Student Teaching Evaluation of Performance (STEP)

Template

Anthony Barei

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Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: English language arts and multiple subjects

Unit Title: The lifecycle of a Pumpkin

National or State Academic Content Standards:

1.RI.2 Identify the main topic and retell key details of a text.
1.W.8 With guidance and support, recall information from experiences or gather
information from provided sources to answer a question
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.

Learning Goal:
The goal for students is to use key details from the text to identify the and explain the lifecycle of
a pumpkin.
Students will be able to identify parts of a pumpkin using various resources for support.

Measurable Objectives:
Students will be able to identify the main idea of this story by using key details from the text.
Students will recall an experience they had with a pumpkin and write at least two sentences
about it.
Given an unlabeled map outlining the parts of a pumpkin, students will accurately label all parts.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

This is the pre and post assessment. Students will practice labeling and identifying parts of a pumpkin.
For the post assessment, students will have been exposed to numerous anchor charts, hands on
activities, stories, songs, and visuals to teach this specific unit.
For the grading rubric on this assessment it will be as follows:
Highly proficient: Students will get 6/6 correct on this assignment.
Proficient: Students will get 5/6 correct on this assignment.
Partially Proficient: Students will get 4/6 correct on this assignment.
Minimally Proficient: Students will get 3 or less correct on this assignment. Students will work in a small
group with me to review instruction and get assistance on subject topic.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students- 18

Highly Proficient (90%-100%) (6/6) 2

Proficient (5/6)
(80%-89%) 0

Partially Proficient (4/6)

(70%-79%) 2

Minimally Proficient (3 and below)

(69% and below) 14

Pre-Assessment Analysis: Whole Class

Three students did not take the pre or post assessment. Two of these students are being quarantined for
the next few weeks due to illness. The other student was absent on his cohort day and did not take the
assessment. The class as a whole struggled with this assignment because they have had no prior
knowledge on this unit. They know what pumpkins are but were not able to fully be successful. After this
unit is taught, I firmly believe students will be proficient with pumpkins and identifying their parts and
the life cycle.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

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 For the post assessment, students are doing another copy of the pretest that they already completed.
After receiving instruction and completing the unit plan, students will take the test. If students fail this
assessment by get 3 or more answers incorrect, I will provide an intervention for them to receive
additional instruction on this unit.

For the grading rubric on this assessment it will be as follows:

Highly proficient: Students will get 6/6 correct on this assignment.
Proficient: Students will get 5/6 correct on this assignment.
Partially Proficient: Students will get 4/6 correct on this assignment.
Minimally Proficient: Students will get 3 or less correct on this assignment. Students will work in a small
group with me to review instruction and get assistance on subject topic.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: First Grade

Unit/Subject: Multiple subjects- ELA, Math, and Writing

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning 1.RI.2 Identify the main 1.RI.2 Identify the main 1.RI.2 Identify the main 1.RI.2 Identify the main 1.RI.2 Identify the main
Standards topic and retell key topic and retell key topic and retell key topic and retell key topic and retell key
List specific grade-level details of a text. details of a text. details of a text. details of a text. details of a text.
standards that are the focus
of the lesson being presented. 1.W.8 With guidance 1.W.8 With guidance 1.W.8 With guidance 1.W.8 With guidance 1.W.8 With guidance
and support, recall and support, recall and support, recall and support, recall and support, recall
information from information from information from information from information from
experiences or gather experiences or gather experiences or gather experiences or gather experiences or gather
information from information from information from information from information from
provided sources to provided sources to provided sources to provided sources to provided sources to
answer a question answer a question answer a question answer a question answer a question

1.SL.5 Add drawings or 1.SL.5 Add drawings or 1.SL.5 Add drawings or 1.SL.5 Add drawings or 1.SL.5 Add drawings or
other visual displays to other visual displays to other visual displays to other visual displays to other visual displays to

