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.

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.

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 Number of Students

Highly Proficient (90%-100%)

15

Proficient
8
(80%-89%)
Partially Proficient
0
(70%-79%)
Minimally Proficient
0
(69% and below)

Pre-Assessment Analysis: Whole Class

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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 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: 3rd grade

Unit/Subject:

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning NSO.2.2 NS02.2 AR.2.1 AR.2.3 AR.2.3
Standards
Modeling Modeling Use multiplication to Use multiplication to Use multiplication to
List specific grade-level multiplication and multiplication and divide divide divide
standards that are the focus division of whole division of whole
of the lesson being presented. numbers. numbers.
Specific Learning Students will explore Students will use Restate a division Determine the whole Determine the whole
Target(s)/Objectives the 2s property of pictures in arrays and problem as a missing number in a number in a
Based on state standards, multiplication using an groups to be able to factor problem using multiplication or multiplication or
identify what is intended to be array and equal group write multiplication the relationship division equation, division equation,
measured in learning. models for problems, write an between multiplication relating here whole relating here whole
multiplication. equation and write the and division. numbers, with the numbers, with the
product. unknown in any unknown in any
position. position.
Academic Language Array Equation Restate Determine Determine
General academic vocabulary

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and content-specific Product Factor Equation Relating
vocabulary included in the
unit. Relating Equation

Unit Resources, Smart board Smart board Smart board Smart board Smart board
Materials, Equipment,
Worksheet Worksheet Worksheet Worksheet Worksheet
and Technology
Pencil Pencil Pencil Pencil Pencil
List all resources, materials,
equipment, and technology to White board White board White board White board White board
be used in the unit.
Expo marker Expo marker Expo marker Expo marker Expo marker
Depth of Knowledge Level 1: Can you Level 1: Can you Level 1: Can you Level 1: Can you Level 1: Can you
Lesson Questions recall how to recall how to recall how to recall how to recall how to
What questions can be posed
multiply? multiply? multiply? multiply? multiply?
throughout the lesson to
assess all levels of student
understanding? Level 2: What steps Level 2: What steps Level 2: What steps Level 2: What steps Level 2: What steps
are needed? are needed? are needed? are needed? are needed?
 Level 1: Recall
 Level 2: Skill/Concepts
Level 3: How is Level 3: How is Level 3: How is Level 3: How is Level 3: How is
 Level 3: Strategic
multiplication related multiplication related multiplication related multiplication related multiplication related
Thinking
to division? to division? to division? to division? to division?
 Level 4: Extended
Thinking
Level 4: Explain the Level 4: Explain the Level 4: Explain the Level 4: Explain the Level 4: Explain the
terms. terms. terms. terms. terms.
Anticipatory Set Display a math video Display a math video Display a math video Display a math video Display a math video
How will students’ prior
of the lesson to get of the lesson to get of the lesson to get of the lesson to get of the lesson to get
knowledge be activated as students thinking students thinking students thinking students thinking students thinking
well as gain student interest about the math about the math about the math about the math about the math
in the upcoming content? problems and what problems and what problems and what problems and what problems and what
prior knowledge will prior knowledge will prior knowledge will prior knowledge will prior knowledge will
help them solve it. help them solve it. help them solve it. help them solve it. help them solve it.
Presentation of Content

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Multiple Means of
Representation
Students will get Students will get Students will get Students will get Students will get
Describe how content will be content using content using content using content using content using
presented in various ways to YouTube videos and YouTube videos and YouTube videos and YouTube videos and YouTube videos and
meet the needs of different visual presentation visual presentation visual presentation visual presentation visual presentation
learners. with a white board. with a white board. with a white board. with a white board. with a white board.
Multiple Means of ELL: I will model ELL: I will model ELL: I will model ELL: I will model ELL: I will model
Representation each problem on the each problem on the each problem on the each problem on the each problem on the
Differentiation doc camera and use doc camera and use doc camera and use doc camera and use doc camera and use
Explain how materials will be
vocabulary words. vocabulary words. vocabulary words. vocabulary words. vocabulary words.
differentiated for each of the Have students watch a Students can use a
following groups: math video on arrays dictionary or search
before working on for words using their Gifted students: The .
 English Language class assignment. computer. Have entire class is gifted so
Learners (ELL) Gifted students: The Gifted students: The
students watch a math everyone gets the
entire class is gifted so entire class is gifted so
 Students with special video on arrays before same equation to
everyone gets the everyone gets the
needs working on class solve.
same equation to same equation to
 Students with gifted assignment. solve. solve.
abilities
Early finishers (those who Special needs:
finish early and may need Special needs: Special needs: Special needs: Special needs:
additional sources/support) I will provide extra I will provide extra I will provide extra I will provide extra I will provide extra
time to write down time to write down time to write down time to write down time to write down
notes that are being notes that are being notes that are being notes that are being notes that are being
displayed on the doc displayed on the doc displayed on the doc displayed on the doc displayed on the doc
camera. camera. camera. camera. camera.

