Student Teaching Evaluation of Performance (STEP)

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Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

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

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

A. Geographic Location

The school is located in Murrieta, CA. This city is known as a very active community where the
members are involved. Murrieta is known to be a progressing school district with a lot of good
programs. The school is located in a suburban neighborhood that is continuously growing. The
surrounding environment is made up of medium socioeconomics. The current population of
Murrieta is 103,466 (Suburban stats). With this, it is important to consider the community and
how it can support learning and teaching.

B. District Demographics

The cooperating school district is in the Murrieta Valley Unified School District. The district has
a total of 22,700 students all the way from transitional kindergarten through high school
(MVUSD). The district represents more than 8 ethnic groups and 39 language and dialects. There
are six Title 1 schools in the district where 30% of English Learners qualify for free or reduced
meals. There are a total of 11 elementary schools with a teacher student ratio of 32: 1. It is
important to take these factors into consideration when developing lessons because there is
diversity in which students and families may need different support.

C. School Demographics
The school is E. Hale Curran Elementary School serving grades- transitional kindergarten to 5th
grade. The school has a total of 559 students. The school has 48 classrooms, a multipurpose
room, two computer labs, library, cafeteria, administrative offices, staff lounge and two play
areas, one for kindergarten students and one designated for students in grades 1-5 (E. Hale
Curran Website). The school is a Title 1 school where 40% of students are meeting free and
reduced lunch. The school has a STEM emphasis which involves science, technology,
engineering, and math. This content is integrated in the curriculum in a way that makes learning
more hands on and involved with real life.

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
The class is a transitional kindergarten meaning that it is a level before students are in a
kindergarten classroom. It is for students that enroll and birthdays are in between the months of
September and November. The class have a total of 16 students in the TK. 10 are girls and 6 are
boys. Most of the students start off as early as the age of four. The class is diverse in different
cultural backgrounds including- Caucasian, Hispanic, Filipino, and African American. The
teacher has a concern of only one student because of their socioeconomic status. The mentor
teacher mentioned that he often needs her support with getting resources. Other than the one
student, most of the other students could be considered middle class.

B. Environmental Factors
The younger grade levels are separated from the other parts of the elementary. The TK and
kindergarten classes are located in a corner with the four different classrooms. The classroom has
a very open layout where there are different centers. The classroom has all necessary centers
including: building, writing, crafts, sensory, science, reading, and computers. There is plenty of
choices for the students where their social and academic learning is supported. Parents are
always welcomed in the classroom. The classroom has a volunteer center where parents can go
to and help with different projects. Parents also have the opportunity to meet with the teacher in
the mornings at door greeting or after school. Technology has a beneficial impact in this
classroom. Students are able to utilize ipads for their research as well as reading and writing
development. There is a technology center in the classroom where students can go for time with
practicing reading and math on a computer program. They also get time before snack to work in
the computer lab to complete homework for the week on the reading program.

C. Student Academic Factors

Behavior
Student ELL IEP Section Gifted Other or
Subgroup 504 Services Cognitive
(Explain Needs
) Receiving
No
Services
Boys 1 0 0 0 1 2
Girls 2 1 0 0 n/a 1
Instructional There are a total of Only one n/a n/a One of Behavior is
Accommodations three students that student has an the not an issue

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 and are ELL’s. The IEP in place. students in the
Modifications teacher supports this She has been is classroom.
(Describe any with small group diagnosed strugglin One of the
instructional opportunities as well with autism g with students is
accommodations as cooperative and the speech. constantly
and modifications instruction. Students teacher needs The shouting or
regularly used to at this age are to have specialist off task.
meet the needs of learning the additional s are And the
students in each beginning of reading instruction working other is
subgroup.) and writing, so their time with her. to see if clinically
language skills are The teacher they can unfocused
not too much makes sure to get him when not
affected. To support partner her on an IEP on
their learning, there with others to plan. He medicine.
are plenty of make sure she is an ELL The way
opportunities for is getting the and more the teacher
differentiation. necessary practice handles
During instruction a reinforcement will this is by
lot of visuals, . She is also benefit keeping
modeling, and receiving him with students
repetition is used to extra time on his accountabl
assure students are reading skills speech. e and
comprehending with a directing
content. specialist. their
One of the behavior
other students based on
is currently choice. To
being keep their
assessed for focus, she
an IEP. has a lot of
engaging
activities as
well as
flexible
seating to
keep
attention.

