Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 1

Planning, Preparation, Instruction, and Assessment

Cierra D. Luna

Regent University
 Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 2

Introduction

Planning, preparation, instruction, and assessment are four elements of teaching and

allow teachers to improve and alter instruction to better help students improve academically.

Planning and preparation is a time for the teacher to prepare for a unit or lesson that they will be

teaching, as well as focus on what a specific student or group of students need. As said by

Wilson, “One of the keys to improve student achievement is a focus on individual students and

their instructional needs” (What Every Teacher Needs to Know About Assessment, 2004).

Likewise, instruction and assessment informs the teacher what the students do and do not know.

Rationale for Selection of Artifacts

Artifact 1: RI Growth Report

My first artifact is the growth report of the RI (Reading Inventory) scores from the

assessment dates September 22, 2020 and February 5, 2021. The growth report shows individual

scores for both classes of students, as well as their growth from the first assessment date to the

most recent. The RI scores are used for word study placement and is recently being used for

reading comprehension small group placements. Although reading comprehension small groups

are not a part of the required curriculum, I decided to transition the more advanced learners into

reading comprehension small groups to challenge their skills. According to Partanen, a study was

conducted that compared intense reading programs (reading comprehension groups) versus small

group instruction (word study) and came to the conclusion that students showed more academic

improvement during the intense reading program (2019). I used the most recent RI scores to

evaluate which students were above the average Lexile reading level and moved them out of

word study and placed them into reading comprehension small groups. Likewise, I also used the
 Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 3

most recent RI scores to evaluate which students will stay in word study small groups and which

students may require a more one-on-one teaching experience.

Artifact 2: “The Runaway Wok”

My second artifact is a formative assessment based off of the text The Runaway Wok.

This assessment was a reflection of the standard ELA. 3.5.9 Draw conclusions and make

inferences using the text for support. The students were asked to complete this assessment

individually so that I may assesses any misconceptions or lack of comprehension. The

assessment was immediately graded and given back to the students. After grading, I addressed

the question that many of the students struggled with on the assessment and a question similar to

it was then added to the next assessment to ensure full understanding.

Reflection on Theory and Practice

In reflection of being an educator, I have come to realize that assessments will always

play a major role in how the students are taught. Mertler says, “These results can be used to

assist teachers (1) revising instruction for entire classes or courses and (2) developing specific

intervention strategies for individual students” (2007). Using data to evaluate what level your

students are at can allow the teacher to pin point which students are advanced learners and which

students need one-on-one teaching. When planning and prepping for my lessons, I always have

some type of formative assessment that will help me get an idea of where my students are on the

ELA that we are covering for that unit. Because of this, I have been able to work one-on-one

with students who needed the materials to be broken down a little more to fit their level of

understanding. Likewise, I also use the formative assessments to identify which students could

use more challenging work and provide them with differentiated instruction that will push them

intellectually.
 Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 4

References

Mertler, C. A. (2007). Interpreting standardized test scores: Strategies for data-driven

instructional decision making. SAGE Publ.

Partanen, M., Siegel, L. S., & Giaschi, D. E. (2019). Longitudinal outcomes of an individualized

and intensive reading intervention for third grade students. Dyslexia (Chichester,

England), 25(3), 227-245. https://doi.org/10.1002/dys.1616

Wilson, L. W. (2004). What Every Teacher Needs to Know About Assessment. ProQuest Ebook

Central https://ebookcentral-proquest-com.ezproxy.regent.edu
Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 5