Lesson Week Assessments

Content Area: Math

Content Standard: 1.NBT.3- Compare two two-digit numbers based on meanings of the tens

and one’s digits, recording the results of comparisons with the symbols >, =, and <.

Learning Objective: By participating in a hands on, collaborative, comparison activity, students

will be able to compare two two-digit numbers using greater than, less than, and equal to

symbols by correctly identifying the symbol that corresponds to the two numbers.

The students are ready for this learning objective because they have had experience working with

two- digit numbers before. The students are also aware that as you continue to count the numbers

get greater and greater. When given two numbers, the students can easily identify which number

is greater out of the two, which one is smaller, and if two numbers are equal. The students also

work with tens and ones digit every day when they do calendar and they are aware of how digits

in both places, play a big role in how great a number is. It has been determined that the students

are ready to put symbols behind their knowledge when comparing numbers and can do so when

collaborating with their peers.

Description of Assessment: The assessment for the math content area was an interactive, and

collaborative group game. The teacher candidate had a giant blue piece of cardboard where there

were colored fish taped all over it with big numbers written on them. The teacher candidate took

random fish off of the blue cardboard and posted them on the whiteboard for the students to see

with a space in between the numbers. For the assessment, the students were in groups of four and

were given three big alligator symbols that represented greater than, less than, and equal to. The

students were asked to look on the board and figure out the symbol by collaborating with their
group, to decide which alligator symbol went between the two number fish. They repeated the

assessment multiple times while the teacher candidate observed and collected notes.

Rationale: This assessment directly aligns with the learning objective because it is perfectly

targeting the content standard of comparing two two-digit numbers using the greater than, less

than, and equal to symbols. The students participating in the game and collaborating with their

peers to decide on the correct symbol to put in the number sentence directly targets the learning

objective.

Description of Scoring Guide: The scoring guide for this assessment was a “group scoring

guide” but, individual notes could be included on the guide about each students performance in

the activity. The scoring guide consists of sections for anecdotal notetaking where the students

names in the group can be noted. Then there are three specific sections of this scoring guide in

which the students understanding of the lesson is assessed. The sections include: The students

can use greater than symbol for comparison in number sentences. Yes or No. The next section

states, the students can use less than symbol for comparison in number sentences. Yes or No.

The last section states, the students can use equal to symbol for comparison in number sentences.

Yes or No. For this scoring guide, the teacher candidate will take notes of student and group

performance during the collaborative activity and then fill out the scoring guide following the

lesson and analyze the students strengths and weaknesses.

Differentiation: For this specific formative assessment, I did not see the need to differentiate for

the students. I felt because it was a collaborative, group assessment the students could assist each

other and combine their strengths and weaknesses to be successful in the assessment. When it

came to the specific student Adrian that has behavioral issues, I made sure to plan to place him

with calm and collected individuals who don’t care about winning or losing and just try their
best. Then, I planned on placing Meshel with students who are very focused and determined to

try their best, so she doesn’t get discouraged and continues to follow along. I also included

another formative self-assessment at the end of the lesson where I provided differentiation for

specific students in the class who struggle with writing, instead I gave them the option to draw.
Content Area: Science

Content Standard: 1.PS.2- Objects can be moved in a variety of ways, such as straight, zigzag,

circular and back and forth.

Learning Objective: By participating in an interactive experiment, students will be able to

identify that objects can be moved in a variety of ways by correctly explaining the movement of

an object and the reason behind it.

The students are ready for this learning objective because they have participated in interactive

hands on activities multiple times, and they have been able to conclude information from the

lesson each time. It could be seen the students were also ready for this lesson because they are

aware of what motion is and what it looks like. The students are also aware of how to write about

what they learned, and this will assist the students when it comes to the assessment of the

learning objective.

Description of Assessment: The assessment for the science content area is an individual short

writing exit slip. The exit slip is titled Sell Me Science Class and then the students were asked to

write a short commercial about what they learned in science class, then they draw a picture of

their favorite part.

Rationale: This assessment directly aligns with the learning objective because it is being used to

focus in on the students understanding of the lesson. The students will participate in various

different experiences in this lesson and they will be assessed on how they can use these learning

experiences to explain their knowledge. The students are asked to write a “commercial” about

science class to express everything they learned and will be graded with a rubric that targets the

aspects of the learning objective which is learning how objects can be moved.
Description of Scoring Guide The scoring guide for this assessment is a checklist that included

three main sections. The first section states, “The student reflects understanding of the lesson

through written response”. The second section states, “Created an image that goes with the

commercial”. The last section states, “Alignment of writing and drawing in the exit slip”. Then

there is a section at the bottom of the scoring guide where additional comments and notes could

be made about the individual students exit slip score.

