student teaching evaluation of performance (step) · web viewknowing your school and community....

Student Teaching Evaluation of Performance (STEP)

Jennifer Svedin

GCU – EED 480NB

November 26, 2018

© 2023. Grand Canyon University. All Rights Reserved. of 23

Table of Contents

Student Teaching Evaluation of Performance (STEP) Template..............................1Table of Contents......................................................................................................2STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal.....5STEP Standard 3 - Assessment and Data Literacy....................................................6STEP Standard 4 - Unit and Lesson Planning...........................................................7STEP Standard 5 - Implementation of Instructional Unit.......................................10STEP Standard 6 - Analysis of Student Learning...................................................11STEP Standard 7 – Reflecting on Instruction to Improve Student Progress...........13


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

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).


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

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).


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STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal

Unit Topic: Unit 3 Read Well “M” Sound

Unit Title: Unit 3 Read Well Monkey Business

National or State Academic Content Standards“CCSS.ELA-LITERACY.RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.1.3.BDecode regularly spelled one-syllable words.” (CCSS, 2018). “CCSS.ELA-Literacy.RF.1.4Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-Literacy.RF.1.4.aRead grade-level text with purpose and understanding.” (CCSS, 2018).

Learning Goal Students will be able to increase the number of letter names and sounds they know and increase the number of one-syllable words they can read. Students will be able to read the text given them with accuracy and be able to understand the material read.

Measurable ObjectivesStudents will be able to decode one-syllable words with 80% accuracy 4 times out of 5. Students will be able to read text with 80% accuracy 3 out of 4 times. Students will be able to tell names and sounds of the letters with 80% accuracy 2 out of 3 times.


http://www.corestandards.org/ELA-Literacy/RF/1/3/b/


http://www.corestandards.org/ELA-Literacy/RF/1/3/

STEP Standard 3 - Assessment and Data Literacy

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 Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

u o L P K b E j H h S c a U l K T N L Yk B H Y M g o Q p WU W u Q O s A n P iG o n Z l c L X U i

a y m p n e v b f cz r u g c b e l k p g k j y n d p t h


fj u b g m a t e z f z b I u n e g m f r

a I of at and is play big in run can it said comelike what see for was help my we here no yes blue yellow red away make find

A boy named Tom was at the bus stop. He was waiting for the school bus. There was no one there but him. The bus was late.

Tom began to talk to himself. “Maybe the bus forgot me,” he said.


Then Tom heard a dog barking. He looked up and saw his dog, Spot, running down the road. Spot ran to Tom. He was so happy to see Tom that he jumped into Tom’s arms. The scoring is based on each section being tested in a one-minute time frame. Then the percentages are based on their number correct out of the number they went through, so it includes the errors as well. The goals for first grade are higher than what these students are performing at and so the lessons are concentrating on letter recognition and letter sounds, as well as a few sight words.

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%) 0

Proficient (80%-89%) 0

Partially Proficient (70%-79%) 0

Minimally Proficient (69% and below) 4

Pre-Assessment Analysis: Whole Class

There will be no changes to the lesson plan. It was known that this group of students is below grade level in their letter names, letter sounds, and correct words read per minute scores. The students are working on learning their letter names and sounds as they do not yet know all of them. Based on the information that has been gleaned from the pre-assessment, it is evident that the students need to work on learning their letter names. The lessons will include a review of past letters learned as well as introduction to new letters. Even if the students have already learned the letter they will need to review to keep the information fresh and in their minds. Having students who are not at grade level with their letter names and sounds changes how the lessons will be done and what will be taught. The students will need to work on their letter names and sounds, while still trying to work towards first grade standards. The post-assessment will be the same as the pre-assessment to see if the students can show growth in the same areas assessed.


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 the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

u o L P K b E j H h S c a U l K T N L Yk B H Y M g o Q p WU W u Q O s A n P iG o n Z l c L X U i

a y m p n e v b f cz r u g c b e l k p g k j y n d p t h


fj u b g m a t e z f z b I u n e g m f r

a I of at and is play big in run can it said comelike what see for was help my we here no yes blue yellow red away make find

A boy named Tom was at the bus stop. He was waiting for the school bus. There was no one there but him. The bus was late.