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 descriptions when descriptions when descriptions when descriptions when descriptions when
appropriate to clarify appropriate to clarify appropriate to clarify appropriate to clarify appropriate to clarify
ideas, thoughts, and ideas, thoughts, and ideas, thoughts, and ideas, thoughts, and ideas, thoughts, and
feelings. feelings. feelings. feelings. feelings.
Specific Learning Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
Target(s)/Objectives identify the main idea of identify the main idea of identify the main idea of identify the main idea of identify the main idea of
Based on state standards, this story by using key this story by using key this story by using key this story by using key this story by using key
identify what is intended to be details from the text. details from the text. details from the text. details from the text. details from the text.
measured in learning.
Students will recall an Students will recall an Students will recall an Students will recall an Students will recall an
experience they had with experience they had with experience they had with experience they had with experience they had with
a pumpkin and write at a pumpkin and write at a pumpkin and write at a pumpkin and write at a pumpkin and write at
least two sentences about least two sentences about least two sentences about least two sentences about least two sentences about
it. it. it. it. it.

Students will identify Students will identify Students will identify Students will identify Students will identify
different parts of a different parts of a different parts of a different parts of a different parts of a
pumpkin by labeling pumpkin by labeling pumpkin by labeling pumpkin by labeling pumpkin by labeling
them. them. them. them. them.
Academic Language Seeds Seeds Seeds Seeds Seeds
General academic vocabulary Shell Shell Shell Shell Shell
and content-specific Leaves Leaves Leaves Leaves Leaves
vocabulary included in the Ribs Ribs Ribs Ribs Ribs
unit. Vine Vine Vine Vine Vine
Stem Stem Stem Stem Stem
Unit Resources, Smart Board Smart Board Anchor chart Smart Board Smart Board
Materials, Equipment, Computer access Computer access Pencils Computer access Computer access
Anchor chart Anchor chart Crayons Anchor chart Anchor chart
and Technology Assessments Assessments Markers Assessments Assessments
List all resources, materials, Pencils Pencils Pumpkin Book Pencils Pencils
equipment, and technology to Crayons Crayons From seed to pumpkin story Crayons Crayons
be used in the unit. Markers Markers 2 pumpkins Markers Markers
Pumpkin Book Pumpkin Book Journals Pumpkin Book Pumpkin Book
From seed to pumpkin story From seed to pumpkin story Writing entry From seed to pumpkin story From seed to pumpkin story
2 pumpkins 2 pumpkins Lifecycle charts 2 pumpkins 2 pumpkins
Journals Journals Colored construction paper Journals Journals
Writing entry Writing entry Writing entry Writing entry
Lifecycle charts Lifecycle charts Lifecycle charts Lifecycle charts
Colored construction paper Colored construction paper Colored construction paper Colored construction paper

Depth of Knowledge Tell me a time about Who plants the pumpkin If I were to plant a Why do pumpkins look How does the leaf of the

