Student Response and Assessment Tools

Lesson Idea Name: Vowel sounds

Content Area: Language Arts
Grade Level(s): 2nd
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://www.plickers.com/seteditor/5cc8b97c7a4aea00046ea579#now-playing
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 attend to UDL by having extra help in my classroom when I use Plickers in order for all students to be
attended to. In addition, I would post the Plickers questions on my classroom blog to allow students to look
back over the questions as a review.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
After briefly talking about vowel sounds, I would use Plickers as a pre-assessment to see where the students
are with the material. Then as a class we would create a KWL chart on the smart board to promote a class
discussion on vowel sounds. Once each student has placed a thought or idea on the KWL chart on the board, I
would split the class into two groups. One group would be short vowel sounds and the other would be long
vowel sounds. Each group would receive a large list of words and they would have to work as a group to
distinguish the words that have long vowel sounds vs. short vowel sounds. Once each group has found their
own vowel sounds, they would present their findings to the class by creating a PowerPoint presentation.
Once the class has practiced their patterns and sounds, I would give them the same Plickers assignment as a
post assessment in order to see how the activities helped them and what they still may need to work on.
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):

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Briefly describe what will happen DURING the SRT activity:
Plickers will be used as a pre-and post-assessment during this lesson in order to gather how well the students
know vowel sounds. The Plickers activity has five questions that will be displayed on the SMART Board and
the teacher will read aloud. Each student will raise their Plickers cards above their heads to reveal their
answers. Once the teacher has scanned everyone’s cards with her device, the results will be displayed on the
board. Each time Plickers is used, it will take five to ten minutes. The teacher will then use the data to
discover where the students are before and after the lesson.
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 word has a long “a” sound? Cat, bake, sad, bat
Which word has a short “o” sound? Home, alone, hot, boat
Which word has a long “I” sound? Bite, drip, sip, dip
Which word has a long “u” sound? Junk, June, sun, trunk
Which word has a short “e” sound? Eagle, leaf, net, eel

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?
For the pre-assessment, the answers will not be displayed because I want to see where the students stand
and don’t want them to get upset if they do not get everything correct the first time.
For the post-assessment, the answers will be displayed after each question for the students to see which
answer was correct and why.
Describe what will happen AFTER the SRT activity?
After the post assessment activity, we will discuss as a class the different vowel sounds we learned about. On
our way to lunch, specials, and recess that day, we will look around the school for words that have long and
short vowel sounds. This will be a fun way to extend their learning outside of the classroom to reveal that
they can see long and short vowel sounds everywhere they go.
How will the data be used?
After the pre-assessment, I will use the date to see what the students had the most trouble on. I will use it to
determine how I split the students into groups and which lists of words I give them.

After the post-assessment, I will reveal the data to the class after every questions and begin a class discussion
on why people got it incorrect. If there are still students struggling more than others after the post-
assessment, I will differentiate their work time the next day to focus on vowel sounds and I will work with
them individually.
Describe your personal learning goal for this activity.
My goal for using Plickers is to immediately receive feedback on how well the students understand vowel
sounds and what they need to work on. Since I have never used Plickers in the classroom before, I would be
learning along with the students on how well it works and if it is a useful tool for the classroom. I also love

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how it engages the students in a different way while also giving them the same questions as I would on a
paper and pencil quiz.
Reflective Practice:
I believe Plickers is a great way for students to immediately see what they have learned and what they may
need to work on a little more. When students take a quiz on paper, they almost immediately forget what they
answered once they turn it in and it takes days for the teacher to grade. Therefore, I believe Plickers is a great
way to slowly work through each question and discuss with the class their answers and why they got it wrong
or right. Students also just think they’re playing a game when they’re really doing an assessment!

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