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.

Knowing these characteristics, it is important to consider the different learning needs and
behaviors when teaching to make sure that everything goes smoothly. It is important to have
engaging strategies for those students that struggle with focus as well as having opportunity for
cooperative learning. The group does well with minimum direct instruction and plenty of
cooperative instruction with differentiation.

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

Unit Topic: Reading Comprehension

Unit Title: Retell a Story

National or State Academic Content Standards (California Preschool)

Reading
4.0 Comprehension and Analysis of Age-Appropriate Text. Children demonstrate understanding
of age-appropriate text read aloud.
4.1 Demonstrate knowledge of main characters or events in a familiar story (e.g., who,
what, where) through answering questions (e.g., recall and simple inferencing), retelling,
reenacting, or creating artwork.

Learning Goal

Students will be able to retell a story by appropriately retelling events from the story and
forming their opinion. They will be able to retell a story using context of characters, events,
and illustrations of a book.
Measurable Objectives

Students will be able to retell the story Love Monster on their own by providing evidence of their
opinion on the story with a thumbs up and thumbs down event with 100% accuracy.

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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.
For the pre- assessment students will develop their predictions of the book Love Monster by
looking at the illustrations. Students will be assessed on their comprehension from visuals.
Students will develop their predictions
then follow with a read aloud to check for
understanding and connection. Students
will complete the worksheet using their
knowledge of visuals to draw for the
details portion.

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

Exceeds 2

Meets 10

Approaches 2

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 Falls Far Below 1
Pre-Assessment Analysis: Whole Class

I would most likely change the measurable objective. I would make the objective more drawing
based with less writing since most students are still emergent with that concept at the grade level. I
would also want to simplify objective by having students retell by characters, setting, problem,
solution, and main ideas. I would change the 10 main events and make it broader for their
comprehension.
With this data, it is important to take into consideration the different levels. For some students they might
not understand the concept of beginning, middle, and end. In this case, it is important when planning to
cover this concept as well. Some students might need the additional support even before giving the pre-
assessment. To make sure that students are comprehending there should be a lot of formative questioning
as well as opportunity for students to take action in their learning. I will make the delivery more
cooperative for students to reflect on the events in the story rather than just direct instruction.

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.

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 To check for understanding, students will complete a chart by properly labeling the categories
such as characters, setting, problem, solution with drawings to match. They will also complete a
book opinion to retell the story. They will complete a thumbs up/ thumbs down drawing to retell
the events from the story.

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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 5

Title of Lesson or Intro Read/ Characteristics Opposites Emotions/ Feelings Story Retell/
Activity Vocabulary Review
Standards and CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
LITERACY.RL.K.7 LITERACY.SL.K.5 LITERACY.L.K.5.B LITERACY.RL.K.9 LITERACY.RL.K.2
Objectives
With prompting Add drawings or Demonstrate With prompting With prompting
What do students
need to know and and support, other visual understanding of and support, and support, retell
be able to do for describe the displays to frequently compare and familiar stories,
each day of the relationship descriptions as occurring verbs contrast the including key
unit? between desired to provide and adjectives by adventures and details.
illustrations and additional detail. relating them to experiences of CCSS.ELA-
CCSS.ELA- LITERACY.RL.K.1
the story in which their opposites characters in
LITERACY.RL.K.7 With prompting
they appear (e.g., (antonyms). familiar stories.
With prompting and CCSS.ELA-
and support, ask
what moment in a
support, describe LITERACY.RL.K.10 and answer
story an
the relationship Actively engage in questions about
illustration
between group reading key details in a
depicts).
CCSS.ELA-
illustrations and the activities with text.
LITERACY.RL.K.4 story in which they purpose and
Ask and answer appear (e.g., what understanding.
questions about moment in a story
unknown words in an illustration
a text. depicts).

