Fall 2022/Spring 2023 - Assessment Cycle Planning

RED 4312/6313/4724/6317 - Planning for Time with Your Student

Assessment Cycle Assignments

Use this guide as you plan for the Assessment Cycle meetings with your student.
Below, you will find Questions for Planning to remind you of essential pieces of teacher planning and
preparation. On the second page and beyond, you will find required lesson plan components.

Questions to ask yourself as you prepare: (These are just thinking points. You do not need to provide a
response in your planning document.)
1. If it is part of your responsibility, have you scheduled and confirmed your meeting time with the
teacher and/or student’s family?
2. Have you prepared all materials for your lesson/assessment? For example, for the engage portion of
your lesson, you might decide to prepare for a “show-and-tell”. Have you printed or do you have easy
access to all reading material and scoring sheets needed to administer the assessment? Do you have all
of the materials prepared for your connected game?
3. Have you documented where you found the ideas and/or materials for each element of your
session? You should use your textbook resources unless explicitly told otherwise by your instructor.
4. Have you practiced your lesson with a friend or in front of a mirror?
5. Are you prepared to record your lesson?
_________________________________________________________________________

Lesson Plan (This lesson should be approximately 30-40 minutes total in length.)
Your lesson will consist of the following 3 steps. Be sure to provide yourself enough details about the
lesson activities and assessment administration so that you know how you think the session will go.
Include scripting where necessary (e.g., assessment instructions, game instructions, possible words of
encouragement, etc.).

Step 1) Engage (5 minutes): Describe how you will make a connection with your student with a quick
engagement exercise. Use your textbook resources to identify an icebreaker activity you would like to
engage in with your student.

Step 2) Assessment Administration (10-15 minutes): Describe the necessary steps for effective
assessment administration. Provide some examples of the language you will use to explicitly
communicate directions, promote continuous engagement, and offer words of encouragement.

Step 3) Connected Activity (5-10 minutes): Describe how you will engage your student in a game that
will allow you to continue to collect descriptive data related to the skills you have assessed. This game
should be connected to an assessment you delivered or an area where you need to gather additional
information about your student’s strengths and areas for growth. Use your course texts as resources!

Copy the chart from the next two pages into your own workspace to complete your planning.
Fall 2022/Spring 2023 - Assessment Cycle Planning

Goal/Purpose of Assessment Session:

The purpose of this assessment session is to create an interest inventory for the student and find out the student’s reading preferences.

Grade level: 5th Age: 10

Student Background (continue to build on this section as you get to know your student):

The student is an African Amercian female who is very energetic and hard-working. This student is at a second to third grade level although she is in
the fifth grade. She is very sociable and comes from a big family.

Time Teacher Language Teacher Actions Rationale for Equipment, Resources,

Instructional Decisions Materials
(What you plan to SAY?; focus on (What do you plan to DO?)
“hinge points” like introductions, Citations for Instructional
instructions, conclusions, transitions) Activities

