Student Response and Assessment Tools

Lesson Idea Name: Long vowel or Short vowel?

Content Area: Reading Foundational
Grade Level(s): Kindergarten
Content Standard Addressed:
ELAGSEKRF3 Know and apply grade-level phonics and word analysis skills in decoding words.
b. Demonstrate basic knowledge of long and short sounds for the given major vowels.

Technology Standard Addressed: (resource page)

3-Knowledge Constructor
Selected Technology Tool:
☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
N/A
Technology that student will use to respond to questions/prompts:
☐ Computer ☐ Hand-held student response system (like iRespond) ☐ Phone ☒ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☒ Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL):

Engagement: This lesson provides the students with multiple means of engagement because the students are
excited and interested in using technology. The students see the SR tool as a game and not so much an
assessment that they have to do. They want to learn through technology. This keeps them motivated to
complete the tasks with their best effort and not just guess on all of the questions. The lesson also includes
mastery-oriented feedback and allows students to self-assess their results based on the immediate feedback
they receive. The students do not have to wait until the teacher gets around to grading the assessment,
because they get the feedback right away and can work on the areas they did not understand.

Representation: The Socrative tool being utilized in this lesson allows for multiple means of representation
because the students are using technology in order to complete the formative assessment. Socrative allows
for both auditory and visual representation because the assessment includes text but can also include images
to the questions to help meet the needs of each student. This lesson activates students’ background
knowledge by having them identify the five vowels, but it also builds background knowledge by providing new
information about short and long vowels, allowing for greater comprehension of the content.

Action and Expression: This lesson allows access to tools and assistive technologies as Socrative can be used
on phones, laptops, desktops, or tablets. This could be a good tool for students who struggle with written
assignments because they just have to press a button to answer the question. The use of Socrative also allows
teachers to monitor the progress of each student more closely because the scores are given automatically
and the teacher can review results and save the data to refer to later if needed.

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Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to this activity, I will do a review with the students on short vowel sounds and long vowel sounds. This
will be done in the form of a PowerPoint presentation. The PowerPoint will start by listing the five vowels as a
reminder for the students. It will then focus on each vowel independently with images of words that create
the long vowel and the short vowel for each of the five vowels. The students listen to the teacher saying each
word slowly out loud, making sure to focus on the vowel within the word. The students will then repeat the
word making sure to exaggerate the vowel sound so that they can hear it for themselves and also know how
to say the sounds. When the PowerPoint has been shown and the students seem to have an understanding of
the content, they will each be given an iPad to complete the Socrative “Long vowel or Short vowel?” activity
as a formative assessment.

Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

During the Socrative activity, the students will each have a classroom iPad because they will be completing
this activity individually in order for the teacher to assess the understanding of each student. The activity will
be teacher-paced so the teacher will be in control of the speed of the formative assessment. The students will
not be able to move on to the next question until each student in the classroom has finished the question.
The length of the lesson will be about ten minutes, there are ten questions that the assessment will ask.
Type of questions/prompts used in this activity (check all that apply):
☒ Multiple choice ☐ Multiple select ☒ True/False ☐ Yes/No
☐ Short open-ended response or fill-in the blank ☐ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):

Right/Wrong answers: Will there be right/wrong answers to these questions?

☐ Yes ☐ No
☒ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
I will give immediate corrective feedback for all 10 of the questions because they are multiple choice and
true/false. I will give feedback right away in order to allow the students to know what they missed and why
they missed the question in order to help clarify things for the students.

Describe what will happen AFTER the SRT activity?

After the SRT activity, I will review the questions that were missed among the students in order to help clarify
any misconceptions (the student will not be able to see who missed the questions). This review will help me
find where the students weak spots are in order for me to reteach the content focusing on that part in
particular. The students will be able to ask any questions that they may have, and then given a fun short
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vowel and long vowel worksheet to complete as homework and turn in. This will prepare them for the
summative assessment at the end of the unit.

How will the data be used?

Because this is a formative assessment, the data that is collected will be for me to check the individual
understanding of my students, and to help cover any misconceptions among the class. It will also help me
guide my instruction if students need extra practice later on. This formative assessment will not be used as a
graded assessment, as stated above it is just for the use of the teacher to help guide further instruction. If
based on the assessment there is individual data that shows a student is really struggling with the content and
that student may need intensive support, the teacher will differentiate the lesson for that student by working
with them one on one or in a small group of students struggling with the same information. After the teacher
views the immediate feedback, he or she will show the students the commonly missed questions, providing
them with the correct answer and an explanation.
Describe your personal learning goal for this activity.
By using the Socrative assessment tool, I am utilizing technology in the classroom by creating a technology-
based assessment, something that I have not done before. In school growing up, especially in Elementary
school, we did not have many opportunities to engage in academic learning through technology. I have really
only had experience with written or oral assessments that had to be graded later and the teacher did not give
immediate feedback. My goal is to use the Socrative tool to engage my students more efficiently and also
speed up their learning with quick feedback.
Reflective Practice:
I feel that this lesson idea will be able to impact student learning in a positive way. It engages the students in
a fun assessment, but also an effective student progress monitoring for the teacher. The immediate feedback
that it provides can help guide instruction in the classroom daily. It supports student learning in the best way
because the teacher will craft future lessons based on the results from the Socrative lesson results. To extend
this lesson, I could have the students participate in a jeopardy game on the smartboard, still using technology
but allowing the students to practice the content.

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