Gifted students: The Gifted students: The Gifted students: The

Gifted students: The entire class is gifted so entire class is gifted so entire class is gifted so
Gifted students: The
entire class is gifted so everyone gets the everyone gets the everyone gets the
entire class is gifted so
everyone gets the same equation to same equation to same equation to

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 everyone gets the same equation to solve. solve. solve.
same equation to solve.
solve.
Application of Content
Multiple Means of Students will be given Students will be given Students will be given Students will be given Find someone who.
Engagement a small white board a small white board a whiteboard to write a white board to write
Students will walk
How will students explore,
per person, and they per person, and they down different down different
around the room and
practice, and apply the will solve the problem will solve the problem multiplication multiplication
find a partner, work on
content? on the board and do a on the board and do a problems and show problems and show
the problem together
1,2,3 showdown game 1,2,3 showdown game how to use them for how to use them for
and then initial each
to show the solved to show the solved division and vice division and vice
other’s papers.
equation. equation. versa. versa.
Students will continue
this until they are done
with all the math
problems.
Multiple Means of ELL: I will model ELL: I will model ELL: I will model
Engagement each problem on the each problem on the each problem on the
ELL: I will model ELL: I will model
Differentiation doc camera and use doc camera and use doc camera and use
each problem on the each problem on the
Explain how materials will be
vocabulary words. vocabulary words. vocabulary words.
doc camera and use doc camera and use
differentiated for each of the vocabulary words. vocabulary words.
following groups:
Students can use a Special needs: I Special needs: I Special needs: I
 English Language dictionary or search accommodate by accommodate by accommodate by
Learners (ELL) Special needs: I
for words using their giving them extra time giving them extra time giving them extra time
accommodate by
 Students with special computer. or guiding them or guiding them or guiding them
giving them extra time
needs through the math through the math through the math
or guiding them
problem. Or one on problem. Or one on problem. Or one on
 Students with gifted through the math
abilities
Special needs: I one time when testing. one time when testing. one time when testing.
problem. Or one on
accommodate by
Early finishers (those who one time when testing.
giving them extra time
finish early and may need Students can use a or guiding them Gifted students: The Gifted students: The Gifted students: The
additional sources/support) dictionary or search through the math entire class is gifted so entire class is gifted so entire class is gifted so
for words using their problem. Or one on everyone gets the everyone gets the everyone gets the
computer. one time when testing. same equation to same equation to same equation to

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 solve. solve. solve.
Gifted students: The
entire class is gifted so
Gifted students: The
everyone gets the
entire class is gifted so
same equation to
everyone gets the
solve.
same equation to
solve.
Assessment of Content
Multiple Means of Formative assessment: Formative assessment: Formative assessment: Formative assessment: Formative assessment:
Expression
Take off touch down Take off touch down Show down with the Show down with the Exit tickets will be
Formative and summative with the students. The with the students. The students involves the students involves the given to the students
assessments used to monitor teacher will ask math teacher will ask math teacher asking math teacher asking math with a math problem.
student progress and modify questions and students questions and students questions and students questions and students
instruction. will take off to the will take off to the write down the answer write down the answer
correct answer and correct answer and on a white board or on a white board or Summative:
touch down to the touch down to the paper and the count of paper and the count of Students will receive a
incorrect answer. incorrect answer. three they will reveal three they will reveal quiz at the end the
their answer. their answer. lesson/unit
Summative: Summative:
Summative: Summative:
Students will receive a Students will receive a
quiz at the end the quiz at the end the Students will receive a Students will receive a
lesson/unit lesson/unit quiz at the end the quiz at the end the
lesson/unit lesson/unit
Multiple Means of ELL Students will get ELL Students will get ELL Students will get ELL Students can use
Expression a visual od the a visual of the a visual of the a dictionary to look up
ELL Students will get
Differentiation directions before directions before directions before math terms for the
a visual od the
Explain how materials will be
starting. starting. starting. math problem.
directions before
differentiated for each of the starting.
following groups:
Students with special Students with special Students with special Students with special
 English Language needs will get extra needs will get extra needs will get extra needs will get extra
Learners (ELL) Students with special
time as needed. time as needed. time as needed. time as needed.
needs will get extra

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  Students with special time as needed.
needs
Gifted: The entire Gifted: The entire Gifted: The entire Gifted: The entire
 Students with gifted class is gifted, no need class is gifted, no need class is gifted, no need class is gifted, no need
abilities Gifted: The entire
for differentiation. for differentiation. for differentiation. for differentiation.
class is gifted, no need
Early finishers (those who for differentiation.
finish early and may need
additional resources/support)
Extension Activity and/or Homework
Identify and describe any Exit tickets will be Exit tickets will be Exit tickets will be Walk around the room Walk around the room
extension activities or given with a given with a given with a and find task cards to and find task cards to
homework tasks as multiplication multiplication multiplication complete with complete with
appropriate. Explain how the problem. problem. problem. multiplication multiplication
extension activity or
problems xit tickets problems
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.

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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.

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://drive.google.com/file/d/13gh3s2ngnFw4xmYNIYPkIPEwdngZdBma/view?usp=sharing

Summary of Unit Implementation: Students were learning about the properties of matter and what
it means.

Summary of Student Learning: Students answered questions about the properties of matter after
watching a video. Students walked around the room and had discussions with their classmates.

Reflection of Video Recording: After watching the video on the lesson I was teaching I realized that I
could have been more aware of my surroundings and paying attention to what other students were doing
while I was watching and listening to student discussions. There were numerous students playing and I
belive that’s where my classroom management has to get better, and I need to be more aware.

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