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Content: ELA

2. Standard: RL.1.1: ask and answer questions about key details in a text

3. Learning Objective: After the read-aloud, the students will participate in group
discussions and explain the key details on a graphic organizer by getting 2/3 correct.

4. Description of assessment: Each student will get a graphic organizer where they have to
write down three key details from the text, the title of the story, their name, and the date.
The key details will be about the read-aloud read in class. The students have to write the
key details in full sentences. The students were assessed on whether or not they could
find key details in a text.

5. Rationale: The students has earlier in the lesson read a read-aloud and has small group
discussions about what key details were. For the learning objective, the students will have
to write down three key details from the read-aloud onto the graphic organizer to show
they comprehended the text and what key details are.

6. Description of scoring guide: The scoring guide is a rubric sheet. The criteria are that the
students wrote three key details, their sentences made sense, their answers make sense,
and the sentences relate to the story. The differentiated scoring guide is mostly the same
but has that the sentences were finished.

7. Differentiation: The assessment may be differentiated based on student needs. For some
students, the teacher wrote the answers that the student orally said in highlighter for the
student to trace. For the students I observed, the one moved closer to the board to hear the
read-aloud while it was playing so they did not get distracted. The scoring guide was not
differentiated.
Scoring Guide:
Skill Achieved
I wrote down three key details.
My answers make sense.
My sentences make sense
My sentences relate to the story.

Differentiated Scoring Guide:

Skill Achieved
I wrote down three key details.
I finished my sentences.
My sentences make sense.
My answers make sense.
1. Content: Social Studies

2. Standard: SS: 1: Government, CP&S: 8: individuals have a responsibility to take

action toward the achievement of common goals in homes, schools, and
communities and are accountable for those actions.

3. Learning Objective: The student will be able to demonstrate responsibility by

participating in a recycling sorting activity in which they sort the materials into the
correct spot 100% of the time.

4. Description of assessment: The students started off listening to a read-aloud about

recycling. The students will work in groups to complete a recycling sort or pictures of glass,
plastic, and paper items. The students will glue down the items in the correct places. The
students are being assessment on whether they could take responsibility in groups to work
towards the common goal of recycling.

5. Rationale: For this assessment, the students will learn that you can recycle different
materials and that recycling can help us take care of the environment. By sorting the items,
the students are showing they can be responsible and help take care of the environment by
recycling. There were pictures of paper, plastic, and glass that the students had to sort.

6. Description of scoring guide: The scoring guide is an anecdotal notes sheet. The sheet will
contain a number for each student and the teacher will observe the groups while they are
completing their sorts. The criteria for this assessment are if the students were
participating, working in groups correctly, if the items were in the correct place.

7. Differentiation: There is no differentiation for the assessment or the scoring guide, the
students are working in groups to sort different pictures into the correct categories. The
criteria were if the students were working as a group, participating, and if the items were in
the correct place so there is no need to differentiate.
Students What was observed, were the students working in the groups correctly, was
everyone participating, are the items in the correct place.
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1. Content: Math

2. Standard: 1.NBT.2 Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases: 10 can be thought
of as a bundle of ten ones —

3. Learning Objective: The students will work with boom cards to find place value and
determine what each number is by getting an 90% on the online activity.

4. Description of assessment: This assessment is from wow.boomlearning.com. The

students will use their knowledge of place values to complete the activity. The students
will have to click on the correct answers after counting the place values in the boxes.

5. Rationale: After learning about place value, the students will complete the boom cards
assessment. The students will need to answer questions about what each number is by
looking at the tens and ones blocks. Boom cards will give each student their score once
they finished which they will write at the bottom of their scoring guide.

6. Description of scoring guide: The scoring guide is based on the assessment that was
provided by boom cards. The students will log into their assessment and complete it. The
scoring guide criteria is that they know their tens and ones, they got most of the answers
correct, they know the difference between place values, and they will write their scores
on the bottom. The differentiated one is the same but has I could mathc numbers to the
blocks instead of knowing the difference. This is mostly a self-assessment of what the
students know and what the grades were.

7. Differentiation: There is an option where the website can read to the students to help
them listen and concentrate on the assessment. The students can wear their headphones to
have the questions read to them.
Scoring Guide:
Skills Achieved
I know my tens and ones place value.
I got most of the answers correct.
I understand the difference between tens and
ones.
My score was ___.

Differentiated Scoring Guide:

Skills Achieved
I know my tens and ones place value.
I got most of the answers correct.
I could match the numbers to the blocks.
My score was ___.
1. Content: Science

2. Standard: 1.LS.1 Living things have basic needs, which are met by obtaining materials
from the physical environment.

3. Learning Objective: After the video, the students will be able to correctly label the basic
needs of living things by choosing which things an animal, plant, or both need by placing
the pictures into the diagram with 90% accuracy.

4. Description of Assessment: After learning about the basic needs that all living things
have, the students will get an assessment where they have to cut and paste different needs
for plants and animals. For some, they may have the same need so the students will have
to figure out which go in both.

5. Rationale: After learning about basic needs, the students will complete an assessment
where they have to identify which needs a plant or an animal has. The students have to
decide which ones both have as well.

6. Description of scoring guide: The scoring guide is a self-assessment where the students
have to score themselves on whether they think they got all the answers correct. They
score themselves on a 0-2 scale to see whether they did all, some, or none of the
assessment. They have to identify the needs of plants, animals, and both. At the end, they
are shown the answers and that’s when they see if they got them all right.

7. Differentiation: There are two different assessments, one does not have a space for both
while the other one does. Some students need to visually see all the spaces in order to
complete the assessment while others do not. Both assessments have the same
information but are formatted differently depending on the student’s needs. The scoring
guide is not differentiated due to the fact that all the information is the same on the
assessments.
Goals 0 points 1 point 2 points

(I did not) (I did some) (I did them all)

I identified the needs of

animals.

I identified the needs of

plants.

I know which needs

both have.

I got the needs right.