Fourth graders came to the library this week to explore different formative assessments. Yesterday we tried Pear Deck but it isn’t ideal for the library in that each student has to log in to his/her Google account and we have to share iPads (work in pairs). So today we tried GoFormative and loved it! I gave each pair of students a Pokemon character’s name on a card and that was their login. Then I gave them all the same password. I set up the class in advance on the site and I took screenshots of a Google Slides presentation I had ready about spooky poems. Then I entered the questions in GoFormative. I like all of the media possibilities- you can import a pdf, video, ask them to draw something on the screen, use multiple choice, audio, etc. I also like how the students can answer at their own pace. In the settings, I marked the choice for ‘after student submits.’ It will be interesting to see how this lesson goes the rest of this week!
Reading Comprehension of Literary Text/Poetry: Students make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form) (e.g. lyrical poetry, free verse).
Choose the assessment you want them to take (in background screen here) and then choose your class (Jackson Library).
In optional settings, choose ‘return scores’= after student submits.
Now give the students a QR code or bookmark the Go Formative login screen. Then they are ready to login and click their assignment.
SAMPLE STUDENT LOGIN CARD
Fourth graders came to the library to write fun, spooky poems full of imagery. After reading Caswell and Shea’s Boo! Haiku book, the kids created their own spooky-themed poems. They had to choose a topic and then had to describe it well enough so someone could guess the topic. I made a fun interactive bulletin board of these so the kids in the school could guess the topics. What great writers we have at Jackson!
LT: 16 G: Writing/Literary Texts: I can compose poems that convey sensory details using the conventions of poetry (genre characteristics and craft).
Last week in the Jackson Library, third graders analyzed two Columbus poems. The first one, What Was It Like? asked questions to encourage thinking and empathy. The second one discussed the accomplishments and struggles of Columbus. For both, we analyzed the messages, main idea, looked at new vocabulary words, and studied the structure of the poems. After we discussed both poems, the kids took a Quizizz to assess their learning. I like how Quizizz provides me with data so I can see which questions were missed and therefore what standards need to be retaught. At the computer station, the kids rotated to view a Brainpop video about Columbus.
TEK 6: Reading/Comprehension of Literary Text/Poetry:: Students make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery.
This week in the Jackson Elementary Library, we analyzed a Columbus Poem by Anne Wynne. We discussed important vocabulary words in advance as well as the meaning of a stanza and how to determine rhyming patterns. After the discussion, the kids played a Quizizz about the content. Half of the kids completed Columbus Brainpop activities at the computer station while the other half took their quiz. Then we switched groups and the other half took their quiz. I love how customizable Quizizz is! I turned off the ‘earn points for speed’ setting so they would take their time and I turned on the ‘read aloud’ feature in the settings and provided headphones to meet certain students’ accommodations for language, etc. This lesson was mildly adapted from Nancy Jo Lambert‘s 2012 Columbus Day Poetry lesson on her site. She is awesome! The kids for the most part love Quizizz and thought it was even better than Kahoot! I like the descriptive data it provides. You can also customize the language setting (Spanish, etc.)
Reading/Comprehension of Literary Text/Poetry: Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Student are expected to analyze how poetry uses sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.