help them to facilitate their

sentences or questions.
Content: Social Studies

Standard: 8. Individuals have responsibility to take action toward the achievement of common

goals in homes, schools and communities and are accountable for those actions.

Objective: Following the viewing of the read aloud, TSW answer the questions on the

worksheet by filling-in-the-blanks and matching the correct answer (responsibility worksheet) to

the sentence to show how someone takes responsibility for their actions at home, school and

community.

Differentiated objective- Following the viewing of the read aloud, TSW match the correct

answer to the corresponding sentences and write a short answer response by explaining how

someone could takes responsibility for their actions at home, school and in the community.

Description of the assessment: The students listened to a story about Lilly’s Purple Plastic

Purse which explains how Lilly got her belongings taken away. She was responsible for her

actions because she did not do her daily after-school activities. She wrote Mr. Slinger an

apology note and also baked him tasty snacks. The students recognized the responsibility

associated with home, school and community. They were asked to fill-in-the-blank for part A

and identify the right word that fits in the sentence. Secondly, they were required to match the

correct letter to the statement about the type of responsibility. The formative assessment was

shown through the projector screen as it was completed through whole-group. The students

raised their hands to answer. It was strictly student-centered. Child 2 was a part of the whole

group session. Child 1 completed the worksheet on her own. This student was required to match

the correct answer to the corresponding sentence and provide a short answer for how someone

could take responsibility for their actions at home.

Rationale: As an Ohio first-grade standard for social studies, the students are required to learn

about taking responsibility for their actions and then being accountable for those actions. The

students enjoy learning information through stories. An interactive read aloud gets them

engaged because it is teaching them about content indirectly without formally having a lecture.
Read alouds help the students try the language that is present in the content. It gives them the

chance to make connections to their lives and voice their opinions. The assessment structure is

something that the students are used to doing in their first-grade classroom. They like to

circle/cross out/match and write answers in the blank. With that, it helps them with the reading

process since they are learning the foundational skills of reading.

Description of scoring guide:

The teacher filled out the rating scale for the students. The teacher rated the students based on

the outcomes on their assessment. The teacher used the criteria of both responsible places and

behavior. The teacher had the students match the correct responsibility that would have happen

at home, school and community. The students had to match the correct letter to the right

responsibility where it would take place. There are two responsibilities for community/around

the word such as: you can pick up trash in public places and children in Japan sometimes help

their families by picking up groceries or supplies for dinner. There are two responsibilities for

school/playground such as: at your desk, you keep your things neat and play nice. There is only

one responsibility for home which is: you have to complete your homework. The students

received both stars if both of the answers were correct. If they only got one correct, they

received only one star. If the students receive none of the answers correct, they received a star

but will have to conference with the teacher. The teacher will explain that in the comments

section on the scoring guide with a highlight. For the home responsibility, they will receive both

stars for the correct answer. There are four fill-in-the-blank sentences. The students will receive

all four stars if they get them correct and the number of stars will vary according to the number

of sentences they get wrong. Once again, the teacher will explain information in the comments

section according to the assessment.

Differentiation: There is one student in the class that is advanced. She is the only one in the

class that is not on a reading intervention plan. She is the one that needs a little bit more

challenge. She is able to write in full sentences. As a strategy for differentiation, I would

require her to write a sentence about a responsibility and how someone could be accountable for

that action. The differentiated assessment will look slightly different as there would not be a fill-

in-the-blank section on her sheet which is the same as the rest of the class. This student will be

doing it independently as the rest of the students will be doing it with the teacher.
Differentiated Scoring Guide
Content: Science

Objectives:

1. By imitating a bird, TSW demonstrate that living things survive in environments that

meet their needs by using a variety of materials that identify the bird’s stomach, beak and

food by completing the corresponding worksheet.

2. By working independently, TSW complete a worksheet about how birds survive when

their needs are met by matching the different beaks to the appropriate food.

Description of the assessment:

While the students are completing the activity of acting like a bird, the teacher used her checklist.

They were responsible for using the appropriate beak to pick up food such a wide or flat beak is

used for scooping food while a pointy beak is for picking food out. The teacher would have

added a cut and paste section about the habitats where the bird would find the food instead of a

verbal response. The lesson was completed as a whole group, yet the students filled in the

information independently. Child 1 and 2 were involved in the whole group activities. The first

worksheet was used as an assessment guide throughout the activity of imitating a bird. The

second worksheet was at the completion of the entire lesson. They were responsible for picking

the right beak that goes with the appropriate food. They had to provide an explanation as to how

we could distinguish what food a bird eats. The learners that have a hard time with writing

words down, they would verbally tell me the statement.

Rationale: While in first grade, the students are required to know that living things survive in

environments that meet their needs. The students will be acting like a bird by using straws (bird

food) and beads (rocks) to show the daily experience of a bird. They will be able to distinguish

the best way to gather food by the hands-on activity. Students grasp information better through

hands-on learning. The worksheets are used to show their learning. The students are familiar

with using worksheets of many different types. The students don’t get the opportunity to do

science very often, so it was something that was entertaining for them to do while learning at the

same time.
Description of scoring guide:

Due to the students not having science very often, the students will be using the same scoring

guide. The criteria for the scoring guide would be on if the students were able to identify the

correct bird, the corresponding food that match their beak along with the habitat/environment

where they would find the food. The teacher will use their assessment to base the information

for the scoring guide on. The teacher will be using a rubric to show how the students did with

the assessment. There will be twelve points allocated for the assessment. There are four birds
with four different kinds of food and four different habitats.

Differentiation: Some of the students have difficulty thinking of how to write sentences,

especially on their own. As a strategy for differentiation, the students would be able to explain

the positioning for each of the birds, their foods and habitats. This would be helpful for Child 2

as he has a difficult time with writing and reading due to his speech impairment. There are a few

students that are below first-grade level that would benefit from this strategy as well. The
teacher candidate would be able to give additional feedback that they need in order to be

compared with their peers. Child 1 would have no trouble with completing on it her own.