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Lesson Questions how you went and got a seeds? pumpkin, what do I need different? Why are they plant make food for the
What questions can be posed pumpkin from a in order to have it grow? different shapes, sizes, pumpkin?
throughout the lesson to pumpkin patch. Why do farmers plant and colors?
assess all levels of student pumpkin seeds? What would we see How long does it take for
understanding? Who knows what part of growing on the vines of Recall a key detail from a pumpkin to grow?
 Level 1: Recall a pumpkin this is? (point What is the main idea the pumpkin plants? this text about how
 Level 2: Skill/Concepts to parts of a pumpkin) from this story? pumpkins grow? What season do pumpkin
 Level 3: Strategic seeds get planted in?
Thinking
 Level 4: Extended What does the word
harvest mean?
Thinking
Anticipatory Set In the beginning of this In the beginning of this Students will participate in Students will listen to the Students will listen to the
How will students’ prior unit, we will have a social unit, we will have a social a journal entry and guided story “From Seed to story “From Seed to
emotional lesson about the emotional lesson about the drawing about pumpkins to Pumpkin” aloud. After we Pumpkin” aloud. After we
knowledge be activated as
differences between two differences between two start off today’s lesson read the story, students will read the story, students will
well as gain student interest pumpkins. I will also ask pumpkins. I will also ask online. discuss with a partner key discuss with a partner key
in the upcoming content? students about an students about an details they remember from details they remember from
experience they have had experience they have had the text. In addition, the text. In addition,
with a pumpkin (carving, with a pumpkin (carving, students will receive their students will receive their
going to the pumpkin patch, going to the pumpkin patch, own copy of the pumpkin own copy of the pumpkin
etc). Students will complete etc). Students will complete life cycle book in which life cycle book in which
the PRE-ASSESSMENT the PRE-ASSESSMENT they will color and read to they will color and read to
for this unit today, before for this unit today, before themselves. themselves.
learning about the life learning about the life
cycle. cycle.
Presentation of Content
Multiple Means of In my class I have diverse In my class I have diverse In my class I have diverse In my class I have diverse In my class I have diverse
Representation learners. I have two learners. I have two learners. I have two learners. I have two learners. I have two
students that are special students that are special students that are special students that are special students that are special
Describe how content will be education identified, I have education identified, I have education identified, I have education identified, I have education identified, I have
presented in various ways to low academic readers and low academic readers and low academic readers and low academic readers and low academic readers and
meet the needs of different high academic readers, as high academic readers, as high academic readers, as high academic readers, as high academic readers, as
learners. well as students who well as students who well as students who well as students who well as students who
struggle with social- struggle with social- struggle with social- struggle with social- struggle with social-
emotional skills. This unit emotional skills. This unit emotional skills. This unit emotional skills. This unit emotional skills. This unit
allows students to read and allows students to read and allows students to read and allows students to read and allows students to read and
write, as well as do artistic write, as well as do artistic write, as well as do artistic write, as well as do artistic write, as well as do artistic
drawings and discussion drawings and discussion drawings and discussion drawings and discussion drawings and discussion
with their peers. I have also with their peers. I have also with their peers. I have also with their peers. I have also with their peers. I have also
provided ways for students provided ways for students provided ways for students provided ways for students provided ways for students
with needs to be able to with needs to be able to with needs to be able to with needs to be able to with needs to be able to
participate in the activities participate in the activities participate in the activities participate in the activities participate in the activities

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 by giving them access to by giving them access to by giving them access to by giving them access to by giving them access to
special copies of the special copies of the special copies of the special copies of the special copies of the
assignment in which they assignment in which they assignment in which they assignment in which they assignment in which they
can work at their own pace can work at their own pace can work at their own pace can work at their own pace can work at their own pace
and use as a reference. and use as a reference. and use as a reference. and use as a reference. and use as a reference.
Multiple Means of I currently do not have any I currently do not have any I currently do not have any I currently do not have any I currently do not have any
Representation English language learners, English language learners, English language learners, English language learners, English language learners,
however if I did, this unit is however if I did, this unit is however if I did, this unit is however if I did, this unit is however if I did, this unit is
Differentiation very visual heavy, and I very visual heavy, and I very visual heavy, and I very visual heavy, and I very visual heavy, and I
Explain how materials will be could use visuals to teach could use visuals to teach could use visuals to teach could use visuals to teach could use visuals to teach
differentiated for each of the them. I would also pair them. I would also pair them. I would also pair them. I would also pair them. I would also pair
following groups: them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near
 English Language each other so I can give each other so I can give each other so I can give each other so I can give each other so I can give
Learners (ELL) more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to
them while the rest of the them while the rest of the them while the rest of the them while the rest of the them while the rest of the
 Students with special
class is working class is working class is working class is working class is working
needs independently. independently. independently. independently. independently.
 Students with gifted
abilities Students with special needs Students with special needs Students with special needs Students with special needs Students with special needs
Early finishers (those who will have access to copies will have access to copies will have access to copies will have access to copies will have access to copies
finish early and may need and resources they need that and resources they need that and resources they need that and resources they need that and resources they need that
additional sources/support) align with their IEP. I will align with their IEP. I will align with their IEP. I will align with their IEP. I will align with their IEP. I will
make sure each student has make sure each student has make sure each student has make sure each student has make sure each student has
the materials they need to the materials they need to the materials they need to the materials they need to the materials they need to
be successful in this unit. be successful in this unit. be successful in this unit. be successful in this unit. be successful in this unit.
Whether it is verbally Whether it is verbally Whether it is verbally Whether it is verbally Whether it is verbally
telling me, and I am telling me, and I am telling me, and I am telling me, and I am telling me, and I am
writing, or they are copying writing, or they are copying writing, or they are copying writing, or they are copying writing, or they are copying
and tracing words from my and tracing words from my and tracing words from my and tracing words from my and tracing words from my
copy, all students will be copy, all students will be copy, all students will be copy, all students will be copy, all students will be
successful. In addition, I successful. In addition, I successful. In addition, I successful. In addition, I successful. In addition, I
will wear the Roger will wear the Roger will wear the Roger will wear the Roger will wear the Roger
microphone for my student microphone for my student microphone for my student microphone for my student microphone for my student
who has a hearing who has a hearing who has a hearing who has a hearing who has a hearing
impairment, so that he has impairment, so that he has impairment, so that he has impairment, so that he has impairment, so that he has
better access to content and better access to content and better access to content and better access to content and better access to content and
understanding. understanding. understanding. understanding. understanding.

Students with gifted Students with gifted Students with gifted Students with gifted
abilities will have Students with gifted abilities will have abilities will have abilities will have
challenging work that abilities will have challenging work that challenging work that challenging work that
matches their academic challenging work that matches their academic matches their academic matches their academic
level. The story can be read matches their academic level. The story can be read level. The story can be read level. The story can be read
independently, or they can level. The story can be read independently, or they can independently, or they can independently, or they can
read it to me aloud for independently, or they can read it to me aloud for read it to me aloud for read it to me aloud for

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 feedback on prosody, read it to me aloud for feedback on prosody, feedback on prosody, feedback on prosody,
fluency, and other feedback on prosody, fluency, and other fluency, and other fluency, and other
comprehension skills. fluency, and other comprehension skills. comprehension skills. comprehension skills.
comprehension skills.
I tend to have lots of early I tend to have lots of early I tend to have lots of early I tend to have lots of early
finishers with my class. If a I tend to have lots of early finishers with my class. If a finishers with my class. If a finishers with my class. If a
student finishes the finishers with my class. If a student finishes the student finishes the student finishes the
assignments early, I will student finishes the assignments early, I will assignments early, I will assignments early, I will
have them practice reading assignments early, I will have them practice reading have them practice reading have them practice reading
their books to myself, a have them practice reading their books to myself, a their books to myself, a their books to myself, a
partner, or themselves until their books to myself, a partner, or themselves until partner, or themselves until partner, or themselves until
the majority of the class has partner, or themselves until the majority of the class has the majority of the class has the majority of the class has
finished the days the majority of the class has finished the days finished the days finished the days
assignment. finished the days assignment. assignment. assignment.
assignment.
Application of Content
Multiple Means of In this unit, I have provided six In this unit, I have provided six In this unit, I have provided six In this unit, I have provided six In this unit, I have provided six
different pumpkin life cycle different pumpkin life cycle different pumpkin life cycle different pumpkin life cycle different pumpkin life cycle
Engagement assignments to represent assignments to represent assignments to represent assignments to represent assignments to represent
How will students explore, different scaffolding different scaffolding different scaffolding different scaffolding different scaffolding
practice, and apply the techniques. Students will techniques. Students will techniques. Students will techniques. Students will techniques. Students will
complete a book about the complete a book about the complete a book about the complete a book about the complete a book about the
content? lifecycle of a pumpkin, lifecycle of a pumpkin, lifecycle of a pumpkin, lifecycle of a pumpkin, lifecycle of a pumpkin,
participate in a word sort, participate in a word sort, participate in a word sort, participate in a word sort, participate in a word sort,
create their own guided create their own guided create their own guided create their own guided create their own guided
drawing of a pumpkin, create drawing of a pumpkin, create drawing of a pumpkin, create drawing of a pumpkin, create drawing of a pumpkin, create
their own lifecycle banner and their own lifecycle banner and their own lifecycle banner and their own lifecycle banner and their own lifecycle banner and
poster, as well as numerous poster, as well as numerous poster, as well as numerous poster, as well as numerous poster, as well as numerous
activities that follow the activities that follow the activities that follow the activities that follow the activities that follow the
pumpkin theme for different pumpkin theme for different pumpkin theme for different pumpkin theme for different pumpkin theme for different
subjects. subjects. subjects. subjects. subjects.
Multiple Means of I currently do not have any I currently do not have any I currently do not have any I currently do not have any I currently do not have any
Engagement English language learners, English language learners, English language learners, English language learners, English language learners,
however if I did, this unit is however if I did, this unit is however if I did, this unit is however if I did, this unit is however if I did, this unit is
Differentiation very visual heavy, and I very visual heavy, and I very visual heavy, and I very visual heavy, and I very visual heavy, and I
Explain how materials will be could use visuals to teach could use visuals to teach could use visuals to teach could use visuals to teach could use visuals to teach
differentiated for each of the them. I would also pair them. I would also pair them. I would also pair them. I would also pair them. I would also pair
following groups: them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near
 English Language each other so I can give each other so I can give each other so I can give each other so I can give each other so I can give
Learners (ELL) more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to
them while the rest of the them while the rest of the them while the rest of the them while the rest of the them while the rest of the
 Students with special
class is working class is working class is working class is working class is working
needs independently. independently. independently. independently. independently.
 Students with gifted
abilities Students with special needs Students with special needs Students with special needs Students with special needs Students with special needs
Early finishers (those who will have access to copies will have access to copies will have access to copies will have access to copies will have access to copies

© 2020. Grand Canyon University. All Rights Reserved. Page 12 of 20

finish early and may need and resources they need that and resources they need that and resources they need that and resources they need that and resources they need that
additional sources/support) align with their IEP. I will align with their IEP. I will align with their IEP. I will align with their IEP. I will align with their IEP. I will
make sure each student has make sure each student has make sure each student has make sure each student has make sure each student has
the materials they need to the materials they need to the materials they need to the materials they need to the materials they need to
be successful in this unit. be successful in this unit. be successful in this unit. be successful in this unit. be successful in this unit.
Whether it is verbally Whether it is verbally Whether it is verbally Whether it is verbally Whether it is verbally
telling me, and I am telling me, and I am telling me, and I am telling me, and I am telling me, and I am
writing, or they are copying writing, or they are copying writing, or they are copying writing, or they are copying writing, or they are copying
and tracing words from my and tracing words from my and tracing words from my and tracing words from my and tracing words from my
copy, all students will be copy, all students will be copy, all students will be copy, all students will be copy, all students will be
successful. In addition, I successful. In addition, I successful. In addition, I successful. In addition, I successful. In addition, I
will wear the Roger will wear the Roger will wear the Roger will wear the Roger will wear the Roger
microphone for my student microphone for my student microphone for my student microphone for my student microphone for my student
who has a hearing who has a hearing who has a hearing who has a hearing who has a hearing
impairment, so that he has impairment, so that he has impairment, so that he has impairment, so that he has impairment, so that he has
better access to content and better access to content and better access to content and better access to content and better access to content and
understanding. understanding. understanding. understanding. understanding.

Students with gifted Students with gifted Students with gifted Students with gifted Students with gifted
abilities will have abilities will have abilities will have abilities will have abilities will have
challenging work that challenging work that challenging work that challenging work that challenging work that
matches their academic matches their academic matches their academic matches their academic matches their academic
level. The story can be read level. The story can be read level. The story can be read level. The story can be read level. The story can be read
independently, or they can independently, or they can independently, or they can independently, or they can independently, or they can
read it to me aloud for read it to me aloud for read it to me aloud for read it to me aloud for read it to me aloud for
feedback on prosody, feedback on prosody, feedback on prosody, feedback on prosody, feedback on prosody,
fluency, and other fluency, and other fluency, and other fluency, and other fluency, and other
comprehension skills. comprehension skills. comprehension skills. comprehension skills. comprehension skills.

I tend to have lots of early I tend to have lots of early I tend to have lots of early I tend to have lots of early I tend to have lots of early
finishers with my class. If a finishers with my class. If a finishers with my class. If a finishers with my class. If a finishers with my class. If a
student finishes the student finishes the student finishes the student finishes the student finishes the
assignments early, I will assignments early, I will assignments early, I will assignments early, I will assignments early, I will
have them practice reading have them practice reading have them practice reading have them practice reading have them practice reading
their books to myself, a their books to myself, a their books to myself, a their books to myself, a their books to myself, a
partner, or themselves until partner, or themselves until partner, or themselves until partner, or themselves until partner, or themselves until
the majority of the class has the majority of the class has the majority of the class has the majority of the class has the majority of the class has
finished the days finished the days finished the days finished the days finished the days
assignment. assignment. assignment. assignment. assignment.

Assessment of Content

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Multiple Means of Students will work on Students will work on Students will work on Students will complete Students will complete
Expression the preassessment today. the preassessment today. several assignments that their summative their summative
Formative and summative This will tell me where This will tell me where pertain to each objective. assessment today. Based assessment today. Based
assessments used to monitor kids are out with this kids are out with this Based on how they do on the data from this, I on the data from this, I
student progress and modify lesson prior to me lesson prior to me will tell me how to teach will know if they have will know if they have
instruction. teaching it. Utilizing this teaching it. Utilizing this the lesson the next two mastered the objectives mastered the objectives
data, I can adjust my data, I can adjust my days before giving them for this unit. If students for this unit. If students
teaching to either teaching to either the summative are not successful, then I are not successful, then I
providing more difficult providing more difficult assessment. will reteach specific will reteach specific
DOK questions or DOK questions or objectives or standards objectives or standards
providing easier samples providing easier samples and reassess these and reassess these
of assignments to meet of assignments to meet students. students.
them where they are at. them where they are at.
Multiple Means of I currently do not have any I currently do not have any I currently do not have any I currently do not have any I currently do not have any
Expression English language learners, English language learners, English language learners, English language learners, English language learners,
however if I did, this unit is however if I did, this unit is however if I did, this unit is however if I did, this unit is however if I did, this unit is
Differentiation very visual heavy, and I very visual heavy, and I very visual heavy, and I very visual heavy, and I very visual heavy, and I
Explain how materials will be could use visuals to teach could use visuals to teach could use visuals to teach could use visuals to teach could use visuals to teach
differentiated for each of the them. I would also pair them. I would also pair them. I would also pair them. I would also pair them. I would also pair
following groups: them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near them (if multiple) to sit near
 English Language each other so I can give each other so I can give each other so I can give each other so I can give each other so I can give
Learners (ELL) more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to more 1:1 instruction to
them while the rest of the them while the rest of the them while the rest of the them while the rest of the them while the rest of the
 Students with special
class is working class is working class is working class is working class is working
needs independently. independently. independently. independently. independently.
 Students with gifted
abilities Students with special needs Students with special needs Students with special needs Students with special needs Students with special needs
Early finishers (those who will have access to copies will have access to copies will have access to copies will have access to copies will have access to copies
finish early and may need and resources they need that and resources they need that and resources they need that and resources they need that and resources they need that
additional resources/support) align with their IEP. I will align with their IEP. I will align with their IEP. I will align with their IEP. I will align with their IEP. I will
make sure each student has make sure each student has make sure each student has make sure each student has make sure each student has
the materials they need to the materials they need to the materials they need to the materials they need to the materials they need to
be successful in this unit. be successful in this unit. be successful in this unit. be successful in this unit. be successful in this unit.
Whether it is verbally Whether it is verbally Whether it is verbally Whether it is verbally Whether it is verbally
telling me, and I am telling me, and I am telling me, and I am telling me, and I am telling me, and I am
writing, or they are copying writing, or they are copying writing, or they are copying writing, or they are copying writing, or they are copying
and tracing words from my and tracing words from my and tracing words from my and tracing words from my and tracing words from my
copy, all students will be copy, all students will be copy, all students will be copy, all students will be copy, all students will be
successful. In addition, I successful. In addition, I successful. In addition, I successful. In addition, I successful. In addition, I
will wear the Roger will wear the Roger will wear the Roger will wear the Roger will wear the Roger
microphone for my student microphone for my student microphone for my student microphone for my student microphone for my student
who has a hearing who has a hearing who has a hearing who has a hearing who has a hearing
impairment, so that he has impairment, so that he has impairment, so that he has impairment, so that he has impairment, so that he has

© 2020. Grand Canyon University. All Rights Reserved. Page 14 of 20

 better access to content and better access to content and better access to content and better access to content and better access to content and
understanding. understanding. understanding. understanding. understanding.

Students with gifted Students with gifted Students with gifted Students with gifted Students with gifted
abilities will have abilities will have abilities will have abilities will have abilities will have
challenging work that challenging work that challenging work that challenging work that challenging work that
matches their academic matches their academic matches their academic matches their academic matches their academic
level. The story can be read level. The story can be read level. The story can be read level. The story can be read level. The story can be read
independently, or they can independently, or they can independently, or they can independently, or they can independently, or they can
read it to me aloud for read it to me aloud for read it to me aloud for read it to me aloud for read it to me aloud for
feedback on prosody, feedback on prosody, feedback on prosody, feedback on prosody, feedback on prosody,
fluency, and other fluency, and other fluency, and other fluency, and other fluency, and other
comprehension skills. comprehension skills. comprehension skills. comprehension skills. comprehension skills.

I tend to have lots of early I tend to have lots of early I tend to have lots of early I tend to have lots of early I tend to have lots of early
finishers with my class. If a finishers with my class. If a finishers with my class. If a finishers with my class. If a finishers with my class. If a
student finishes the student finishes the student finishes the student finishes the student finishes the
assignments early, I will assignments early, I will assignments early, I will assignments early, I will assignments early, I will
have them practice reading have them practice reading have them practice reading have them practice reading have them practice reading
their books to myself, a their books to myself, a their books to myself, a their books to myself, a their books to myself, a
partner, or themselves until partner, or themselves until partner, or themselves until partner, or themselves until partner, or themselves until
the majority of the class has the majority of the class has the majority of the class has the majority of the class has the majority of the class has
finished the days finished the days finished the days finished the days finished the days
assignment. assignment. assignment. assignment. assignment.
Extension Activity and/or Homework
Identify and describe any In today’s class, students In today’s class, students Students will take a short Students will write a Students will record
extension activities or will take home a copy of will take home a copy of exit ticket quiz on journal entry on the topic themselves reading their
homework tasks as a pumpkin lifecycle to a pumpkin lifecycle to CANVAS to see if they “If I were a pumpkin, I pumpkin life cycle story
appropriate. Explain how the complete as homework. complete as homework. can identify the parts of a would…” to me.
extension activity or pumpkin.
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.

© 2020. Grand Canyon University. All Rights Reserved. Page 15 of 20

STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://www.youtube.com/watch?v=YnFSTQ9T3bg&t=402s

Summary of Unit Implementation:

I am teaching a social emotional lesson to kick off this unit. In this lesson, students are looking at two
different pumpkins that are obviously different from one another. These two pumpkins differ in size,
color, and shape. As I am teaching, I am asking students what qualities are the same and what are
different. The goal for this lesson is that students will know that they are the same thing (a pumpkin) and
that it does not matter what is different, at the end of the day it is still the same. Just like humans, we all
look different, act different, seem different, but we are all still humans.

Summary of Student Learning:

Students are learning about how we as humans are all different but the same on the inside. They learn
why it is important to be kind to others and how our actions and words can either be used to build people
up or down. I challenged the students to be kind and compliment their peers as a way to build the
connection from this lesson on their own time.

Reflection of Video Recording:

Students were fairly engaged with this lesson. Students shared different characteristics about the two
pumpkins and their differences. I was impressed with some of the things that students mentioned
regarding this unit. You may notice that I am wearing multiple tools on my neck. One is a ROGER for
my student who has a hearing impairment. It allows the student to hear my voice directly into his hearing
aide. I am also wearing a microphone on my neck. This comes through a “sound wall” which amplifies
and brings clarity to my voice so that students can hear me and understand me through a mask.

© 2020. Grand Canyon University. All Rights Reserved. Page 16 of 20

STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test (18) Post-Test (20)

Highly Proficient 2 18
(90%-100%)
Proficient
0 2
(80%-89%)
Partially Proficient
2 0
(70%-79%)
Minimally
Proficient 14 0
(69% and below)
Post-Test Analysis: Whole Class
My class did extremely well overall with the post assessment. A complete turnaround from the
pretest to the post test. I believe that they mastered the objectives for this unit and on their
assessment, they were able to identify different parts of a pumpkin as well as the pumpkin
lifecycle. During the pretest, I had three students not take it. During the post test, all but one
student took it. One of my students moved midway through the week.
The scaffolding techniques I used in this unit are more than likely the reason students were so
successful on the post test. Using different activities, videos, stories, and anchor charts, my class
was exposed through various learning tools on the same topic. I believe that the use of visual,
auditory, and sensory techniques incorporated into this unit gave students the ability to
comprehend the objectives at a higher rate.
Post-Assessment Analysis: Subgroup Selection
For this section, I chose my students who receive special education services for this subgroup.

© 2020. Grand Canyon University. All Rights Reserved. Page 17 of 20

 Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 1
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
0 0
(70%-79%)
Minimally
Proficient 2 0
(69% and below)
Post-Assessment Analysis: Subgroup

I have two students who receive special education services. Within these two students, one
received 6/6 on their assessment while the other received 5/6. The reason the student got this one
wrong is due to not putting the correct word. He drew a line from the word leaves twice instead of
vine.
Overall, my instruction for these two students was impressive. They grasped the content and did a great
job. Using the ROGER for my student who has a hearing loss was a key to his success. Being able to hear
me and understand my instruction played a vital role in his ability to comprehend the material. My student
with autism missed the one question. For this student, I allowed him to draw lines to the parts of a
pumpkin instead of writing them. This student only missed one because he forgot a word and drew a line
from the same word twice.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 2 17
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
2 0
(70%-79%)
Minimally
Proficient 12 0
(69% and below)

© 2020. Grand Canyon University. All Rights Reserved. Page 18 of 20

 Post-Assessment Analysis: Subgroup and Remainder of Class

Most of the class finished this unit in the proficient section, including the two that were absent for
the pretest, did extremely well in the end. I am very proud of them and their ability to retain
information for this unit. One student moved midway through the week and did not have the
chance to finish this unit and take the post assessment.
With the success from my students on these objectives, I do not need to reteach any part of this unit.
Students proved that they are ready to move on and complete other objectives and standards for first grade.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Signals (knowing how and when to Professional development and observations
use them). of veteran teachers.
2. Transitions between subjects. Making Observations and planning
them fast and allowing them to flow
into one another.
3. Academic differentiation for students Observations, planning with teams,
with different academic proficiency professional development.
levels.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:

Long-Term Goal: I would like to build strong communication with parents and get them

© 2020. Grand Canyon University. All Rights Reserved. Page 19 of 20

 involved in their child’s education.

Rationale: I chose this goal because it is the

biggest concern I see. Parents are not always the
best at communicating and some are not involved
in their child’s education like they should be.
End Date: My goal would be by the first
trimester. I will send out weekly emails, bi-
monthly phone calls, and monthly newsletter.
Action Timeline:
Monthly Newsletter: before the 1st of each month.
Weekly emails: every Tuesday.
Bimonthly phone calls: every other Friday.

Resources: I can use REMIND, or ClassDojo for

communication text messages. I can download a
template for newsletters from teachers pay
teachers and have them printed here at the school.

© 2020. Grand Canyon University. All Rights Reserved. Page 20 of 20