Tom began to talk to himself. “Maybe the bus forgot me,” he said.


Then Tom heard a dog barking. He looked up and saw his dog, Spot, running down the road. Spot ran to Tom. He was so happy to see Tom that he jumped into Tom’s arms.


STEP Standard 4 - Unit and Lesson Planning

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

Day 1 Day 2 Day 3 Day 4 Day 5Title of Lesson or Activity

Unit 3 Read Well Monkey Business





Standards and ObjectivesWhat do students need to know and be able to do for each day of the unit?

“CCSS.ELA-LITERACY.RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.1.3.BDecode regularly spelled one-syllable words.” (CCSS, 2018). “CCSS.ELA-Literacy.RF.1.4Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-Literacy.RF.1.4.aRead grade-level text with purpose and understanding.”































(CCSS, 2018). Students will be able to read material given to them to read with 80% accuracy. Students will be able to increase the number of letter names and sounds they can correctly identify in one-minute by two. Students will be able to increase the number of words they are able to read in one-minute by one word.





Academic Language and VocabularyWhat academic language will you emphasize and teach each day during this unit?

MonkeyZooZookeeperTaxi

These are the words needed to know for the comprehension of the story we are learning about.









Summary of Instruction and Activities for the Lesson

Students will begin by doing the K-Pals, this is a paper that we do as a

Students will begin with the K-Pals, taking no more than five minutes to

Students will begin by doing the K-Pals. Students will then transition to

Students will begin by doing the K-Pals. Students will then transition to

Students will begin by doing K-Pals. Students will then transition to the


How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.

group, it allows the students to do a review of letter names, rhyming, first sounds of words, and letter sounds. It is quick and takes no more than five minutes. Students will then read through decoding page 1 which helps them to prepare for the reading of the story. Students will listen to the introduction of the story and participate in the review and introduction of vocabulary words. Students and teacher will then read through story 1 with students reading their part and the teacher reading her part. Teacher will review what was read with students.

complete. Students will then transition to reading decoding page 2 to prepare to read the next two stories. Students will then story 2, which is a solo story, as a group and then the students will read the story individually. Students and teacher will then read story 3, which is a duet story. Teacher will read her part and students will read their parts. Teacher will ask comprehension questions to check for understanding.

reading the decoding page 3. Students will then read story 4, which is a solo story. They will read it as a group and then each student will read it individually. Teacher and students will then read story 5. Story 5 is a duet story. Teacher will read her parts and the students will follow along, reading their parts when it is time. Teacher will ask comprehension questions as the story is read and seek for clarification to determine student comprehension.

reading the decoding page 4 and 5. These two pages will help the students with the next story. Students will then read story 6, which is a solo story. Students will read together and then they will read it individually. Students will be asked comprehension questions when done reading the passage. Teacher will also review stories in the unit for understanding and comprehension.

extra practice decoding page. After completing the decoding page students will review stories to check for comprehension. Students will then do a fun sound activity using the iPads to take pictures and say the sounds of letters. Students will share their creations with each other after creating them.

Differentiation Students will be Students will be Students will be Students will be Students will be


What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?

doing Kindergarten level K-Pals, even though they are first graders. They will also be doing the lessons for Kindergarteners to help them to learn letter names, sounds, and word decoding. Some students will need additional assistance with sounding out words as well as staying on task and with the group.




doing Kindergarten level K-Pals, even though they are first graders. They will also be doing the lessons for Kindergarteners to help them to learn letter names, sounds, and word decoding. Some students will need additional assistance with sounding out words as well as staying on task and with the group. Students will need assistance in learning to use the iPad and the app called Chatterpix. Students will need modeling to show how they should go about using the app.

Required Materials, Handouts, Text, Slides, and Technology

Students will need K-Pals, decoding packets, and story book.




