Student Response and Assessment Tools

Lesson Idea Name: English Language Arts

Grade Level(s)/Content Area: 3rd Grade
Content Standard Addressed: ELAGSE3RI2: Determine the main idea of a text; recount the key details and
explain how they support the main idea.

Technology Standard Addressed: 5- Computational Thinker

Overarching Question: How can I identify main idea and recount key details?

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://www.socrative.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 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: Prior to this activity taken place the student will already acquire an understanding for main
idea and supporting details through a lectured instruction.
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: The SRT activity will give students the ability to
display the content they learned through lectured instruction. The student will be giving a multiple-choice
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 Student Response and Assessment Tools
quiz where they use their response tool to select the correct answer. The teacher will facilitate the quiz by
waiting until every student has answered and then review any misconception after every question.
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 (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s):

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? Yes, because that way after every question is answered by students, I am able to go back
and provide aid to any missed content or confusion.
Describe what will happen AFTER the SRT activity? How will the data be used? After the SRT activity has
taken place I will then collect the data given to me and compare student progress and class progress. Based
upon how well the students did will provide me insight on how I can improve teaching the material and what
specifically is still challenging for students. This assures me as an educator to keep reviewing a concept or
move on entirely. After all of this is accounted for, I will then record each individual student progress into the
gradebook.
Describe your personal learning goal for this activity. My personal goal for this activity is to assess student
progress, clear up any missed concepts or confusion, introduce new ways for students to participate, and
provide a fun and engaging way to support classroom discussion. I hope this will help students learn to
remain more focused during instruction, increase student confidence over the material, and clear any
misunderstandings of the concept.
Reflective Practice: After designing this lesson idea, I am confident that this will impact my students in a
positive way. This activity gives aid to any confusion about the concept, promotes student discussion and
participation, and it allows my students to have a voice and a choice in a fun way. This idea is created to
assets my student’s ability upon this concept. I could further extend this lesson by teaming students up after
the quiz has been taken and let them collaborate how and why they chose the answers they did. In doing this,
will further increase student engagement and provide extra aid to students who may still be struggling.

TFrazier, 2021