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Student Response System (SRS) Activity

Name:Alma Leljedal
Grade Level: 6th-8th grade ESOL students
Content Area: English Language Arts
Standards Addressed: TESOL/WIDA Standard 1: English language learners
communicate for social, intercultural, and instructional purposes within the school
setting. Standard 2: English language learners communicate information, ideas,
and concepts necessary for academic success in the area of language arts.
Student Response Technology Used:
Other: type here
Technology that Students will use to respond to questions/prompts:
Hand-held student response system (such as i-Respond)
Tablet (such as iPad)
Other wireless device (such as iPod
Describe the instructional activities that will occur prior to the SRS
Activity and how you will introduce the SRS Activity: Teacher will discuss
common American idioms, and have an interactive multiple choice quiz for
Describe the purpose of the SRS activity (Check all that apply)
Assess Prior Knowledge
Anticipatory Set (Create Interest in a Topic)
Illuminate Common Misconceptions
Formative Assessment of Content
Knowledge (for purposes of differentiation and mastery for ALL students!)
Summative Assessment of Content Knowledge
Test Preparation
Discussion Starter
“Homework” Collection
Additional explanation of purpose (optional):      
Type of session:



Identification of students:
Students will log-in so their individual scores will be available to you after the
SRS Activity will be anonymous
Briefly describe what will happen during the SRS Activity (For example:
What will students do? What will teacher do? What materials are needed? How
long will the SRS activity take?):
Teacher will discuss common idioms in the English language, then informally test
students knowledge with a quick quiz on Socrative. The teacher will then discuss
the correct answers with the students, and have them practice conversation in
groups using the idioms.
Bloom’s Level of Critical Thinking Required (check all that apply). See

Types of Questions/Prompts (Check all that Apply):
Multiple Select
Short Open-ended

response or fill-in-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
Identify the meaning. For example, It's raining cats and dogs. Correct answer: It is
raining very hard or a lot.
Right/Wrong Answers: Will there be right/wrong answers to these questions? :
Mixed (Some will have correct answers, others will not.)
Immediate Corrective Feedback:
Will you pre-select correct answers to some or all of the questions and display the
correct response to the class after the SRS activity?
Why or why not? Class will discuss correct answers, so that they can apply what
they learned in a small group activity.
Use of Data: What data will be collected as a result of this activity. How will it be
used and by whom? (For example: Will information collected from this activity be
used to award a grade? Will the individual information collected be shared with
students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn?
Will you use data to differentiate instruction for students? If so, describe how. )
Data from Socrative can be used to identify what level ELLs are at, and if any
have been progressing conversationally, as idioms are an advanced topic.
Describe what will occur after the SRS activity: Students will form in small
groups to practice idioms among each other.
Describe your personal learning goal for this activity. (For example: What
are you trying that you have not tried before? What do you hope to learn from
this activity? How do you hope it will help students learn? You must design
something that will help you learn something new! Honor System!) In this activity
students can anonymously answer whether they know the given idiom or not.
Using idioms is often hard for English speakers, but after explaining the correct
answers students can hopefully start to comprehend their meaning in everyday
Other comments about your SRS Activity (optional):