Students will need K-Pals, decoding packets, and iPads,

Instructional and The stories in the The program is The students will be A reward system is The use of the


Engagement StrategiesWhat strategies are you going to use with your students to keep them engaged throughout the unit of study?

unit are designed to keep the students’ interest. Students will be asked questions are we go through the stories, they will also be asked to predict. Students will be able to read by themselves which will help them to stay on task.

designed to keep the students’ interest and to allow for the students to move quickly through the lessons and to have the lessons be short so that there is less chance of the students’ attention being lost.

reading together as a group, with the teacher, and individually, this will help keep the students on task and interested in what the group is doing.

also used to help students stay on task. They have the opportunity, if they stay on task, to earn treats after a few days of being in the group and on task.

application should keep the students’ interest as it is new, and each student will have an iPad. The students will also be able to share their creations with each other.

Formative AssessmentsHow are you going to measure the learning of your students throughout the lesson?

Teacher will ask students comprehension questions as the story is read to determine understanding of the material being learned. Students will read parts of the story as a group and individually.

Teacher will ask students comprehension questions as the story is read to determine understanding. Teacher will also listen to students read the solo story to determine how well the students are decoding words.

Teacher will ask students comprehension questions as the story is read to determine understanding. Teacher will also listen as students read the solo story individually to determine how well students are decoding words.

Techer will ask students comprehension questions about what they have learned during the review of the stories. Teacher will also listen as the students read the solo story individually to determine how well students are decoding words.

As students are using the iPads to take pictures of the letters and recording the sounds the letters make, teacher will be making sure that the students are saying the correct sounds.

Summative, Post- AssessmentWhat post-assessment will measure the

The post-assessment is the same as the pre-assessment. It will measure letter names, letter sounds, sight words, and a reading passage. The post-assessment will measure if the students have made growth in their knowledge about letter names and sounds, sight words and reading fluency. These are all important things for the students to increase their knowledge in to be able to continue working towards being at grade level in their reading ability.


learning progress? Note: This can be the same as the pre-assessment or a modified version of it.


STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, 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: uploaded to OneDrive

Summary of Unit Implementation:Students began with doing the K-Pals, which is a practice of letter names, rhyming, initial sounds, and letter sounds. This helps students to practice, and it is done daily. Students then moved on to the decoding page that helps them to practice what they will need for the reading that we will do that day. Then the group moved on to reading the story. The lesson went as it was planned and took about the same amount of time as it normally does.

Summary of Student Learning:Initially, when the lesson was given I thought the students were doing well, still in need of some work in areas, but were able to read with prompting and some assistance, also they were on task most of the time. Students are still working on letter names, however did a decent job of saying the letter names. Rhyming was harder for them, some of the pairs of words were easier for them to determine if they rhymed. Initial sounds were pretty easy for the them to determine the sound. Letter sounds were okay for them, not all the students were able to participate. The students were able to go through the decoding page well and with some prompting read the words. One student seems to be behind the others a bit, which means that the lessons might need to be slowed down a bit and more focus brought to certain parts of the lesson. I noticed that I helped the student read, but that he still had trouble.

Reflection of Video Recording:I think I did a good job of teaching the students and moving, transitioning, between the different parts of the lesson. We have forty-five minutes each day for the lesson and I think that the lesson moved at a decent pace. The story goes on for a little while longer, but the time ran out on the video, I wanted to show different parts of the lesson as well as some transition time to allow for me to see how it looks from the outside. I think it went well considering there are some students that have a harder time sitting still, staying in their seats, and staying on task. Upon watching the video of my lesson, I determined that I need to be better at the group management. I noticed that I took a block (part of the management system that helps to remind the students to stay on task and they get a reward after a certain number of days of staying on task), however, after watching the video I should have taken more blocks and done it earlier to get the students to be on task and stay on task. I would like to work on the group management part of the group and maybe collaborate with my cooperating teacher for additional ideas to help me. I think I did a good job of making sure that the students connected what we did the previous day with what we were going to do that day. I also think I did a good job of allowing each student to give an


answer and to respond to those answers. I will continue to recognize where background knowledge can be brought into the lesson, as well as previous knowledge. I will also continue to make sure to call on all the students and respond to what they say.


