As an education candidate, I understand the importance of using assessment in instruction. Throughout the last day of my Cinquain Poem Unit, I was able to fully integrate different types of formative instruction extensively. First, I gave each student a group of notecards with words written on them. When arranged correctly, these words would create a Cinquain poem. I used this as a formative pre-assessment to get students to review the structure of a Cinquain poem while also using hands-on learning. During the rest of the lesson, students brainstormed topics for their own Cinquain poems which shows that they contributed to the criteria. They then created a rough draft for their Cinquain poem from the topic that they chose where I was able to go around the room and check for understanding. This allowed me to use questions regularly to diagnose evidence of learning by individual students. Students were able to discuss their poems with me and their peers and feedback was provided in different ways. This conveyed a variety of forms of feedback from both the teacher and peers which was accurate and specific and used to advance learning. Students would then create their final draft of their poem onto a flower design which allowed them to explore the writing process and self-assess and monitor their own progress. They were able to see how other students were constructing their final draft and assess their own work. I was able to walk around the classroom and differentiate my instruction for individual student needs to address all different misconceptions. This type of formative assessment follows the educational theory developed by Howard Gardner of multiple intelligences. I allowed students to listen to one another, write, and create which uses different types of learning styles. Within lessons and assessments, teachers should offer different modalities to ensure that different learning styles within your classroom are being validated. After students completed their final flower poems, I reviewed the setup of a Cinquain poem in a whole group setting again before the post-assessment. The post-assessment I created consisted of multiple choice questions on the parts of speech of a Cinquain poem and then a fill in the blank on its structure. Students were aware of the assessment criteria because it was the same test as the initial pre-test that they took. I also told them that on the back I wanted them to list the specific parts of speech used in a Cinquain poem structure in the fill in the blank area instead of them creating their own poem. This shows that the students were aware of clear assessment criteria.