Student Response and Assessment Tools

Lesson Idea Name: Who’s Who in a Book?

Content Area: Language Arts
Grade Level(s): Kindergarten
Content Standard Addressed:

ELAGSEKRL6: With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story.

Technology Standard Addressed:

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

N/A – I created the Kahoot! without supplemental resources

Technology that student will use to respond to questions/prompts: can use any of these based on
what is available in the classroom
☒ 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 (no short answer/ multiple answer options for them to respond)

Universal Design for Learning (UDL):

To improve student perception, I will use alternate text to describe images displayed. Since I am
unable to transfer recordings to Kahoot!, I will record me reading the question within a voice
recording software two times throughout the 20 second duration of the question. To improve
student language & symbol decoding, I will pre-teach vocabulary and symbols that promote
meaningful connections to students’ experiences and prior knowledge. To improve student
comprehension, I will bridge concepts with relevant analogies and metaphors. To improve student
physical action, since touchscreen devices are an option to be used for this lesson, I will enable
“sound & touch haptics” on devices so students that are visually impaired have the opportunity to
hear and feel the choices they are about to make. For auditorialy impaired students, I will enlarge
the text for easier reading.

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Describe the instructional activities that will occur PRIOR to the SRT activity and how you will
introduce the SRT activity.

Before I begin this topic, I will hold a book and ask them what they think of when they hear
illustrator and author. This is a good indirect way to assess prior knowledge. This indirect assessment
can be based off of the number of students that answer. After that I will read a story and ask them
the components of a story (what makes up the book?) – kids should think of the pictures and words.
I will introduce an interactive presentation of this concept. We will practice this for 1 week. After 1
week, I will introduce the SRT activity on a Monday to see what they retained over the weekend.

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:

Students will answer the questions individually by selecting the correct shape that represents the
answer choices. Students will have their tablets with them to complete the SRT activity. The activity
should last approximately 5 minutes or less.

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):

Questions available on Kahoot!

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?

In Kindergarten, for a foundational level of understanding, the answers in this case are more black-
and-white. It can be explained that the author can give the descriptions of things using adjectives
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that helps the illustrators create the pictures. It would be best to explain this after the initial
teaching and assessment (the 2nd time or 3rd time this concept is assessed). If a student(s) mention
this before the next time you assess, you should address it. Incorporate that as a question for future
assessments.

Describe what will happen AFTER the SRT activity?

I will import the data collected from the first time (Summative Assessment – taken recently after I
taught the concept), to my Google Drive and look for commonly missed questions as well as
students that did not do well. I can address commonly missed questions with the whole class and
pull small groups of students for the ones that did not do well. Near the end of the marking period, I
will do this activity again. At the end of the year this activity will be completed for the third time. I
will repeat this activity to see if there were any improvements in student retention and
comprehension.

How will the data be used?

The data I collect will be used to help monitor individual progress, discuss the aggregate, anonymous
data with the whole class to help them learn, and differentiate instruction for students. As the
assessment is taken in real-time, I can see who is comprehending and who is not. On the 2nd and 3rd
time of taking this, I can give reminders to the class like “think of the example the question is
asking”.
Describe your personal learning goal for this activity.

I have never quizzed students using technology before, it makes it easy to for me understand what
the students comprehend from concrete concepts such as the components of a story. I can save
time collecting data since the software does that for me and more time giving students any
necessary supplemental instruction. Since the response time is limited, I hope it gives students the
chance to understand how well they understand something because if they spend close to the time
allowed for the question, it is a good indicator to them that they have a harder time recalling that
concept.

Reflective Practice:

This activity could make students engaged and excited to show me what they know and understand.
I used this as a post-assessment to see what they retained from the duration of the week. To further
extend the lesson, even doing this activity as a pre-assessment can provide me baseline data for
each student to make sure that everyone has the opportunity to display their knowledge to me. I
hope Kahoot! changes the question display to appear on individual devices in addition to the front
board. To enhance this project, incorporating recordings of the questions being read to the whole
class and students slide their finger on an answer choice to hear it would be great. If they select the
wrong answer, it would be great to hear a sound that represents that. I might have to do this on
another program if I am not able to apply all the modifications I would like to this Kahoot!.

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