STEP TEMPLATE

Heather Ferguson
ECH-485

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 Student Teaching Evaluation of Performance (STEP)
Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................3

Table of Contents .......................................................................................................4
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....5
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....7
STEP Standard 3 - Assessment and Data Literacy ....................................................8
STEP Standard 4 - Unit and Lesson Planning .........................................................11
STEP Standard 5 - Implementation of Instructional Unit .......................................14
STEP Standard 6 - Analysis of Student Learning....................................................15
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........17

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 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: Animals in their Habitat

Unit Title: Country Mouse and City Mouse

National or State Academic Content Standards

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-
to-text connections and comparisons

Learning Goal
The children will learn new vocabulary words and learn and apply the comprehension strategies
Predicting and Clarifying.

Measurable Objectives

The children will read in pairs and discuss the story “The Country Mouse and the City Mouse”.
When finished reading, each child will write a question about the story for their peer to answer.

The children will work on the workbook page about the vocabulary words. The children will
complete the activity with 80% accuracy.

The children will complete the test at the end of the week with at least an 80% accuracy.

The children will complete workbook page about predicting and clarifying as a group with 80%
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.
Name: _________________________________

Vocabulary Word Bank

Abundance Compost Craggy Elements
Inadequate Luxury Musty Saliva
Scrumptious Scrutinized Tone Tranquility

1. ___________________ - calm or peaceful

2. ___________________ - a way of life that gives great comfort or pleasure

3. ___________________ - a quantity that is more than enough

4. ___________________ - a particular style or manner of speaking

5. ___________________ - less than required

6. ___________________ - a mixture of decayed plans, manure, etc. used as fertilizer

7. ___________________ - having a stale or moldy odor or taste

8. ___________________ - having many steep, rugged rocks or cliffs

9. ___________________ - looked at or examined closely

10. ___________________ - a colorless liquid in the mouth

11. ___________________ - the forces of the atmosphere, such as rain, wind, or snow

12. ___________________ - very pleasing or delightful, especially to the taste

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%) 2

Proficient
(80%-89%) 3

Partially Proficient
(70%-79%) 10

Minimally Proficient
(69% and below) 6

Pre-Assessment Analysis: Whole Class

I will not make any changes right now. The children will use the pretest to know what words they
need to pay attention to when studying this week. We will have other opportunities throughout the
week to work on the vocabulary words.
The children may need some extra time on studying these words. I may come up with a game that will
help the children learn and understand the meaning of the words. I will take into considerations the levels
each child is on and will make accommodations according to IEP’s. For the children with IEP’s I will
follow what it says. Most of them can have extra time to complete lessons.

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.
Name: _________________________________

Vocabulary Word Bank

Abundance Compost Craggy Elements
Inadequate Luxury Musty Saliva
Scrumptious Scrutinized Tone Tranquility
1. ___________________ - calm or peaceful

2. ___________________ - a way of life that gives great comfort or pleasure

3. ___________________ - a quantity that is more than enough

4. ___________________ - a particular style or manner of speaking

5. ___________________ - less than required

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 6. ___________________ - a mixture of decayed plans, manure, etc. used as fertilizer

7. ___________________ - having a stale or moldy odor or taste

8. ___________________ - having many steep, rugged rocks or cliffs

9. ___________________ - looked at or examined closely

10. ___________________ - a colorless liquid in the mouth

11. ___________________ - the forces of the atmosphere, such as rain, wind, or snow

12. ___________________ - very pleasing or delightful, especially to the taste

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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 Listen to story Partner Read Latin Suffixes - Latin Suffixes - Abbreviations
Activity Einstein Anderson “Einstein Anderson ion/-tion/-sion and - ion/-tion/-sion and -
and the Mighty Ants and the Mighty al al
Ants”
Standards and The students will The children will The students will The students will The students will
Objectives learn and apply the read the entire complete complete complete
What do students comprehension selection with a Workbook page 39 Workbook page 29 Workbook page 27
need to know and strategies: Making partner.
be able to do for Connections and
each day of the Asking and
unit? Answering
Questions.
Academic ELACC3RL1: Ask and ELACC3RL1: Ask and RF.3.3 Know and RF.3.3 Know and L.4.3b. Choose
answer questions to answer questions to
Language and apply grade-level apply grade-level punctuation for
demonstrate demonstrate
Vocabulary understanding of a text, phonics and word
understanding of a text, phonics and word effect.
What academic referring explicitly to analysis skills in
referring explicitly to analysis skills in
language will you the text as the basis for the text as the basis for
decoding words b. decoding words b.
the answers. the answers.
emphasize and Decode words with Decode words with
teach each day common Latin common Latin
during this unit? suffixes. suffixes.
Summary of The children will The children will The children will The children will The children will
Instruction and listen and follow pick a partner and complete workbook complete workbook complete workbook
Activities for the along in their books read the story. After page 39 and then page 29 and we will page 27 and we will
Lesson as the story is being they have read the we will go over it go over it together go over it together
How will the read to them. We story, they will together. in class to make in class to make
instruction and will discuss the write a one sure they sure they
activities flow? vocabulary words question quiz about

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 Consider how the and see what words the story for their understand the understand the
students will they know prior to partner to answer. lesson. lesson.
efficiently transition being told the They will go over
from one to the definition. The the question and the
next. children will answer with their
compare their partner after their
answers to the partner had time to
definition read to answer the
them. question.
Differentiation The children will Children will work Children will have Children will have Children will have
What are the listen as a group. with a peer to read extra time and can extra time and can extra time and can
adaptations or Questions will be the story. change their change their change their
modifications to the asked throughout answers when we answers when we answers when we
instruction/activities the reading for the are going over it. are going over it are going over it.
as determined by children to answer
the student factors to help them
or individual understand the text.
learning needs?
Required Text book Text book Workbook #2 Workbook #2 Workbook #2
Materials, Smart Board
Handouts, Text, Website for book.
Slides, and
Technology
Instructional and Asking questions Walking around Walking around Walking around Walking around
Engagement throughout the making sure the helping the children helping the children helping the children
Strategies story. children stay on when needed. when needed. when needed.
What strategies are task and asking
you going to use them questions
with your students about their story.
to keep them
engaged throughout
the unit of study?

