This form was designed with my current fifth grade placement class in mind. They are in the middle of a literature circles unit and are reading a variety of books in small groups. Since reading groups provide an opportunity for diversification of instruction they are something that I hope to include in my own class one day, and something I could create using this Google form.
The goal of this form is to help me understand what kind of readers my students are in order to help better place them with readers that are at a similar level and have similar interests. The students would fill out this form as an introduction to the unit, and I could then use their responses to create appropriate reading groups for the students that best address the needs expressed in the survey. Having all of this information in a digital format makes it easy for the teacher to keep track of, and even refer back to at the end of the unit, seeing areas where the students may have shown improvement by the end of their reading circle. The students could fill out this form in a variety of ways: it could be assigned as homework, thus allowing the students to respond on their own devices at home, or it could be done in class in either a one-to-one environment, or on a classroom computer which the students could take turn using.
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This google form was designed as a pre-assessment for a kindergarten science lesson on animals and plants. The lesson is based off of the following Oregon Standard: K-LS1-1 – Use observations to describe patterns of what plants and animals (including humans) need to survive. In line with the standard, this pre-assessment addresses what animals and plants need to survive. This form gives the teacher information on what students already know prior to this lesson so that they can adjust and differentiate the lesson accordingly. For instance if the whole class already knows what plants and animals need to survive, then the lesson can change into a discussion comparing the two. If there’s a lot of variation in what students know, the teacher can set up learning centers with different activities.
Ideally, this pre-assessment would be given in a 1:1 environment at the start of the lesson so that the teacher could see where all their students are at. However, with some planning, this pre-assessment could be incorporated into learning centers prior to the science lesson so that the teacher still gathers the data on what students know and adjust the lesson accordingly. One thing to keep in mind if this pre-assessment is given during learning centers is that the assessment does not have audio for the questions. Since many kindergartners cannot read the directions for the questions, the teacher can either explain what the students will do when they reach that learning center, facilitate that learning center themselves, or have an adult volunteer/faculty member assist students at that learning center. If the pre-assessment is given in a 1:1 environment, the teacher can explain the directions for each question and answer questions as the students take the quiz.
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This activity is intended for early elementary grade students who are working on rhyming and finding patterns to understand why words rhyme! *independent use: 1st-2nd — note: students may require a tutorial on how to use the forum. It may also be easier to have student complete the assignment in small groups at a time that way an adult is able to help with any technical issues they may have in filling out the google forum.
This could be used as a pre-assessment to gauge what your students already know about rhyming or if they are already able to pick up patterns. It can then be used as a post assessment to see how much growth has happened at the end of a lesson or unit on rhyming. This activity could also be used within a kindergarten classroom and completed as a whole class in order to introduce the concept of rhyming.
When used as a pre-assessment, students in 1st grade are not expected to have a high knowledge of rhyming patterns. However, when being used as a post assessment students should have a better understanding of deciphering which words rhyme and which do not.
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I have created a fractions pretest for my third graders. This is to test their knowledge about fractions before we move onto more complex fraction practices.
I would ideally have all the students use a computer to take the pretest at the same time. I think this would be a fun and creative way to incorporate technology into the student’s math time. The students should be take this quiz relatively easily given that the google form is quite straight forward. However, this pretest would be an easy way for me to get a sense of how well my students understand the topic of fractions.
There are several standards that fit with this lesson. Which includes the following common core standards.
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Hopefully, I would be using google classrooms, therefore the students will be comfortable with the google layout. I would also make other activities that include google doc/ google form for this unit on fractions. I think this is the best way to engage students and change it up from the usual worksheet.
After they take the quiz, we will review the questions that were commonly missed and then begin the lesson!
Stellaluna By Janell Cannon
(1993). A fruit bat is separated from her mother and has to survive with a
family of birds, mimicking the behavior of this different species.
I would use this book as an online interactive read aloud with a first grade class, focusing on the following standards:
- NGSS LS1.B: Growth and Development of Organisms: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
- CCSS.ELA-LITERACY.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
I would use this online read aloud to focus on the behaviors of young birds and bats and how they survive.
After the students finish the online read aloud, they will be asked some questions about the book which will check for their understanding.
After the students have completed the form and we are ready to transition into the next lesson, I would create a picture dictionary with the students about bats and birds such as echolocation, what they eat, why they hang upside down etc. and then have the students complete a venn diagram to compare and contrast behaviors of young bats and birds. We would also brainstorm as a class questions we still had about bats after reading the book and then use additional lessons to read other informational books about bats and draw, write, and share new ideas about bats with the whole class.
book will build background knowledge of features of a bat (mammals, thumbs,
fur, echolocation, nocturnal) would allow for conversation about types of bats
(some bats eat fruit, some eat bugs, where do bats that eat mangos live?) as
well as predators and prey and why the owl attacked the bats…)
Integrating literacy and science helps students understand the purpose of reading and writing (to learn and share ideas) and using books to learn science gives context for learning vocabulary such as ‘echolocation.’