Differentiation: In the lesson plan, I planned on differentiating this formative assessment in a

way that targets learners who are struggling with understanding new concepts. This

differentiation would require differentiating how the student completes the assessment and the

overall product of the exit slip as well. The exit slip assessment would be differentiated by giving

students the option to say their commercial aloud instead of writing it down with paper and

pencil. Then, the students could still be able to draw an image that goes along with this

commercial. There are various students in the first grade classroom who are behind because of

the pandemic and other personal experiences and so they are behind in their writing. These

students also have been learning on online for a majority of their schooling experience, so

learning in person is difficult for them. So, some learners who are struggling in writing and are

experiencing a learning delay, would feel less overwhelmed when completing the differentiated

version of the exit slip. The new scoring guide would feature three sections, but they would be

slightly adjusted. The first section states, “Reflects understanding of the lesson through oral

response”. The second section states, “Created an image that goes with the commercial”. The last

section states, “Alignment between spoken commercial and the drawing”. Then there is also a

section at the bottom of the page for additional notes and comments. Meshel opted to say the

commercial aloud instead of through a written response. This was helpful to her because she
tends to be a perfectionist and will not write unless there is a teacher assisting her, to ensure she

gets no questions wrong. Adrian wrote his answers like a majority of the class because he

doesn’t like to be that social and would just rather write the work out on paper.
Differentiated
Scoring Guide
Content Area: Social Studies

Content Standard: SS (Spatial Thinking and Skills): 4. Maps can be used to locate and

identify places.

Learning Objective: By participating in a map reading activity, students will be able to locate

and identify places on map by following their designated paths and ending up at their assigned

location in the classroom.

The students are ready for this learning objective because they have a classroom map in the

classroom that they stare at every day. They can name the places on the map and it has even been

observed that the students can make their own maps. The preassessment administered to the

students weeks ago showed that they are able to locate objects on a map and could use a bigger

challenge. They are ready to move onto locating specific places on a map and navigating to their

designated path like the objective states.

Description of Assessment: The assessment is that the students will each be given their own

map of images from the storybook Little Red Riding Hood and then they will have to find their

predesignated locations circled on their own map around the classroom. The students are asses

on if they can correctly read the map and follow it to the correct and precise location.

Rationale: This assessment directly aligns with the learning objective because the students will

be showing their understanding of maps through interacting with one. Each student will follow

their specifically designed map path to a designated location in the classroom. This interactive

and collaborative activity will assess students understanding of the lesson and the content

standard. The students will be able to locate places on a map by playing along in the classroom

map around the room assessment.

Description of Scoring Guide: The scoring guide is a child friendly rubric in which the students

could specifically see their scores and why they scored that way. The rubric has three specific

sections that the students will be scored on. The first section states, “Found and went to the first

location” and then there is a thumbs up next to this section with three possible points available.

The second section states, “Found and went to end location” and then there is a thumbs up next

to this section with two possible points available. The last section states, “No errors” and then

there is a thumbs up next to this section with one possible point available. Then next to each

thumbs up section there is a thumbs down section which would be circled when students did not

fulfill what the rubric asked, resulting in a score of zero for each thumbs down sections.

Differentiation: The differentiation of this lesson was targeted towards students of different

ability levels. Students will be provided with maps with only one place circled to relocate to

instead of two designated places for the students to travel. The new differentiated scoring guide

would feature two different sections. The first section would state, “Found and went to location”

and then there is a thumbs up next to this section with four possible points available. The other

section states, “No errors” and then there is a thumbs up next to this section which would be

circled and worth two points. Then next to both thumbs up section there is a thumbs down

section which would be circled when students did not fulfill what the rubric asked, resulting in a

score of zero for each thumbs down sections. Both of the students grasped the concepts very

well, and neither Meshel or Adrian needed the differentiated assessment. They were both ager

and confident to participate.

Content Area: ELA

Content Standard: RL.1.7- Use illustrations and details in a story to describe its characters,

setting, or events.

Learning Objective: - After a read aloud, the students will be able to use illustrations and

details in a story to describe its setting by completing group work with their table.

The students are ready for the ELA objective of settings because they have prior learning

experience describing what setting is and attempting to pick it out of books, they read in class all

the time. The students are going to be using their comprehension skills and identifying

illustration skills to complete the assessment.

Description of Assessment: This assessment is technology based. All the students in the

classroom have their own chrome book, so they will use these chrome books to complete the

assessment. A Padlet will be made for the students that states, “List the six settings from the

book we just read and discussed Little Red Riding Hood”. The students will work in a small

group of four people and type their answers and post them to the Padlet.

Rationale: This assessment aligns with the learning objective because it is directly targeting the

student’s ability to identify a setting using details and illustrations from a text. The students will

attend a read aloud of the story Little Red Riding Hood prior to the formative assessment Padlet

and the teacher will hold an open discussion of how details and illustrations contribute to the

setting. Then, the students will have to take this knowledge and complete the Padlet question in

which the six different settings of the story have to be identified.

Description of Scoring Guide: The scoring guide for this assessment will be an observation

with anecdotal notes. The teacher will mark down the students answers and any common

misconceptions that were obvious in the Padlet posts.

Differentiation: There was no differentiation needed for this specific assessment. It was very

simple, and I felt that there was no reason to adjust it because it could target all types of students.

The activity involved using pictures, words, and the concrete object of the book to answer the

question. There also only had to be one student typing on the chrome book in each group while

the rest were devising the answers and collaborating. When it came to Adrian who has

behavioral needs, he was the designated “type person” of the group because he likes to be in

control but also share his thinking with others. So, this assessment targeted his needs directly.

Meshel likes to be able to talk and explain herself. So, she let someone else take control of the

typing while she talked through her answers and solely focused on justifying herself.