Lesson Week Formative Assessments

Math

Standard- 2.MD.8 Solve problems with money. a. Identify nickels and quarters by name and value. b.
Find the value of a collection of quarters, dimes, nickels, and pennies.

Learning Objective- Students will find the value of a collection of coins with sums totaling above $1.
Students have previously learned to identify coins by name and by value. Students have previously
learned to find the value of a collection of coins less than $1. On a preassessment, students
demonstrated their knowledge of these previously learned concepts.

Description of Assessment- Students will complete a worksheet which has various problems showing a
collection of coins above $1 that students will find the value of and write the value of. Students will
complete a self-assessment child-friendly rating scale based on their worksheet.

Rationale- During the lesson, students were taught how to find the value of a collection of coins above a
dollar and how to correctly write the determined value. Throughout the lesson, the students identified
coins by name and value in order to find the value of the collections of coins.

Description of Scoring Guide- The scoring guide for this assessment is a child-friendly rating scale. On
the rating scale, there are three “I know…” statements and one “I can...” statements. Under each
statement, students will circle the emoji and label they feel best relates to their ability.

Differentiation- Struggling learners received differentiation throughout the assessment by being giving
prompting. Therefore, there is a differentiated version of the child-friendly rating scale that was given to
struggling learners. It was differentiated by adjusting the statements to three “When a teacher does
___, I know…” and “When a teacher does ___, I can…”. Struggling learners were identified based on a
preassessment taken before this lesson.

Note: Child A from the observation log received a differentiated child-friendly rating scale and
differentiation throughout the assessment through prompting. The student has been receiving
differentiation through prompting in all previous lessons of this topic as well as on the preassessment
itself. Child H from the observation log did not receive a differentiation as the student has displayed an
independent understanding of all previous lessons during the lessons and on the preassessment.
Part of Assessment Worksheet: Child- Friendly Rating Scale:

Differentiated Child-Friendly Rating Scale:

Social Studies

Standard: History 2.1. Time can be shown graphically on calendars and timelines.

Learning Objective- Students will show details from a biography in chronological order on a timeline.
Students have previously learned to sequence events in narrative texts.

Description of Assessment- Students will select important details from the Journeys Curriculum Helen
Keller text and write them onto timeline puzzle pieces which students will then cut and paste in
chronological order into a timeline.

Rationale- During the lesson, students interacted with a slideshow to learn chronological order. Then,
the students listened to a read aloud of a Helen Keller text which was a biography to create a timeline in
chronological order.

Description of Scoring Guide- The scoring guide used to assess the student’s timelines was a checklist.
The checklist determined whether or not student’s timeline was in chronological order.

Differentiation- Struggling learners received differentiation throughout the assessment by being giving
prompting. Therefore, a differentiated checklist was used for struggling learners. It was differentiated by
adjusting criteria from “The timeline was completed in chronological order” to “With prompting from
the teacher candidate, the timeline was completed in chronological order”.

Note: Child A and Child H from the observation log were assessed using the differentiated checklist and
received differentiation throughout the assessment.
Assessment:

Checklist:

The timeline was completed in Yes No

chronological order

Differentiated Checklist:

With prompting, the timeline Yes No

was completed in chronological
order
English Language Arts

Standard: RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Learning Objective- Students will identify and explain the purpose of text features in an informational
text. Students have previously learned to identify text features.

Description of the Assessment- Students will complete an exit slip which asks students to identify a text
feature in the Helen Keller text and how they used that text feature to identify a detail on their timeline in
the integrated social studies lesson.

Rationale- During the lesson, students listened to a read aloud Helen Keller text, which was an
informational text, and used text features within that text to identify details in their timeline in the
integrated social studies lesson.

Description of Scoring Guide- The scoring guide used to assess student’s exit slips was a checklist. The
checklist determined whether or not students identified a text feature within the Helen Keller text as well
as whether or not students correctly explained how they used the text feature they identified.

Differentiation- The class struggled during the lesson to identify text features within the text. After the
teacher candidate identified the text features with the class, the class also struggled to identify how the
text feature could be used for the timeline in the integrated social studies lesson. Therefore, the
assessment and scoring guide was differentiated for the whole class. The whole class of students did not
independently complete the assessment, rather the teacher candidate modeled for students identifying the
text feature and its purpose.
Assessment:

Checklist:
Science

Standard- 2.PS.1: Forces change the motion of an object.

Learning Objective- Students will identify simple machines and how they can be used to create motion.
Students have previously learned the forces of push and pull. Students have also previously learned how
forces create motion.

Description of the Assessment- Students will play an online Kahoot game answering multiple choice
questions which ask students to identify simple machines and how they move objects.

Rationale- During the lesson, students read a text which described each of the six simple machines. The
students also watched a video which showed students a demonstration of each simple machine moving
objects with their unique forces.

Description of Scoring Guide- The scoring guide used to assess the students’ responses during the
online Kahoot game was a rubric. The rubric determined whether or not students could identify simple
machines, whether or not students could identify what simple machines do, and whether or not students
could identify the number of simple machines. All of the above were determined with a range of 5, 3, or 1
point.

Differentiation- Struggling learners received differentiation during the assessment by being given
prompting.

Note: Child A and Child H from the observation log received differentiation throughout the assessment.
Example of Assessment Question on Kahoot:

Rubric: