Student Teaching Evaluation of Performance (STEP)

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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 Digital Classroom.

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 Digital Classroom.
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 Digital
Classroom.

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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: The Letter “U” and high frequency words, “for, have”

Unit Title: Word Work: “U” and “For, Have”

National or State Academic Content Standards: California Standards- RF.K.3, RF.K.3a,

RF.K.3b, RF.K.3C

Learning Goal: I want students to learn the sound of “U”, as well as to read and write it.
Students will also learn the high frequency words of the week, and practice their phonemic
awareness by segmenting and blending.

Measurable Objectives: Students will be able to identify the vowel sound “U” at the beginning
or middle (CVC) of words and the letter that represents this sound, as well as write it. Students
will be able identify, read, and correctly use the high frequency words, “for, have”. Students will
be able to identify the beginning and ending sounds in words. Students will be able to segment
and blend words.

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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.

I gave the class a find the U worksheet to identify their proficiency on the letter identification.
Whole group high frequency word practice, made a note of how many students where proficient
with the unit words.

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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

Highly Proficient (90%-100%)

6

Proficient
11
(80%-89%)
Partially Proficient
5
(70%-79%)
Minimally Proficient
4
(69% and below)

Pre-Assessment Analysis: Whole Class

Most students did well with identifying the letter U and the /u/ sound, but while most had previous
knowledge of the letter, they struggled with the high frequency words for the unit.

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.
Students complete both worksheets as a post assessment. Students scored: 23 HP, 2 P, 1 PP
Highly proficient 91-100%
Proficient 81-90%
Partially proficient 60-80%
Minimally proficient 0-59%
Percentage correct is an average taken
between both worksheets.

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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: Kindergarten
Unit/Subject: ELA

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning RF.K.3 Know and RF.K.3 Know and RF.K.3 Know and RF.K.3 Know and RF.K.3 Know and
Standards apply grade-level apply grade-level apply grade-level apply grade-level apply grade-level
List specific grade-level
phonics and word phonics and word phonics and word phonics and word phonics and word
standards that are the focus analysis skills in analysis skills in analysis skills in analysis skills in analysis skills in
of the lesson being presented. decoding words decoding words decoding words decoding words decoding words
RF.K.3a Demonstrate RF.K.3a Demonstrate RF.K.3a Demonstrate RF.K.3a Demonstrate RF.K.3a Demonstrate
basic knowledge of one- basic knowledge of one- basic knowledge of one- basic knowledge of one- basic knowledge of one-
to-one letter-sound to-one letter-sound to-one letter-sound to-one letter-sound to-one letter-sound
correspondences by correspondences by correspondences by correspondences by correspondences by
producing the primary producing the primary producing the primary producing the primary producing the primary
sound or many of the sound or many of the sound or many of the sound or many of the sound or many of the
most frequent sounds for most frequent sounds for most frequent sounds for most frequent sounds for most frequent sounds for
each consonant each consonant each consonant each consonant each consonant
RF.K.3.b Associate RF.K.3.b Associate RF.K.3.b Associate RF.K.3.b Associate RF.K.3.b Associate
the Long and Short the Long and Short the Long and Short the Long and Short the Long and Short
Vowel Sounds with Vowel Sounds with Vowel Sounds with Vowel Sounds with Vowel Sounds with
Their Common Their Common Their Common Their Common Their Common
Spellings (Graphemes) Spellings (Graphemes) Spellings (Graphemes) Spellings (Graphemes) Spellings (Graphemes)

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 RF.K.3.C: Read RF.K.3.C: Read
Common High- Common High-
Frequency Words by Frequency Words by
Sight (e.g., the, of, to, Sight (e.g., the, of, to,
you, she, my, is, are, you, she, my, is, are,
do, does do, does
Specific Learning Students will be able Students will be able Students will be able Given words with a Students will be able
Target(s)/Objectives to identify the vowel to identify the vowel to segment and blend short vowel /u/ identify, read, and
Based on state standards, sound “U” at the sound /u/ at the words. They will be sound, students will correctly use the
identify what is intended to be beginning or middle beginning of words able to isolate the
measured in learning.
be able to identify high frequency
(CVC) of words and and the letter that vowel sound while the beginning and words, “for & have”.
the letter that represents this sound. segmenting. Students
middle sounds in Students will be able
represents this sound, Given the letter will be able to provide
as well as write it. sound /u/, students will rhyming words when words. to decode and read
be able to provide given a CVC word. from a given text.
other words with the
same beginning sound.
Students will be able
to identify and sort
images based on their
beginning sound.
Academic Language Vowel Vowel Rhyme Vowel Vowel
General academic vocabulary
Circle map
Unit Resources, ViewBoard ViewBoard ViewBoard ViewBoard ViewBoard
Materials, Equipment,
and Technology
LeapFrog Letter LeapFrog Letter Rocco the Rhyming Vowel Bat video LeapFrog Letter
Factory video Factory video Rhino video Factory video
Photo Cards
List all resources, materials,
equipment, and technology to Wonders Big Book Photo Cards Rhyming worksheet Decodable “For You”
Pocket Chart
be used in the unit. White Board Pocket chart “FOR” worksheet
Match It! Worksheet
Letter “U” crown Circle map “HAVE” worksheet
Scissors, glue, crayons /u/, no /u/ worksheet
Scissors, glue, crayons

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Anticipatory Set Using the ViewBoard, Using the ViewBoard, Using the ViewBoard, Using the ViewBoard, Using the ViewBoard,
How will students’ prior
play the LeapFrog play the LeapFrog play Rocco the I will show all of the play the LeapFrog
knowledge be activated as Letter Factory video Letter Factory video Rhyming Rhino video high frequency words Letter Factory video
well as gain student interest on YouTube. Students on YouTube. Students on YouTube. Students that have been covered on YouTube. Students
in the upcoming content? will practice letter will practice letter will practice rhyming until now. I will show will practice letter
sounds as a warm up sounds as a warm up words as a warm up each slide with a sounds as a warm up
for the lesson by for the lesson by for the lesson by different word and for the lesson by
activating prior activating prior activating prior wait for a choral activating prior
knowledge. Students knowledge. Students knowledge. response to each word, knowledge. Students
will chant/sing-a-long will chant/sing-a-long We will also review if needed I will read will chant/sing-a-long
with the video as well with the video as well the vowels. the word first and with the video as well
as participate in the as participate in the students will repeat. as participate in the
motions related to motions related to motions related to
each letter of the each letter of the each letter of the
alphabet. alphabet. alphabet.
We will review the
High frequency word
vowels and sounds.
review: for, have
Presentation of Content
Multiple Means of I will introduce the I will draw a Circle I will review the /u/ I will show the I will review the /u/
Representation short letter sound “U” Map and ask for sound at the beginning students the Photo sound at the beginning
Describe how content will be
with Photo cards student input to fill it and middle of words. Cards illustrating and middle of words.
presented in various ways to showing the beginning with words that begin We will segment CVC either the sound of /u/ We will segment CVC
meet the needs of different sound “U”. with the /u/. words with a focus on at the beginning or in words with a focus on
learners. Demonstrate the “U” Me: Let’s make a the vowel /u/. After the middle of the words found in the
sound on each card by circle map with words choral practice, I will word. I will ask “For You” decodable.
stretching out the that start with the /u/. call on students to students to chorally After choral practice, I
initial sounds. Have Can you think of a stand up and segment identify each image. I will call on students to
students repeat after word that begins with given words using the will ask them to turn stand up and segment
each one. We will read the /u/ sound? Turn LAP strategy. to a partner and given words using the
words beginning with and talk to a partner discuss what they LAP strategy.
the /u/ sound from the and think of words to noticed about each
Wonders Big Book. add to the circle map. word shown on the
cards.
Multiple Means of Students with Special Students with Special Students with special Students with special Students with special

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Representation needs & English needs & English needs & English needs & English needs & English
Differentiation language learners language learners language learners language learners language learners
(ELL): I will translate (ELL): Students will (ELL): Students will (ELL): Students will (ELL): Students will
as needed and be partnered up with be seated closer and be partnered up with be seated closer and
constantly check for someone that the can will receive support as someone that the can will receive support as
understanding with a collaborate with fully. necessary when it is collaborate with fully. necessary when it is
thumbs up or nod from I will offer support as their turn to segment a their turn to segment a
students. needed. given word(I model, given word(I model,
they repeat). they repeat).
Application of Content
Multiple Means of Next instruct the Me: Alright guys! You We will continue to After discussing the I will pass out the
Engagement students on the /U/ came up with some segment CVC words, difference between the “For You” decodable
How will students explore,
sound with phonemic great /u/ sound words but now I will ask the images, we decide that books to each student.
practice, and apply the awareness using the to fill our circle map. class to provide words some cards start with I will read the book to
content? LAP strategy to Now lets sort some that rhyme with the the /u/ (umpire) and the class. I will stop to
segment CVC words photo cards into 2 given words. For the other cards had /u/ question about CVC
that have the /u/ columns on the pocket example, we will in the middle of the words with the /u/ and
sound. chart, the first with chorally segment FUN word (nut). I will show to identify high
I will provide words the /u/ beginning /F//U//N/, I will call on each card and ask if frequency words.
with the short “u” sound and the second a student and ask for a the /u/ is at the
Next we will choral
sound to chorally without the /u/ word that rhymes with beginning or middle. I
read “For You”.
segment with students, beginning sound. I do, FUN, the student will will exaggerate the /u/
including the sound at We do, You do. I will stand and say, sound when saying
the beginning and in model first, then we “RUN /R//U//N/“. each word. I will place
CVC words. will work together, the Photo Cards in a
and finally you will Beginning /u/ or
I will randomly select
complete your own. Middle /u/ column to
students to segment by
I DO: I will exaggerate sort into 2 groups on a
standing up and giving
the beginning sound of pocket chart. I will
them a CVC word.
each Photo Card and ensure that all students
ask the students what agree with the
column each belongs placement by asking
in. for an “I Agree” hand
signal.
Multiple Means of Students with special Students with Special Students with special Students with Special Students with special

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Engagement needs & English needs & English needs & English needs & English needs & English
Differentiation language learners language learners language learners language learners language learners
(ELL): Students will (ELL): I will translate (ELL): Students and (ELL): I will translate (ELL): Students will
be seated closer and as needed and will receive support as as needed and be seated closer and
will receive support as constantly check for necessary when it is constantly check for will receive support to
necessary when it is understanding with a their turn to segment a understanding with a identify the word that
their turn to segment a thumbs up or nod from given word(I model, thumbs up or nod from is being read. I will
given word students. they repeat). students. continuously monitor
to ensure they are
following along.
Assessment of Content
Multiple Means of I will write CVC After finishing the two I will write CVC I will have the students Students will stand up
Expression words with a focus on columns, I will pass words with a focus on work in pairs and give with their books, place
Formative and summative
the /u/ sound on the out the Photo Cards the /u/ sound on the them the Photo Cards their hand up and walk
assessments used to monitor white board. We will to the students. They white board. We will to sort into a beginning around the carpet
student progress and modify blend chorally as I will be selected at blend chorally as I or middle /u/ column. chanting “mingle,
instruction. write. random to place their write. They will discuss and mingle, mingle”. At
To check for card in the correct To check for work together to my signal students will
understanding, I will column. Students will understanding, I will determine under which stop, turn to the person
randomly select be assessed for their select students to walk column each card closest to them, and sit
students to walk up to collaboration and up to the white board belongs to. together. They will
the white board and correct placement of and blend the CVC take turns reading the
After students are
blend the CVC words the cards. This is how words by themselves. book to each other.
done discussing and
by themselves. their mastery of the The students will
Next, I will ask have chosen their
objective will be complete the activity
students to talk to a column, I will ask
measured. twice more.
partner and chose each pair to place their
Me: Now it’s your
words that rhyme from card and sound out
turn! You will work
the blending activity. I their word. I will ask
with a partner to
will call on partners to the class if they agree
decide if your card
give me their rhyming with the placement.
begins with the /u/
words.
sound, and then place
it on the correct side.
WE DO: Students will
work with a partner to

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 discuss and decide if
their Photo Card
belongs in the /u/ or no
/u/ column. They will
take turns to place
their cards in the
correct column.
Multiple Means of Students with special Students with special Students with special Students with special Students with special
Expression needs & English needs & English needs & English needs & English needs & English
Differentiation language learners language learners language learners language learners language learners
(ELL): Students will (ELL): Students will (ELL): Students will (ELL): Students will (ELL): Students will
be seated closer and receive guidance as be partnered up with receive guidance as receive guidance as
will receive support as needed. Students will someone that the can needed. Students will needed. Students will
necessary when it is be partnered up with collaborate with fully be partnered up with be partnered up with
their turn to blend a someone that the can someone that the can someone that the can
given CVC word. collaborate with fully. collaborate with fully. collaborate with fully.

Extension Activity and/or Homework

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Identify and describe any Students will complete I will distribute /U/, no I will distribute I will distribute the Students can color the
extension activities or a letter “U” and /u/ /U/ worksheet. Rhyming worksheet. Match It! Worksheet. decodable. They will
homework tasks as sound crown. Me: We’re going to Students will continue Students will continue receive a worksheets
appropriate. Explain how the look at some pictures, to practice rhyming to practice the /u/ in about the words
extension activity or Students will complete
we are going to color with the focus on the CVC words. They will “Have” and “For” to
homework assignment the tracing and fill in
the words with the short vowel sound /u/ draw a line to match reinforce the learning
supports the learning the “U” on the crown
targets/objectives. As beginning /u/ blue and to support the learning the image with the and use of these high
before coloring,
required by your instructor, the the words that do objective. correct corresponding frequency words.
cutting, and putting
attach any copies of not begin with /u/ will word.
their crown together.
homework at the end of this be colored orange.
template. YOU DO: Students
will work to sort
images on a worksheet
independently. They
will color each image
according to
corresponding column.
Next they will cut and
paste by the correct
column.

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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.

Video Recording Link: https://youtu.be/_8T-b6b0-dU

Summary of Unit Implementation: Day one of the unit plan implementation was a bit rocky. I struggled
with classroom management and my instruction pace was too fast. The students are already familiar with
the strategies and activity format so they did well with the reception of the information and the mastery of
objectives. Upon reflection and review with my cooperating teacher, we decided upon a few different
strategies to try on Day two of the unit plan. The implementation of day two was amazing, the classroom
management was smooth and students really enjoyed the lesson and its activities. The rest of the week
went very smooth, the students got into a routine and they were very engaged with each lesson. We
practiced the following strategies throughout the week: I do-You do-We do, pair share, partner and group
activities, and I read-We read-You read. They mastered the learning goals and objectives. As each day
went by, the students were more ready to learn and excited to show what they knew up to that point.

Summary of Student Learning: The students had prior knowledge of the unit, so the initial introduction
was not difficult. They did very well with their pre assessment. They struggled with behavior and
engagement on Day one, but that was because I did not express my expectations well and talked too fast.
The students did meet the objectives nonetheless. Students continued to identify, practice, and participate
in the /u/ focused unit plan, as well as practice and review the high frequency words for the week. They
did well with rhyming, segmenting, and blending. On day 5, the students read/repeated the decodable
reader with ease, due to the review of high frequency words and by segmenting.blending many of the
CVC words found in the decodable. Every student met the learning goals and objectives, they
successfully identified the /u/ sound and the high-frequency words, “Have, For”, practiced rhyming, and
provided /u/ CVC words.

Reflection of Video Recording:

The lesson activity that I am reflecting upon today is from Day 2 of the unit titled: Word Work:
“U”. I think that I struggled with my pace during the delivery of the lessen for day 1 of the unit
and that my classroom management was also in need of some help. After the lesson, my
cooperating teacher and I sat down and had a discussion about what I struggled with and what
my mistakes were and how we could use different strategies to improve my teaching and
classroom management moving forward. We spoke about being clear with my expectations
about behavior and engagement, and especially to slow down during instruction. I am focusing
on The REPRESENTATION lesson activity from day 2, it was a very good experience. I had a
lot on my mind because of the previous day and was somewhat nervous about approaching the
students with my expectations. I did not want to confuse them or try to sound like a tyrant, which
I always jokingly tell them that I am. But I wanted to ensure that it was clear that I was not going
to allow any speaking out of turn, nor chatting with their peers. Once I started to talk, I felt

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better. I was able to model and explain my expectations to the class and they were very
responsive. They were very engaged and respectful during the entire activity. I made sure that I
spoke slowly and clearly, also that I exaggerated the short /u/ sound, and gave the students plenty
of time to respond. The activity that we completed was a circle map for words that begin with the
short /u/ sound. I invited the students to turn to a peer, think and discuss words that begin with
the short /u/ sound. I made sure to engage with the students that required differentiation by
asking for their ideas while also providing translation about what I needed them to talk about.
After a few minutes I called on students to tell me the word that they had thought of. When a
student said “umbrella”, I asked the class, “Does uuuuumbrella start with the /uuuuu/ sound?”, I
purposely exaggerated the sound to support those that were not sure. I proceeded to do this with
every word that was provided. One student offered “unicorn” as an option, I made sure to
acknowledge them to identifying a word that starts with the letter “u”, but I also clarified that
“Unicorn” starts with the long /U/ sound and that we are looking for the short /u/. I really
enjoyed their silly expressions as I drew and labeled each image on my oddly shaped circle map.
After we completed our circle map, we reviewed each item and confirmed that they all begin
with the short /u/ sound. Overall, I believe that I did very well with my delivery of the activity
and that the students were engaged and excited with the learning. It felt really good especially
after the difficulties of Day 1, I am very proud of the changes that I made and the positive
reception of the students. It was fun and very encouraging and I could tell that they were excited
for the next activity.

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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 Post-Test

Highly Proficient 6 23
(90%-100%)
Proficient
11 2
(80%-89%)
Partially Proficient
5 1
(70%-79%)
Minimally
Proficient 4
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the students learning? Cite examples and
provide evidence of student learning that helped you come to this conclusion.

I am confident that the entire class met the learning objective. They were very excited to provide their
input more and more as each lesson progressed. By day 5 of the unit, students did not wait for me to finish
my questioning, they gave me example of the short /u/ sound and they identified the high frequency words
immediately when I displayed them. The post assessment worksheets were also completed fast and
independently when distributed. With the exception of the 3 students that were not Highly Proficient, these
students I had to vocally question their understanding and they were able to complete the worksheets after
they spoke with me/teacher.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and
assessment and effect on student learning. Cite examples and provide evidence of student learning to support this
analysis.
Students’ learning is the most important factor when designing and delivering instruction. I believe that I
did a good job working with the strengths of my students in my instruction and assessment. The students
of my class are visual learners, they like to work together, and to respond chorally. I designed my unit to
encourage their participation and eagerness to learn. I used visuals that they could see and hold in my
activities; for example, the photo cards and videos were displayed on slides on the Smart Board and the
photo cards were also physically used by the students when I had them sort. I used a lot of repetition and
modeled activities to ensure student reception. For the students that required differentiation, I ensured that
I modeled more than once and that I translated as needed. Another reason that I believe that my instruction
was effective is because I planned group and partner work, as well as seating to better the reception of
instruction. This was especially beneficial for the students that are ELLs because they were paired with
someone that they could communicate with and close to where I could easily check for understanding.

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 Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one subgroup population to
focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).
The subgroup population that I chose to focus on for this analysis was the English Language Learners. I
chose this subgroup because the only other subgroup (Students with IEPs) is absent a lot. I also felt that
gathering data from the ELL subgroup would provide much diversity within it because of the different
levels of English proficiency among the students.
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 5 9
(90%-100%)
Proficient
4 2
(80%-89%)
Partially Proficient
1
(70%-79%)
Minimally Proficient
1
(69% and below)
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite
examples and provide evidence of student learning that helped you come to this conclusion.
The student learning was substantial. The students that were partially and minimally proficient struggled
on the Pre-test because of their low English proficiency. By the Post-test, both students were proficient in
the objective. I paid extra attention and offered spanish support to these students to ensure that they were
understanding the material. I translated and asked if they understood the activities throughout the unit.
During the pair-share activities, I observed them making valuable contributions to the discussion. They
were able to successfully isolate and identify the /u/ in CVC words while segmenting and blending. When
completing the worksheets, I asked them at random what letter they were looking for or the initial sound
that the words made, They were successful.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment
and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you
will do in future days to aid students' understanding with respect to the unit’s objectives.

The effectiveness of my instruction and assessment with the ELL subgroup improved with each day during
the unit. I made observations and took notes of what was working with their reception of the information. I
reflected daily and spoke to my cooperating teacher about different strategies that I could try to improve
comprehension and instruction. I was very deliberate with the way that I pronounced the /u/ sound and
checked for understanding. I think that by translating for these students, I improved their understanding a
reception of the lesson activities. Improvement needs to be made with the misconception that by showing a
picture, students will automatically understand. I found myself having to explain what images meant, for
example many students did not know what an umpire does. Explaining the job of the umpire in Spanish
and English helped students COMPREHEND and make the connection between the initial sound of the
word and what it is that an umpire does.

© 2023. Grand Canyon University. All Rights Reserved. Page 17 of 19

 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 1 14
(90%-100%)
Proficient
7
(80%-89%)
Partially Proficient
4 1
(70%-79%)
Minimally
Proficient 3
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
The remainder of the class was on different levels at the time of the Pre-test. I am very proud that
compared to the remainder of the class, the subgroup scored comparable in the Post-test. All of
the students improved from the Pre-test and effectively met the learning objective. There was
only one student that measure partially proficient in the post-test. He was absent a few days
during the week and left for speech services during instruction. I do not think that I differentiated
enough to get him caught up with the rest of the class. He was able to identify the letter and letter
sound of /u/, so that was a positive outcome. I believe that my unit instruction was effective
because students had fun, were responsive, and were excited to learn and participate during
activities.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
After analyzing student learning, the next steps for instruction would be to continue to review the
letter sounds and high frequency words periodically. Continued exposure and practice of the /u/
letter and sound will ensure that students build upon and improve their knowledge. This can come
in the form of identifying the sound at the end of words or at the beginning/middle of longer
words. An objective for building upon the content would be, students will be able to identify the
initial short sound /u/ at sight when reading a multiple-syllabic word in a given text.

© 2023. Grand Canyon University. All Rights Reserved. Page 18 of 19

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. Setting, modeling, and following Observation of a veteran teacher, and
through with behavior expectations. continuous practice.
2. Delivering instruction at a pace that Make sure to use repetition, speak slowly,
will encourage student learning. and give students sufficient time to develop
and provide input.
3. More scaffolding during instruction. Informally assess during instruction; if students
are struggling, scaffold by focusing on what they
are struggling with, rather than pushing through.
Or revisit later with a mini lesson.

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: Incorporating student centered learning activities that cater to unique
learning styles, ie. writing, videos, art, listening, and reading.
Rationale: Why did you choose this goal? How I chose this goal because not all traditional forms
do you expect it to improve the outcomes of your of instruction work for every learner. Especially
future students? with diverse needs, I think that it is important to
highlight student strengths and interests to make
learning fun and engaging.
End Date: By when do you expect to accomplish I expect to accomplish this goal by the end of
this goal? the academic school-year
Action Timeline: What steps will you take to I will use trial & error, research teaching and
complete this goal, and by when will you take learning strategies that encourage student centered
them? Example: learning. Trying techniques, strategies, and
activities in the classroom. I plan to take these
1/31/18: Join AACTE
steps as soon as I enter the classroom.
Resources: What resources are available to assist Edutopia, Scholastic, Pinterest, TedTalks, and
you in accomplishing your goal? district provided (or endorsed) trainings.

© 2023. Grand Canyon University. All Rights Reserved. Page 19 of 19