Engage Name of activity: iSpy
Time Frame: 5 minutes
Name of “Hi [student name]! Today I wanna
Activity play a quick
game with you.. Have you ever
heard of iSpy? First, you start by
Time Frame saying ‘I spy with my little eye’ and
then you pick something and say
the color! Do you want me to go
first or do you want to go first? [Let
student answer]
I will start by walking my student
outside of the classroom, and
have them sit down with me at a
table. I will then begin the
teacher language and start
playing iSpy with the student,
making sure that I am using
positive body language to
explain the directions. When
playing iSpy, I might point to my
eye to demonstrate how we are
looking for something.
The rationale for these The only material needed for this
instructions is to break is my laptop to record, no other
the ice with the student, materials are needed for this
as they might be activity because we are only
nervous to be having a spotting things were our eyes,
1 on 1 with a teacher. and I will not be taking notes at
Playing a game that a this point.
student may have
heard of or played
before might make
them feel more
comfortable and realize
that this is a fun activity
and not scary, which is
Fall 2022/Spring 2023 - Assessment Cycle Planning
Play the game for 3-4 rounds, then
at the end of the game:
“That was so fun! I’m so happy I
could play with you, but now I want
to get to know a little bit more
about you!”
Assessment Name of assessment: Interest
inventory
Time frame: 20 minutes
Name of
Assessment “I want to get to know a little bit
more about you, can you help me
out? So what kinds of things do
you enjoy doing outside of school?
Any sports, singing, dancing,
Time Frame baking, swimming? [Wait for
student answer] That’s so cool! I
used to do dance and soccer as a
kid! Do you like any animals? [Wait
for student answer] Awesome! My
favorite animal is a pig! Who are
some important people in your life?
[Wait for student answer] That’s
awesome! Do you like reading
books? [Wait for student answer}
What kinds of books do you like to
read the most? [Wait for student
answer] I really like mystery books!
What words come to mind when
you think about reading a book?
[Wait for student answer] Those are
Once I introduce the
assessment, I might bring out my
notebook so that I am able to
note down what the student is
saying. I will introduce the
assessment by telling the
student that I would like to get to
know them more. I will model the
assessment by maybe sharing
my answers as well, so that the
student understands the
questions more. If necessary, I
will clarify if the student
demonstrates that they don’t
understand, and I will do this by
repeating the question or even
rephrasing it differently for better
understanding.
why I try to maintain
positive body language.
The rationale for these ● Paper and pencil for my
instructions is to make notes
the student feel that ● Laptop to record
this is not an
assessment, rather, it is
a conversation between
two people, which is
why every now and
then I answer the
questions with the
students so it feels less
like a qulz. In addition,
these questions are
designed to be more
personal so that I can
get a better
understanding of the
student’s interest
inventory.
Fall 2022/Spring 2023 - Assessment Cycle Planning
some great words! What’s the best
book you’ve ever read? [Wait for
student answer] What’s your
favorite place to read? [Wait for
student answer] What do you think
you’re really good at as a reader?
[Wait for student answer] How do
you think you can get better? [Wait
for student answer] Is there
anything I can do for you to help?
[Wait for student answer] Thanks
so much for answering all these
questions so I could get to learn
more about you!
Connected Name of activity: Would you rather
Activity
Time frame: 5 minutes
“Would you like to play another
Name of game? This game is called ‘Would
Activity you rather’, where I will give you
two options, and I want you to tell
me which you would rather do! My
first question is, would you rather
Time Frame
eat ice cream, or cookies? [Let
student answer] That’s awesome! I
personally love cookies but
especially when I put ice cream on
top of cookies! My next question is,
would you rather be a superhero,
or a princess? [Let student answer]
I think I would want to be a
I will first ask the student if they
want to play another game,
rather than just telling them what
we’re going to be doing. Then,
I’ll explain the instructions for the
game and model it by asking a
simple question. I will answer
some of the questions myself to
give the student a good example
as well. In order to engage the
student, I might ask why they
picked one option over the
other. During all of this, I will also
be recording notes of the
student’s answer choices,
especially since some include
questions about reading. As I’m
going through each activity, I’ll
How does this activity ● Laptop to record
align with your ● Printed out images of
students’ each question option
goals/needs/interests? ● Paper & pencil for my
notes
The rationale for these
instructions is to have
fun playing a game, but
to also have that game
connect back to their
interest inventory,
which is why most of
the questions relate
back to reading. The
support of the images
for each question will
help the student
visualize the options
Fall 2022/Spring 2023 - Assessment Cycle Planning
superhero because maybe then I
could have a special power! Would
you rather do math or science? [Let
student answer] I love math! How
about, would you rather read a
funny book, or a caring book? [Let
student answer] I would rather read
a funny book because I love when
a book can make me laugh with
students! Would you rather read a
made-up story, or a true story? [Let
student answer] Would you rather
read about people, or animals? [Let
student answer} I personally love
animals! I had so much fun playing
this game with you, thanks so
much for helping me out!
have a picture of both options,
and myself and the student will
point to which option we prefer
more. For example, for the
“Would you rather eat ice cream,
or cookies?” question, I would
have a picture of ice cream, and
a picture of cookies for us to
both point at.
better before selecting
which one they would
prefer. I would also
answer the questions
with the student to
make the game more
fun for them so that
they aren’t just having a
one-sided conversation,
and we can maybe
share some things we
have in common in
order to get to know
the student better. This
activity aligns with my
student’s
goals/needs/interests
because I am able to
gain an understand of
what things my student
is interested in and how
I can set goals for this
student in order to help
with their needs. By
learning about my
student’s interests, I
might be able to help
them by using these
interests to help
motivate the student in
completing goals, along
with being able to
relate and connect to
Fall 2022/Spring 2023 - Assessment Cycle Planning
the student more in
order to assist them
with their needs as best
as possible.