Lesson Week Assessments – Nina Fallo

ELA Formative Assessment

1. Learning Objective: By participating in a whole class discussion on key details, TSW complete a
graphic organizer to place the events that occur in “If You Give a Mouse a Cookie,” by Laura
Numeroff in order while interacting with the smartboard.
2. Description of Assessment: TSW receive a graphic organizer and image cut outs of events that
occurred in the story “If You Give a Mouse a Cookie,” by Laura Numeroff. TSW complete this
graphic organizer at their seats while following along with the teacher. Each student will also get
called to the smart board to move an event image to the correct spot using the boardshare pen.
3. Rationale: The formative assessment being used in this lesson to provide the teacher with
student’s progression was a graphic organizer. The students used the graphic organizer to show
their understanding on key details and events occurring in the story, “If You Give a Mouse a
Cookie,” by Laura Numeroff. The teacher candidate explained the graphic organizer and how it
was to be used to the students, while demonstrating it herself on the smartboard. With this, the
students were to place the events from the story in order at their seats, while participating with the
rest of the class as the graphic organizer was completed on the smart board as well. Each student
was also called to the smartboard to use the boardshare pen to drag the event given to the correct
spot. This formative assessment was able to display whether students understood key ideas and
events that occurred in the story. A checklist was then used when grading each student’s graphic
organizer.
4. Description of Scoring Guide: The scoring guide used for this formative assessment was a check
list. The check list provided a check in the yes or no area to show whether the students put the
event in the correct spot. There was a spot for each event to get a check for yes or no.
5. Differentiation: A differentiated scoring guide was not used during this assessment, but students
on an IEP or with an identified learning need were only to get 7/15 events in order instead of all
15. Student 1 was expected to complete the activity at her seat mostly on her own with little
assistance. Student 2 was called to the smartboard twice to work with the teacher candidate to
place the events in order. He also received additional support from the co-teaching intervention
specialist in the classroom throughout this lesson.
Social Studies Formative Assessment
1. Learning Objective: By participating in a review of the pre-made anchor chart on goods and
services, TSW determine the goods and services the mouse asks for in the read aloud “If You
Give a Mouse a Cookie,” by Laura Numeroff.
2. Description of Assessment: The left of the classroom will be labeled “Goods” and the right of the
classroom will be labeled “Services.” Image cards from the book “If You Give a Mouse a
Cookie,” by Laura Numeroff will be shown to the class. TSW move to the left of the room if the
image card displays a good or move to the right of the room if the image card displays a service.
3. Rationale: The formative assessment used during the social studies lesson was an observation.
The students reviewed a pre-made anchor chart as a class and looked at images of different goods
and services they were familiar with prior to the assessment. For the formative assessment, the
left side of the room was labeled the “goods” side and the right side was labeled the “Services”
side. The students were to look at the image card that displayed a good or service from the story
and move to the side of the room that they believed the image was. As the students were to move
to the goods or services side of the room depending on which image was shown, there were
examples also displayed on each side of the room to help reinforce each vocabulary term. The
scoring guide used for this formative assessment was anecdotal notes. While the students moved
to the goods or services side of the room depending on the image, the teacher candidate took
anecdotal notes on students understanding.
4. Description of Scoring Guide: The scoring guide used for this formative assessment was
anecdotal notes. The anecdotal notes were taken for each student and focused on misconceptions,
observations, instructional supports, and which cards the students answered incorrect in the goods
and services assessment.
5. Differentiation: A differentiated scoring guide was not used during this assessment, but students
on an IEP or with an identified learning need were given additional time to determine their
answer based on the card shown. Student 1 was expected to complete the activity with little
assistance and to get 15/15 goods and services correct. Student 2 was provided with additional
assistance and prompting throughout the assessment to ensure he was understanding the material.
Science Formative Assessment
1. Learning Objective: When presented with each short-term weather condition, TSW demonstrate
their knowledge on each condition by using clothing items to appropriately dress weather bears in
groups.
2. Description of Assessment: TSW be placed into groups of 5 with 4 different weather stations
labeled around the room. These conditions will be rainy, sunny, windy, and snowy. TSW move
from each station to appropriately dress a bear for the weather condition labeled.
3. Rationale: The formative assessment used for this science lesson was a hands-on activity. The
students were required to work together to dress a bear appropriately for the given weather
condition. After the students appropriately dressed the bear in their group, they would move to a
new station to dress the bear. The teacher candidate also provided the students with a child
friendly rubric as the scoring guide for this assessment. This was used by the students to know
what was expected of them in their group.
4. Description of Scoring Guide: TTW provide the students with a child friendly rubric to follow
along with as they dress their bear at each weather condition station. The rubric will show a green
face on the bear representing that the student dressed the bear correct for the given condition, and
a red face on the bear representing that the student needs additional help with that condition.
TTW circle the green face bear if they get the condition correct, or the red face bear if the student
needs additional help. There will also be a differentiated scoring guide for students who struggle
with staying focused and following along. These students will be given a yellow face bear that
represents that they somewhat understand, rather than getting no points at all if they bear is only
dressed partially correct.
5. Differentiation: Students on an IEP or who have an identified learning need will be able to use the
differentiated rubric. This rubric allows for these students to get some points if they show a little
understanding when dressing their bear for each weather condition. These students can also get
all points or no points, just like the rest of the class. Student 1 was placed in a group of students
that matched her ability level to ensure appropriate and advanced discussion. Student 2 was
placed in a group of students at a higher level to promote higher level conversation and
understanding.
Math Formative Assessment
1. Learning Objective: By the end of today’s lesson, the students will be able to count items in
different configurations to answer how many are included.
2. Description of Assessment: TSW be placed in groups of 3 and receive 4 cards with beads glued to
them in different configurations, along with a recording sheet. TSW count each bead
configuration to determine how many beads are on each card and record their answer on their
recording sheet.
3. Rationale: The formative assessment being used in this math lesson is a hands-on activity
consisting of counting beads in different configurations and filling out a recording sheet. The
students were placed into groups of 3, received a recording sheet, and 4 cards with different bead
configurations consisting of 20 or less beads. The students are expected to count each bead card
accurately and record the number they counted for each group. The scoring guide for this
formative assessment will be a checklist.
4. Description of Scoring Guide: The scoring guide for this formative assessment will be a checklist.
This will consist of students either getting all or no points based on their answer for each
configuration card.
6. Differentiation: A differentiated scoring guide was not used during this assessment, but students
on an IEP or with an identified learning need were only to count 2/4 bead configurations correct
rather than all 4. Student 1 was grouped with individuals at a higher level to allow for higher level
discussion. Then, student 2 was also grouped with students at a higher level to ensure he was
partaking in higher level discussion and had other students to help keep him on track.