Student Response and Assessment Tools

Lesson Idea Name: Long Vowel Sounds

Content Area: English Language Arts
Grade Level(s): 2nd grade
Content Standard Addressed:
ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.

Technology Standard Addressed: 3 – Knowledge Constructor

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://get.plickers.com/

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):

I would address Universal Design for Learning by posting my Plickers or any other lessons that I create in a
place that students will have access to look back on for review. This would be helpful for those students who
need more practice or would just like to review a topic that we have discussed in class.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
I could use the Plickers as a pre-assessment to see what the students know about long vowel sounds. Then, to
introduce the lesson about long vowel sounds, we could make a KWL chart as a class and talk about the things
that we already know about vowel sounds. Then, we can do a word sort or other activities on an interactive
board to practice the different vowel patterns. I would ask the students to find words in our classroom or
school that have long vowel patterns. Once we have practiced these patterns and sounds, I will use the
Plickers that I have created as a post assessment to see what the students have learned about long vowel
sounds.
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:

This activity will be used as a pre-assessment to see what the children know about long vowel sounds and a
post assessment to see what they have learned. The students will be asked to answer five questions that will

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be read to them by the teacher. The students will hold up their Plickers card to answer the question and the
teacher will scan the cards to generate the data. When the assessment is finished, the teacher will use the
data to determine where the they need to start the instruction and also how much they have learned.
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):
Which of these words has a long “a” sound? Cat, sad, cape, car
Which of these words has a long “e” sound? Bee, elephant, pen, ten
Which of these words has a long “i” sound? Fig, skin, sit, bike
Which of these words has a long “o” sound? Rock, top, boat, hot
Which of these words has a long “u” sound? Umbrella, unicorn, rug, bunny
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?
This will be used a pre-assessment to see what the students know. I do not want the answers to display
because I don’t want them to be discouraged if they do not get them all right, I just want to see what they
know. The answers for the post assessment will be shown for them to see immediately after answering the
questions as a class.
Describe what will happen AFTER the SRT activity?
After the activity, we will talk as a class about what we know about vowel sounds. Then we can walk around
the school and find words that follow the long vowel sound patterns that we talked about. We could also do
an extension activity where students can make a web of different words that have long vowel sounds. This
SRT can be used for review for the students during the creation of their web if they needed.
How will the data be used?
I will use the data collected from the pre-assessment to plan further instruction. If a majority of the students
answered certain questions correctly, I will focus more on the questions that were a majority incorrect.
Plickers also provides individual feedback so I can see what questions each student answered correctly or not.
I can use this to differentiate instruction. For those who have a clear understanding of long vowel sounds, I
can provide more challenging work. But, for those who are still having trouble with this concept, I can create
instruction that is individualized to where they are on this topic. Plickers is a fun way to see what students
already know or have learned. Therefore, I can also use this as a post-assessment and use the data collected
from that as a way to gauge if the class has grasped the concept and pick out those who may still need more
time practicing.
Describe your personal learning goal for this activity.
Plickers is a new tool for me. I would be using this for the first time alongside my students to see how it goes.
This SRT that I created can be used as a pre-assessment or a post-assessment. What I like about Plickers is the
immediate feedback that I can see as a teacher, but also the students can see if they got correct. This is an
interactive way to see where your students are and how you need to plan instruction.
Reflective Practice:
This tool is a great way for students to see their results immediately and for teachers to collect instant data
on the class. However, there is only so much you can do with Plickers so there needs to be more content in
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the lessons that go alongside this tool. This is a great basis to start the concept of long vowel sounds and
could be extended to a project or lesson about this topic. There are endless ways to assess students, but this
is engaging and makes the students feel less like they are taking a test and more active in the learning. We
can take this learning outside of our classroom and go on a scavenger hunt of the school to find all of the long
vowel sounds that we have in our hallways. Plickers is a great tool to use as an introduction or closure to a
topic, but needs extension to make it effective.

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