Students will be
able to review
illustrations and
predict what will

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 happen in reading.
Students will
listen to the story
with guidance in
vocabulary
comprehension.
Academic Author Characteristics Difference Emotions Setting
Language and Cover Page Adjectives Opposites Feelings Opinion
Vocabulary Illustrations Traits Antonym Expressions Memory
What academic Predict Features
language will you Characteristics Qualities
emphasize and Emotions Labeling
teach each day
during this unit?
Summary of The book will be After second I will first ask Before rereading I will have students
Instruction and introduced to reading, students students “what is the story, students gather at group
Activities for the students first as a will listen and look an opposite, and will do a picture circle then ask
Lesson picture read. for characteristics of can you give me read of the front them to tell me
How will the Students will characters. Students an example?” I cover. I will ask what they
instruction and predict what will will be told before will let students students to look for remember from the
activities flow? happen. the reading about respond, then emotions that are Love Monster. I
Consider how the Vocabulary will characteristics and come back to drawn. I will then will display story
students will also be introduced adjectives. They will whole group show feeling cards event cards on the
efficiently transition in the beginning then be instructed to discussion and and have students document camera
from one to the and have students listen for them introduce show the for students to see.
next. brainstorm the during the reading. opposites puzzle appropriate I will ask “what
meanings. Students They will be asked pieces. I will put in expression. Ex: part is this”. Then
will gather at whole throughout reading one part of an show me your sad they will respond
group circle and about the different opposite pair into face, then they will and we will put
listen to the story. characters. After the the pocket chart respond with cards in order from
They will be asked reading, students and and ask students expression. We will beginning to end. I
guided reading I will fill in a what is the do a few emotion will then have
questions with worksheet of Love matching opposite. cards then I will ask students discuss in

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 prompting. They Monster’s With their what the Love whole group their
will identify the characteristics on the responded answer, Monster was feeling opinion of the
main components document camera we will check to in the story. They book. I will ask
of the story and together. The see if the puzzle will support their them what was
discuss their worksheet will have piece matches. I statement with something you
comprehension in a fill out portion to will then instruct examples from the enjoyed as well as
whole group write 3 students to listen book. We will then what was your least
setting. characteristics of the for opposites in the do a close read and favorite part.
main character. story and to raise stop during reading Students will
Students will then be their hand when to check for brainstorm ideas
able to create their one is said. During understanding of and share with their
own monster based the reading, occurring emotions sit spot partner.
on their own students will point during story. I will They will then
examples of out the antonyms. have students point rejoin in whole
characteristics. They Students will then out how the Love group and share
will then turn in be given a card in Monster’s emotions ideas. Students will
while I document which they have to changed throughout then be instructed
their 3 characteristics find their antonym the story including to get a board for
of their created Love partner. Students the change of color when they
Monster. will be able to in heart. Students complete
walk around the will then create worksheet activity.
classroom and find their crafted love Student will
the match. They monster. They will receive a thumbs
will then sit with choose between a up thumbs down
each other and tell frown and smiley review worksheet
why they are face. They will where they will
opposite partners. place the eyebrows draw their scenes
on monster to show on the paper. When
the expression and they submit the
emotions. Students paper, they will
will choose what have to tell their
color heart their favorite and least
monster will have

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 then present what favorite part of the
emotions their story.
monster is going
through.
Differentiation Students can refer Students can refer Students will be Students will be Students will be
What are the back to the book back to the book for able to use the able to review the able to refer back
adaptations or for visuals to examples of pocket chart visuals for the to the book and the
modifications to the answer prompting characteristics. The examples for when emotions to explain illustrations. They
instruction/activities questions. Students whole group will they go to find the emotions in the will have the
as determined by will also be able to review the their match. If book. They can also support of the peer
the student factors discuss their ideas characteristics. I will students do not use their bodies for responses as well
or individual with a partner and also provide an know the word on understanding such as communicating
learning needs? check each other example on the their card, they can as their facial ideas through
for understanding. board for students ask the teacher. expressions. drawings.
for guidance. Higher Students will be
level students will be able to orally
able to take their communicate their
own dictation of created monster and
their monster in a the different
sentence or labeling reasoning for their
format. feelings.
Required  Love  Love  Opposite  Love  Love
Materials, Monster Monster puzzle Monster Monster
Handouts, Text, book  Characteristic pieces  Emotion  Retell cards
Slides, and  Vocabulary Worksheet  Pocket Cards  Worksheets
Technology anchor chart  Printer Paper Chart  Craft papers  Floorboard
 Crayons  Antonym  Construction  Tool box
cards Paper (crayons)
 Love  Different
Monster color hearts
book  Scissors
 Glue

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 Instructional and Students will be The story will be Students will be Students will be Students will be
Engagement engaged by having read in a whole able to participate engaged by engaged by
Strategies opportunity of group setting and in whole group showing their body constantly
What strategies are cooperative students will be able learning as well as movement when answering
you going to use instruction as well to work on their own cooperative. They responding to questions about the
with your students as using their monsters in a will be able to emotion cards. I story. They will be
to keep them creativity with the cooperative setting. move around the will constantly be able to
engaged throughout story. They will be able to classroom and find asking questions to communicate in
the unit of study? brainstorm together their partner by make sure that whole group as
different communicating students are well as with
characteristics. with their following along. partners. Students
classmates. They will be able to will be engaged
express their with the activity
choices when because they will
creating their be able to express
monster and come creativity when
up with their own responding.
creation.
Formative I will ask a lot of When students are I will check for I will observe As students turn in
Assessments questions during turning in their understanding students and their their worksheet I
How are you going whole group created monsters, I while students are understanding of will document what
to measure the reading. I will have will ask “what kind completing the concept of their thumbs up
learning of your students give the of monster did you opposite puzzle feelings and was and thumbs
students throughout thumbs up/ thumbs draw” and write their pieces in the emotions when they down and take
the lesson? down for 3 characteristics in pocket chart. I will respond to cards. I annotation of their
understanding of sentence format. (i.e. also check for will then use their story retelling.
what was read. John drew a green, understanding created monster to
fluffy, friendly during reading ask what emotions
monster). when they point their monsters are
out the appositives going through. I
in story. When will also listen for
they are paired feedback when I
with their match, I ask about the main

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 will know if they character in the
understand story.
opposites.
Summative, Post- To check for understanding, students will complete a chart by properly labeling the categories such as
Assessment characters, setting, problem, solution with drawings to match. They will also complete a book opinion to
What post- retell the story. They will complete a thumbs up/ thumbs down drawing to retell the events from the story.
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link: https://m.youtube.com/watch?v=_bdAtdVkbao

Summary of Unit Implementation:

 Discuss each lesson activity and whether the execution of each lesson went exactly as planned.
 Describe the engagement strategies used and if they helped foster the learning goals.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

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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 Number of Students
Pre-Test Post-Test

Exceeds 2 3

Meets 10 11

Approaches 2 1

Falls Far Below 1 0

Post-Test Analysis: Whole Class

Based on your analysis of the whole class 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.

Before testing for knowledge, I found it of importance to whole group review the story. For this, I
used visuals including the main events and major characters in the story for students to identify.
The students found it helpful to be able to whole group review the story and hear other ideas. I
think they were able to learn a lot from the repetition on the story throughout the week. I was able
to do a lot of formative assessment to check for understanding throughout the read and make sure
students were comprehending what was being read to them.

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.

Overall, I think that the unit lessons went very well. Students were engaged for all lessons, and
they looked forward to the book read every day. Students were engaged because the unit
incorporated different learning strategies such as hands on, group work, and creativity. There was
a lot of opportunity for different learners. I did most of the instruction in whole group setting with
opportunity for students to do partner shares and work. I think most of the activities were
developmentally appropriate and students responded well and were able to comprehend. Students
were able to retell the story by rereading the book multiple times. During the reads, I would make
sure to stop and check for understanding. I think this benefited the students’ learning because they
were able to reflect and really have opportunity to comprehend what they were reading. This unit

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 also had a lot of assessments including formative to constantly check for understanding. Even the
opposite puzzle pieces were intended to check for understanding and how to apply that into the
unit for further learning. The assessments used were appropriate to the grade level and did a good
job at accounting for student understanding. Students were able to practice story retelling by
drawing on a thumbs up thumbs down review sheet to tell of main events in the story.

Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1, select one subgroup population to focus on for this
analysis. Provide a brief rationale for your selection (1-3 sentences).