STEP Standard 6 - Analysis of Student Learning

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 Pre-Test

Number of StudentsPost-Test

Highly Proficient (90%-100%) 0 0

Proficient (80%-89%) 0 0

Partially Proficient (70%-79%) 0 1

Minimally Proficient (69% and below) 4 2

Post-Test Analysis: Whole Class

The students were able to learn from the unit, and it was a success for them. Two of the students increased their letter name recognition and their letter sound knowledge. The students were able to nearly double their results in these areas. There was a student who did not increase their assessment results. The unit helped the students to review words and letter names and sounds that they knew, as well as learn new ones. One student left my group before the end of the unit and was not there to participate in the post-assessment.

The instruction that was given was effective in helping two of the students to increase their knowledge of the letter names and sounds. The instruction included reviewing letter names and sounds as well as the reading portion of the lessons. The continued work with the letter names and sounds helped the students to be able to increase their knowledge of them. The post-assessment showed that the students were able to increase their letter name and sound knowledge and keep reading the words they already knew. The lesson focused on the same words, just different sounds, so the students were able to read the same words. During the lessons the students were able to read stories by themselves. It was good practice for them to read the words they had learned to read during the lessons.

Post-Assessment Analysis: Subgroup Selection

The subgroup chosen is the girls. The girls were chosen because it is a subgroup I can choose. All of the students are different ethnicities and so this is a good fit for this group.


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





Partially Proficient (70%-79%) 0 0


Post-Assessment Analysis: Subgroup

The student of the subgroup was able to nearly double her letter name and sound recognition. She was able to increase her scores. The lessons were well received, and she was able to learn from the material presented. The student was able to use the content taught to help her to increase her scores for the post-assessment.

The lessons delivered were well received. The student was able to learn from them and increase her knowledge in the areas tested. While the student did not master the goals, she did almost double her pre-assessment scores. In the future there will be additional work done on the letter names and sounds, as well as sight words. There were not misconceptions, there was a lack of the knowledge. The same things will be covered to help the student to continue to learn the letter names and sounds as well as sight words. There will be additional activities implemented to also help the student to learn more.

Post-Assessment Data: Remainder of Class





Partially Proficient

0 1


(70%-79%)


Post-Assessment Analysis: Subgroup and Remainder of Class

The subgroup was not able to master the goals, the rest of the class was not able to either. However, half of the rest of the class was able to become partially proficient in their letter names and sounds, and some sight words. The instruction also helped the subgroup to almost double their scores, which means that the instruction helped the students in their knowledge and they learned from it.

An objective that would be appropriate for this group would be: To master their letter names and letter sounds. It would also be appropriate to add something about learning sight words as well. It is important to add in additional ways students can learn their letter names and sounds and learn sight words. The students could do additional activities, more reading, and even some technological activities to help them to learn the content.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of StudyBased 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.

Short-Term GoalPlan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)

1. Increase knowledge in area of teaching students letter names and sounds.

Observe multiple teachers to see different teaching strategies to learn to teach the materials. Observe a Kindergarten teacher, first grade teacher and a reading specialist. I also plan to keep a notebook with ideas and teaching strategies that I observe or hear about that will work for my class and students.

2. Increase knowledge regarding classroom and small group

Take a classroom management professional development class to help me to learn how to


management. better manage time and the students in a whole class setting as well as a small group setting.I will also keep a journal of how strategies go, whether they work or not in my class and small groups. I would also like to observe other teachers who have good classroom and small group management to help find a strategy that works for my students and me.

3. Increase my knowledge about the teaching of the programs used in the school district.

Take a professional development class on the Read Well program to help me to learn how to better teach the material, and to find ways to add to the instruction to help make it richer for the students. I would also like to observe teachers who have been using the program for a while and then be able to take time to interview them or discuss with them their ideas on the program and how best to teach it. I will also keep a journal or a notebook to note what ideas or strategies are working or not working for me in my class or group.


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