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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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Student Response and Assessment Tools
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
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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Student Response and Assessment Tools
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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