Student Response and Assessment Tools

Lesson Idea Name: Guess that Prefix or Suffix!

Content Area: Reading Foundational
Grade Level(s): 3rd grade
Content Standard Addressed:
ELACC3RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and suffixes.

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):

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):

Engagement: This lesson provides multiple means of engagement as students are interested and excited
about using technology to do a formative assessment. For them, they see SR and assessment tools as a game
rather than an assessment, so they are motivated to complete the activity with their best effort. This lesson
also increases mastery-oriented feedback and encourages the students to develop self-assessment and
reflection as their results are immediate. They do not have to wait several days to see how they did, rather
they can fix their mistakes much quicker.

Representation: Utilizing Socrative in this lesson allows for multiple means of representation as students are
using technology to complete the formative assessment. This allows for multiple means of auditory and visual
representation because there is text and pictures can be added to each question. This lessons not only
activates students’ background knowledge by having them come up with words they already know with
certain prefixes and suffixes, but also builds background knowledge by ingraining new information into the
students’ heads. This allows for greater comprehension.

Action and Expression: This lesson optimizes access to tools and assistive technologies as Socrative runs on
phones, laptops, or tablets. This might be a better option for students who struggle with written assessments
as they just have to touch an answer rather than write it. Using Socrative also allows teachers to monitor
progress more efficiently and closely as all the scores are given automatically and recorded as data to refer to
later.

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

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Prior to the activity, I will show students a PowerPoint on suffixes and prefixes. The PowerPoint will have
many common prefixes and suffixes along with their meanings. For each prefix and suffix, there will be an
example word and students will have to define the word based on the prefix or suffix as a class. When the
PowerPoint has been shown and students are familiar with common prefixes and suffixes, they will each be
given an iPad to complete the Socrative “Guess that Prefix or Suffix!” activity as a formative assessment.

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:

During the Socrative activity, students will each have an iPad as they will be completing this activity
individually so teacher can assess each students’ understanding. The activity will be teacher-paced, meaning
the teacher will be controlling the pace of the formative assessment. Students cannot move on to the next
questions until everyone has finished. The activity will last around 10-15 minutes. There are 10 questions on
the assessment so it should not take long.

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):

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?
I will give immediate corrective feedback for 9/10 of the questions as one of them is a short response that
could have multiple correct answers. I will give feedback right away because it is helpful for students to know
what they missed and why they missed it quickly so they can clear up those misconceptions.

Describe what will happen AFTER the SRT activity?

After the SRT activity, I will review the questions that were missed (without showing who missed them) to
clear up misconceptions and reteach content that seems to be a weak point within the class. The students will
ask questions if they have any, then they will be given homework on prefixes and suffixes to prepare for the
summative assessment later in the week.

How will the data be used?

The data collected from this activity will be used to check for individual student understanding, to clear up
common misconceptions of the class, and to guide instruction of later lessons based on where students need
extra practice. This activity will not be a graded formative assessment, as it is more for the teacher to gather
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information while keeping the students actively engaged. If there are students whose data shows that they
need intensive support, the teacher will differentiate the instruction by pulling these students into a small
group and guiding them more closely to catch them up with the other students. After teacher views
immediate feedback, she will show students the most commonly missed questions and explain why the
correct answer is correct.

Describe your personal learning goal for this activity.

By using the Socrative SR and assessment tool, I am utilizing a technology based assessment, which I have not
done before. I only have experience with written or oral formative assessments that I had to grade later. This
did give students immediate feedback, slowing down the learning process. I hope the use of Socrative will not
only engage students more effectively but speed up their learning by giving them quick feedback about what
they missed and what they got correctly.

Reflective Practice:
I feel as though this lesson can impact student learning through using an engaging and fun SR and assessment
tool such as Socrative. Not only is it fun for students, but it is much more effective for monitoring student
progress because getting immediate feedback can guide instruction on a day-to-day basis. This supports
student learning in the best way possible because future lessons are crafted based on the data from this SR
and assessment tool. To extend this lesson, I might have students create their own Quizlet flashcards for the
test on common prefixes and suffixes to study. Creating a Quizlet set allows students to utilize technology and
study at home, on the go, etc.

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