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 Formative Observation and Observation Taking up the Taking up the Taking up the
Assessments asking questions Checking the workbook page and workbook page and workbook page and
How are you going responses of the looking to see what seeing what areas seeing what areas
to measure the children quizzes areas the children the children may the children may
learning of your need more help in need more help in need more help in.
students throughout
the lesson?
Summative, Post- Pre-test. Some of the workbook pages consist of spelling words. We will use these words to take a pretest.
Assessment Post-test – Spelling test
What post- Post-test – Unit assessment – This will have comprehension, vocabulary, spelling, and grammar in the test. The test is
assessment will provided by the company that the book series comes from.
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. 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: https://www.youtube.com/watch?v=xRIegwRgQMw

Summary of Unit Implementation:

This unit in our book is talking about animals and their habitat. The children will take a test at the end of
the week that will cover not only the story, Einstein Anderson and the Mighty Ants, it will also cover
phonics, grammar, and vocabulary. We have talked about different animals and their habitats. This week
is an ant colony. For grammar, we are going over capitalization of book titles, state, cities, street
addresses, and commas in addresses and dates. We have a few difficult vocabulary words this week and
have been working hard on them. The spelling words are also difficult. We have done a pretest and a
couple games to help the children be prepared for their tests at the end of the week. I didn’t plan for
this workbook page to be if it was. I had other things planned but didn’t get to them that day. We are
going to make them up the next couple days. Not everything went as planned that week. Some things
the children understood, and we accomplished more that day that other days. I need to work planning
the right number of things so I’m not trying to cram things in all day.

Summary of Student Learning:

We went over a workbook page about capitalization and commas in addresses, dates, and book titles.
There are children on all different levels in the classroom, 5 of them have IEPS so I like working with
them on worksheets in a group. The children seemed to be interested in the lessons. I reminded them
that what we are going over was going to be on their test. The children cooperated about as much as I
expected. There are some that will do little things that I look over. I had one child that came into the
class late and I had a peer to help the get the student caught up. This helps the child feel welcomed, she
only missed a couple minutes. Looking back I wish I would have had the opportunity to go back and
work with her one on one and explain things to help for her to better understand.

Reflection of Video Recording:

This video selection was long. I was able to take my time going over worksheet, so the children could
understand it for their test later in the week. Going over the lesson together helped me know that the
children understood it and when we were ready to move onto the part of the lesson. I wish I would
have gone over to some children and made sure they understood what we were discussing. I liked how
the peer helped the girl in the wheelchair get her lesson out and turn to the correct page. The children
are always willing to help each other and they all seem to have a big heart. Not all the things happened
the way I wanted them to. All teachers want the children to listen and not disrupt the class. That isn’t
going to happen. When that happened, I told the children that I was going to wait on them to be ready
to learn. Usually they settle down and refocus on the work that we are doing.

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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
Highly Proficient
(90%-100%) 7 8

Proficient
(80%-89%) 7 8

Partially
Proficient
2 2
(70%-79%)

Minimally
Proficient
3 2
(69% and below)

Post-Test Analysis: Whole Class

After the children had some time to look over the vocabulary words and read them within context
they were able to figure out the definition.

I realized we do not spend much time one the vocabulary words each week. I am going to adjust
the schedule to talk a little more about the vocabulary words and come up with ideas that the
children can work on them together. Next week when reading the story, I will have the children to
pair up with each other and write down 3 vocabulary words, give me the definition and use it in a
sentence correctly. This can hopefully help the children remember the words and learn them
without using their glossary all the time.

Post-Assessment Analysis: Subgroup Selection

I have chosen a group of children that all have IEP’s. The children are on different levels. One
child in particular has a reading level of 1.0 in the end of the 3rd grade year.

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
(90%-100%) 0 1

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 Proficient
(80%-89%) 0 0

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
2 1
(69% and below)

Post-Assessment Analysis: Subgroup

Some of the children are likely to study words at home with their definition. It appears to
me that some of them don’t want to take the time to do extra practice at home.

In the future days, I will work one on one with the children who have not mastered the skills yet. I
want to make sure that all children are using their time wisely and staying on topic. Some of the
children in the class just need that extra time. I hope to give the children extra time to take their
tests and complete their assignments by not having so much to complete in class.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 7 7

Proficient
(80%-89%) 7 7

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
1 1
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

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 Based on what I have found out after doing the pre and post assessments, some children rush
through the work and others take their time. The ones that take their time generally have the
higher scores. Some children need extra time or assistance to complete the assignments.
Sometimes the children in the subgroup will go to a reading intervention specialist for extra help
or she will come in the room and work with the group of children on her caseload.

We will continue working on vocabulary words to help them gain knowledge of the words they
are reading and saying. Sometimes children say words and they don’t fully understand the
meaning of those words. By the end of the year, the children will learn words from all stories
read.

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. Come up with other ways to teach Talk with veteran teachers
vocabulary words

2. Work on writing better goals Talk with a veteran teacher.

Observe lesson plans from veteran teachers
Research the internet

3. Learn different ways of presenting Talk with a veteran teacher

lessons and using different items to Observe different classrooms
present the lessons

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