Student Response and Assessment Tools

Lesson Idea Name: Thank You, Mr. Falker

Content Area: ELA
Grade Level(s): 2nd
Content Standard Addressed: ELAGSE5RL2: Determine a theme of a story, drama, or poem from details in
the text, including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
Technology Standard Addressed: 3. Knowledge Constructor Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
Video: https://www.youtube.com/watch?v=abN2aP_Dzd0
Kahoot: https://kahoot.it/challenge/05806331?challenge-id=f3cd642d-0aa7-47eb-b1d5-
333e6d004e94_1592440151936
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 Digital Taxonomy Level(s): ☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing
☒ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
We have been focusing on finding the central theme when reading a literary book and how characters in a
book respond to different challenges. In order to test the student’s knowledge we will take a short formative
assessment based on a book. Students will someone read the book Thank You, Mr. Falker by Patricia Polacco
on YouTube. The class will listen the book two times and then we will do some discussion about the events in
the story.
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
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 Student Response and Assessment Tools
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:
Students will participate in a formative assessment using the “challenge” tool on Kahoot!. I will not put a
timer for this quiz so I can get an accurate response from students. Using this “challenge” tool, students are
able to see if they got the answer right or wrong right away. There will not be a viewing of the class data until
after everyone is finished. Students will use the computers that are assigned to them to engaged in this quiz.
The teacher will walk around to make sure students are on the right track and answer any questions they
have without giving them the answer to the problem. Students will participate in higher order thinking
questions based on the book they just listened to. This activity should only last about 15 minutes since there
is only 8 questions.
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? Since there are no short answer questions, the answers are either right or wrong. I want to
give immediate feedback so students can correct themselves right then and there. This will prepare them for
the upcoming test so I want to eliminate any common misconceptions as soon as possible.
Describe what will happen AFTER the SRT activity?
After the students have submitted their work, we will go over the formative assessment as a class. The
teacher will already have all the data from the students so she will be able to tell what she needs to discuss
even further. Since the teacher will have the student data, she will not spend extra time on a question that
the majority got correct. The teacher will give students some strategies that they should remember for the
upcoming test.
How will the data be used?
This data will be used to see who what the student’s strengths and weaknesses are. The teacher will be able
to differentiate accordingly based on this formative assessment. Students who received a 70% or below will
be grouped together, 70%-80% will be grouped , and 90%-100% will be grouped. The teacher will use these
groups during rotation and facilitate each group differently. This will allow the teacher to give the students
the best instruction to fit their needs before the upcoming test on this topic. Students will be given a printed
copy of their score along with the questions and answers to help them practice. They will also be able to go
back and take this formative assessment again (not for a grade ) to practice at home. While going over the
formative assessment after the students have taken it, I will show them the data for each question to help
them learn.

Describe your personal learning goal for this activity.

My personal learning goal for this activity is to see how much it improves student’s test grades when going
over a formative assessment directly after. I hope to clarify any common misconceptions before the student’s
take the test in a few weeks. As well as, seeing if this would be a good way to gather data in order to
differentiate my classroom. I would also like to see if any students go back to this quiz and take it over again

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to practice.
Reflective Practice:
Giving student immediate feedback will allow them to quickly change their misconception on the topic.
Student’s will not have to wait a couple days to get their grades back and then forget why they choose a
certain answer. I could further extend this project by using this as a summative assessment instead of a
formative one. I could use Quizlet for students to take their test on as well as producing terms and definitions
that they can study before taking the test.

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