The subgroup of the classroom would be my students with a learning disability such as autism.
There is one girl in the class that is autistic and does well with learning, however she needs
constant redirecting. There is also a boy that is oppositional behavior, in which when he is asked
to do one thing he will do the other. I chose this subgroup because they had some challenges with
the unit, however they were still able to meet the objectives. I was interested to see how they
would do with the assessments and comprehension.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 1

Meets 0 0

Approaches 1 1

Falls Far Below 1 0

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.
After the posttest it shows that the students were able to understand the unit with comprehension. When I
collected the review assessment it showed that the girl exceed in understanding. I had the students do a
thumbs up thumbs down of events in the story and she had a lot of detail in her drawings. When she
handed it to me her thinking was very advanced incorporating the lessons of characteristics and feelings.
The other student in the subgroup also surprised me with his learning. Although the assessment form was
not completed at level for this student, his verbal understanding was appropriate and showed growth. His
drawings did not capture his understanding, however when he explained the events he chose they were
appropriate to the lesson and he was approaching the set objective.

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 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. Cite examples and provide evidence
of student misconceptions to support this analysis.
Considering this data, I am glad to see that the students improved from the pre assessment. The
girl’s results really surprised me because she was at the approaching level, then moved up to
exceed. I think what benefited her learning was that we were able to whole group and constantly
check for understanding and discussion. She responded well with the visuals and going over the
vocabulary. When she submitted her paper, I was very impressed with her oral description and
her understanding from the book. The other student in this subgroup I was also proud of, however
I think I can make adjustments for the next time. I would probably spend more time with him
individually and allow him to take time to go over the illustrations and explain the story to me
rather than me reviewing it. I would also allow for more oral discussion which he did well within
the assessment rather than having him write something.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 2 2

Meets 10 11

Approaches 1 0

Falls Far Below 0 0

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 findings from your analysis.
I noticed that a lot of the students progressed in the assessments. The data shows that the instruction was
effective to students’ understanding. Students were able to move up in levels in the post assessment. I
think they responded well to the teaching strategies and being able to learn different content within one
unit to understand the story to be able to retell it. Even the lowest students were able to comprehend the
main ideas, characters, and setting. The kids were interested because of the different components such as
opposites, feelings, and characteristics. I have even noticed them using the vocabulary in other lessons and
pointing out concepts for comprehension.

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 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.
This unit focused on the standard of reading comprehension where students can identify characters,
setting, and main events. I was able to cover multiple content areas such as vocabulary, story retelling,
writing, and reading. To build upon this unit, I plan to use this content knowledge for other reading
comprehension. The following week is Dr. Seuss week where students will read a book and identify the
different patterns such as opposites. They will create their own character with specific characteristics
which they will have background knowledge from this unit.

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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. Become more familiar with California This was a struggle for me considering that
State Standards my education background is based in
Arizona learning standards. I want to be able
to be more comfortable with the state
standards and use multiple standards in one
lesson. My mentor teacher has encouraged
me to create a file/ folder where standards
are accessible. Often times, lessons
incorporate more than one standard so it is
beneficial to be aware of each. Being more
familiar with standards will make it easier to
develop objectives for teaching. Resources
that will be useful to meet this goal include
common core standards website.
2. Develop more assessments Something that I noticed within this unit was
that a lot of my assessments were formative
and oral. I want to be able to develop more
assessments that can be collected on paper.
My mentor teacher and I use this program
called seesaw where it is a digital portfolio
of student work. It would have been
beneficial to have more samples to include in
the program to track student progress. I need
to find more ways to collect student work
without writing since students are not at that
level yet. Ways to achieve this goal is to
discuss options with teacher as well as look
at websites that have interactive forms for
students to complete.

3. Reflection of differentiation Something that I struggle with is knowing

how to appropriately differentiate. I feel that
I need the right balance for students. I tried
to differentiate for a student that has short
attention span by giving him less, but I was

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 concerned that I was taking away from his
learning. I have brought this up to my mentor
teacher and she agrees that it was appropriate
to give less and modify his activity. I think I
just want to be more confident in this and
know of different options how to meet
student needs. Ways to achieve this is expose
myself to different ideas and learn new ways
that will benefit my students.

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