Kelsie Hutton

Lesson Week Scoring Guides

Content: Language Arts

Objective: By completing a writing activity, TSW demonstrate their knowledge of the new vocabulary word law by recalling information from the read aloud or from past experiences to answer the writing prompt.

Rational:

The formative assessment tool utilized was an exit slip, which was implemented as a writing prompt. It was used to determine the student’s knowledge of the new vocabulary word law and their ability to recall information from the read aloud, Laws for Kids by Maribeth Boelts or from past experiences. The teacher candidate explained the activity to the students at the end of the lesson by stating that they will need to describe laws that exist in different settings by recalling information from experience or from gathering information from the read aloud. In addition, the teacher candidate explained that they could use their KWL chart for support. The first-grade students were familiar with activities like this one and understood the expectations. The formative assessment provided data on the student’s ability to use information from the read aloud or from past experiences to answer the writing prompt, while also showing their understating of the vocabulary word law. The data was collected by a scoring guide that assessed the student’s ability to produce a writing product that was a complete response using support from experiences or by gathering information from a text and their understanding that rules/laws exist in different settings. A differentiated scoring guide was not used for this assessment, all the student’s work was assessed using the same scoring guide. The formative assessment was differentiated as both Student 1 and Student 2 had the ability to use picture supports for their writing prompts.

Kelsie Hutton

Content: Social Studies

Objective: After listening to the read aloud and while participating in group discussion, TSW brainstorm rules that exist in different settings by verbally identifying two rules they follow outside of school to their turn and talk partner and then during the whole group share while filling out the KWL chart.

Rational:

The formative assessment that was implemented for the social studies content area was discussion-based. The students were expected to verbally identify two rules that they follow outside of school to their turn and talk partner and then to share the rules during the whole group discussion while filling out the KWL chart. The goal of this activity was to make connections between prior experience and new content, in hopes to encourage comprehension. During the discussion time, the teacher candidate visited each group to observe the conversations and take anecdotal notes. The scoring guide assessed the student’s ability to identify two rules they follow outside of school. Since the scoring guide was based on student discussion, it was not differentiated. Instead, the activity was differentiated by the students being placed in ability grouping. Student 1 and Student 2 were placed in groups with higher leveled learners to encourage participation and grade-level conversation of the content.

Kelsie Hutton

Content: Math

Objective: Given eight comparison problems of two-digit numbers, TSW correctly record the results of comparison by using the symbols >, =, and < with an 80% accuracy.

Rational:

The formative assessment was a short math activity that was implemented as an exit slip. The assessment was conducted using iPads. The students completed the 8 problems on a word document by dragging and dropping the greater than or less than alligator to each problem. When the students completed their exit slip, they saved their document on their iPad. The teacher candidate scored their work with a scoring guide that simply assessed their ability to record results of comparison using the symbols >, =, and < . The students have completed similar activities on their iPads; therefore, this assessment was effectively administered. A differentiated scoring guide was not used for this assessment, as all students completed the same exit slip on their iPads. The scoring guide determined the student’s understanding of the learned math skill. Student 1 was given a blank sheet of paper so they could draw the comparison problems on the paper using circles, which was used as a visual support. Student 2 was given manipulatives to create the comparison problems, which was another form of visual support. Both students were given the ability to select their form of visual support.

Kelsie Hutton

Content: Science

Objective: Given a series of 9 pictures, TSW correctly classify them into a category based on the needs of living things by individually completing the picture sort activity with a 90% of accuracy to show what basic needs are obtained from the physical environment.

Rational:

The formative assessment was administered as an exit slip. The exit slip was an activity that required the students to sort 9 pictures based on the needs of living things. The students used scissors and glue to complete this activity. The teacher candidate explained the picture sort activity to the students, and they understood the expectations. The teacher candidate collected the students finished work and used the scoring guide to asses their ability to identify the basic needs of living things. This data was used to determine their understanding of the content taught during the lesson. A differentiated scoring guide was not used for this lesson, but the picture sort did provide visual supports for Student 1 and Student 2.