Language Arts:

a. Learning Objective: In the process of reading a story and discussing

story elements, students will be able to describe the characters,
settings, and events in a story by illustrating a scene from the story,
Mice and Beans with 100 percent accuracy.
b. Assessment Description: Students will collaborate in small groups
(3-4 students) to visually represent a scene from the story "Mice and
Beans." On chart paper, the students will integrate key story elements
such as characters, setting, and events. Through this hands-on
activity, students will deepen their comprehension by visually
interpreting the narrative and translating it into an illustration.
c. Rationale: By asking students to illustrate a scene from the story on a
large piece of chart paper, the assessment encourages them to engage deeply with the text. Illustrating
requires students to visualize the characters, setting, and events described in the story and translate those
mental images onto paper. This process essentially involves understanding and absorbing the story
elements.
d. Description of Scoring Guide: TTW walk around the classroom and go to each group and ask questions
based off of the checklist. The scoring guide will enable the teacher to assess students' comprehension by
observing their ability to accurately depict characters, settings, and events in their illustrations. By asking
probing questions based on the checklist, the teacher can gauge students' understanding of these story
elements and provide targeted feedback for improvement.

Criteria Yes No Comments

Can they describe and name the characters in their illustration?

Can they identify the setting in their illustration?

Can they explain what is happening in their illustration?

e. Discussion of Differentiation: For students who are advanced in reading will be assessed using a
differentiated checklist. The scoring guide includes differentiation by prompting them to incorporate
additional details such as specifying the day of the week their illustrated scene occurred. This further
challenges their comprehension skills while accommodating their higher proficiency level.

Criteria Yes No Comments

Can they describe and name the characters in their illustration?

Can they identify the setting in their illustration?

Can they explain what is happening in their illustration?

Can they identify the day of the week their illustration took place?
 Social Studies:
a. Learning Objective: In the process of viewing a Powerpoint, students will be able to understand the days of
the week by completing a worksheet with 100 percent accuracy.
b. Assessment Description: Students will participate in a
hands-on activity where they arrange the days of the week
in chronological order on a one-week calendar worksheet.
By cutting out and placing the days correctly, students
reinforce their understanding of the weekly cycle, starting
with Sunday as indicated. Additionally, they will express
personal preferences by writing their favorite day below the
calendar, connecting their learning to their individual
experiences.
c. Rationale: This hands-on activity allows students to engage with the material actively, reinforcing their
understanding of the days of the week in a visual and tactile manner. It requires students to not only
recognize the names of the days but also understand their order within a weekly calendar, thereby fulfilling
the learning objective effectively.
d. Description of Scoring Guide: Teachers will utilize a rubric for assessment purposes. This rubric will
evaluate students' accuracy in placing the days of the week on the calendar worksheet. Students who
correctly place all days will receive the highest score, while those who accurately position fewer days will
receive lower scores accordingly.

0 Points 1 Point 2 Points 3 Points 4 Points

Student did not put Student put 1-2 days Student put 3-4 days Student put 4-6 days Student put all the
any of the days of of the week in the of the week in the of the week in the days of the week in
the week in the correct spot. correct spot. correct spot. the correct spot.
correct spot.

e. Discussion of Differentiation: To accommodate students with fine motor skill challenges, an alternative
assessment method will be provided. Instead of cutting and pasting, these students will verbally identify the
days of the week in order, allowing them to
demonstrate their understanding without a
barrier. Teachers will make anecdotal notes
to track their progress and provide
necessary support. This differentiation
ensures fair participation and assessment
for all students, addressing diverse learning
needs within the classroom.
 Math:

a. Learning Objective: In the process of comparing different

lengths of an object the students will identify the longest and

shortest object with a third object with 100 percent accuracy.

b. Assessment Description: Students will participate in a

Kahoot quiz focusing on comparing lengths, applying the

knowledge acquired during the lesson. Through interactive

questions, students will demonstrate their ability to identify

the longest and shortest objects among a set, thereby showcasing their understanding of length comparison

concepts. The Kahoot format provides a dynamic platform for assessment, fostering engagement and

enabling immediate feedback for students to monitor their progress.

c. Rationale: Kahoot quizzes are interactive and engaging, allowing students to apply their knowledge in a fun

and competitive environment. By answering questions about comparing different lengths of objects,

students demonstrate their understanding of the concept of length comparison. The quiz format provides

immediate feedback, enabling students to assess their own understanding and make corrections as needed.

d. Description of Scoring Guide: Following the Kahoot quiz, students will engage in self-assessment using a

rating scale to evaluate their understanding of comparing lengths. This self-rating scale enables students to

reflect on their comprehension and assess their confidence in the topic. One being that the student doesn't

understand how to compare lengths of objects and 3 being that the students understands how to compare

lengths very well.

1 Point 2 Points 3 Points

I don’t understand how to compare I understand how to compare I understand how to compare
the lengths of objects. lengths somewhat, but I am not lengths very well and could explain
completely confident. it to someone.

e. Discussion of Differentiation: To accommodate students with reading difficulties, an alternative scoring

guide will be provided using a thumbs up/down method. This simplified approach allows students to

express their level of understanding non-verbally,

ensuring equitable participation and assessment.

 Science:
a. Learning Objective: In the process of participating in stations, students
will understand the different ways that objects can be moved by
completing two worksheets with 100 percent accuracy.
b. Assessment Description: Students will engage in completing two
worksheets as part of stations, aimed at comprehending the various ways
objects can be moved. The first worksheet prompts students to analyze
images and decide whether the illustrated motion is a result of a push or a
pull. The second worksheet requires students to match motion-related
words with corresponding pictures, reinforcing vocabulary and enhancing
comprehension of different types of movement.
c. Rationale: The first worksheet helps students figure out if something in a picture is being pushed or pulled. This
helps them learn about the different forces that make things move. When they can tell the difference between a push
and a pull, it shows they understand how things move. The second worksheet has students match words about
movement to pictures. This helps them remember the words we use to talk about how things move. By doing this,
they get better at understanding how things can move in different ways in real life.
d. Description of Scoring Guide: Teachers will employ a rubric to evaluate students' completion of both worksheets.
For the first worksheet focusing on push and pull identification, students will receive 1 point for each correct
answer, assessing their understanding of basic forces. In the motion cut and glue worksheet, every 2 correctly placed
pieces will earn students 1 point.
Push and Pull Worksheet:

0 Points 1 Point 2 Points 3 Points 4 Points 5 Points 6 Points

Student Student Student Student Student Student Student

circled zero circled one circled two circled three circled four circled five circled six
correct correct answer correct correct correct correct correct
answers answers answers answers answers answers
How Things Move Worksheet:
0 Points 1 Point 2 Points 3 Points

Student placed zero of Student placed 1-2 of Student placed 3-4 of Student placed 5 or all
the motions with the the motions with the the motions with the of the motions with the
correct picture. correct picture. correct picture. correct picture.
e. Discussion of Differentiation: To accommodate students with fine motor skill challenges, an alternative
assessment method will be provided. These students will verbally convey their answers to the teacher instead of
cutting and gluing them, allowing them to demonstrate their
understanding without limitation. The teacher will make
anecdotal notes to track their progress and provide necessary
support.