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STEP Standard 1 - Contextual Factors: Knowing Your School and


Part I: Community, District, School, and Classroom Factors
A. Geographic Location
Location: Peoria, Arizona

Neiborhood: Suburban

Popullation: 163,664 ; 2.4% increase per year

Average Houshold Income: $65,314
Poverty: 9.2%

Educational Support: Approx 50% support.

B. District Demographics
District Name: Peoria Unifie School District (k-12)

Number of Students: 36,660
Female: 48.4%
Male: 51.6 %

Percentage of English Language Learners: 2.7%

Percentage of Students in Special Educartion: 13.3 %

Percentage of students from Low Income Households: 39.3%

C. School Demographics
School Name: Desert Palms Elementry

Number of Students: 596
Female: 46%
Male: 54%

Percentage of English Language Learners: less than 1%

Percentage of Students in Special Educartion: 6 %

Percentage of students from Low Income Households: 67%

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STEP Standard 1 - Contextual Factors: Knowing Your School and

Part II: Demographic, Environment, and Academic Factors
A. Student Demographic Factors
Grade Level: 2nd Grade

Total Number of Students: 22
# of Females: 7
# of Male: 15

Age Range: 7-8 year olds

Content Areas:
 English Language Arts
 Math
 Social Studies
 Science

 Caucasian: 12
 African Amercans: 3
 Native Americans: 3
 Hispanic: 3
 Other: 1

Number of Free/Reduced Lunch: 80%

B. Environmental Factors
Room Arrangement:
 Students are arragned in groups of either 4 or 5.
 Students use tables pushed together (no desk)
 The back of the room is split into two parts; 1st: Small Reading groups, 2nd computer area

Parental Involvment: Approx 40%

Access to Technology:
 Students have access to a set of 8 computers.
 Students utilize the computers during rotations during Math and ELA to work on
different programs.

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Available Resources:
 Computers
 In-Class Library
 Supply Caddy

C. Student Academic Factors
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Reading Needs
Interventi Receiving
on) No
Boys 0 2 0 0 1 0
Girls 1 0 0 0 1 0
Instructional Accommodations and N/A N/A N/A N/A Students N/A
Modifications are given
(Describe any instructional the same
accommodations and modifications work with
regularly used to meet the needs of a fewer
students in each subgroup.) number to

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.

Based on the information stated above I would consider the following when planning, delivering,
and assessing a lesson:
 Utilizing TBR (total body response) when planning and delivering a lesson
 Determing how much of a worksheet to give students who are have difficulties completing them
(also consider when grading)
 Continuously checking for understanig while delivering the lesson
 Being conscious of students on an IEP.

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

Unit Topic: Mathematics

Unit Title: Add-Three Digit Numbers

National or State Academic Content Standards
Add and subtract within 1000, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.

Learning Goal
Students will be able to add three-digit numbers.

Measurable Objectives
 Students will be able to add three digit numbers without regrouping
 Students will be able to add three digit numbers with regrouping
 Students will be able to show how to properly regroup number in th tens and hundreds

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment -
Copy and paste, or insert a picture of the pre-assessment.

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Pre-Assessment Data: Whole Class – 22 students

Number of Students

Exceeds 0 Students

Meets 0 Students

Approaches 15 Students

Falls Far Below 7 Students
Pre-Assessment Analysis: Whole Class

Based on the data above I will not be changing the state standard or learning goal. I will however, be
changing my measurable goal to,

Student will be able to add three-digit numbers given 18 addition problems (regrouping in the
ones, tens, and word problems) with 80% accuracy by the end of the unit.

Given the data collected from my pre-assessment I have determined to change the
delivery of my lesson(s). Many of my students approach the standard yet none actually meet the
standard. In my data it shows my students understand how to add numbers but struggle with
regrouping. I will not spend a ton of time on adding whole hundreds (ex. 200 + 300) because
they have a general understanding of the concepts. I will however, spend a little more time on
how to regroup numbers. I will most likely extend the time given for regrouping to two days
instead of 1. This way it allows me to do whole class instruction the first day and I am able to
focus on consistency and practice the next. I feel my unit plan will take up a bit more than the
original week. I plan to extend my unit to at least a couple of weeks given the time allotted for

I intend to assess my students with the same original pre-assessment as I feel it would be
a more accurate representation of what they have learned. I have however added an additional
assessment. Two assessments will be given. They look somewhat identical but contain different
problems. I will give each assessment on a different day. I chose to do it this way as I think it
will give me more data and allow my students two chances to reflect what they know. I find this
will work best as this is what we already do when giving spelling test.

Post-Assessment –

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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 Regrouping in the Regrouping in Rewrite Three- Adding Three-
Lesson or NO One’s and Ten’s the One’s and didgit Addition didgit Numbers
Activity LESSO place Ten’s place (REVIEW)
N (Introduction) (REVIEW)
Standards Standard: Standard: Standard: Standard:
and 2.NBT.7 2.NBT.7 2.NBT.7 2.NBT.7
Objectives 2.NBT.9 2.NBT.9 2.NBT.9
Learning Target
Learning Target Learning (Objective) Learning
(Objective) Target Target
NO (Objective) I can add rewrite (Objective)
LESSO I can add three- REVIEW a three-didgit
N didgit numbers addition problem I can add three-
We do with regrouping in I can add three- vertically before didgit numbers
not both the ones and didgit numbers adding it. with
teach tens place. with regrouping regrouping.
math on in both the ones
Monda and tens place.
y early
Academic  Didgit  Didgit  Didgit  Didgit
Language  Regroup  Regrou  Regroup  Regrou
and (ing) p (ing) (ing) p (ing)
Vocabulary NO  Addition  Additio  Addition  Additio
LESSO  More than n  More n
N  Ones  More than  More
 Tens than  Ones than
 Ones  Tens  Ones
 Tens  Horizonta  Tens
 Vertical

Summary 1. Write the 1. Review 1. Go over 1. Ask
of vocabulary the the student
Instruction words on vocabul exisiting s to
and the board, ary we vocabular turn to
Activities (didgit,reg covered y words pages
for the NO roup, amd the on the 401-
Lesson LESSO addition) previou board. 402 in
N discuss s day. Add their
quickly the 2. Pass out horizonta big
meaning. the l and math
vertical books.

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2. Ask workshe and talk 2. Tell
students to et. about the student
turn their 3. Do a meaning. s that
BIG math problem 2. Do a we
books to with review will
Chapter 6 students problem take all
lesson 6 p. from the for that we
383-384. workshe students have
3. Explain to et using to work learned
students the doc on. and use
how we cam. Answer our
have 4. Ask as a class. skills
learned students 3. Write on work
how to the the board on the
regroup in steps on 268 + my
the tens how to 364 review
place and solve (write togethe
the ones the horizonta r.
and today problem lly) 3. Startin
we will be . 4. Ask the g with
regrouping 5. Allow students page
both. students to solve 401 we
4. Walk to do without will
through one on rewriting review
with their the the
students own and format. vocabu
the discuss 5. Talk lary
example with about check.
problem at their some Stating
the top of tables challenge where
th page. their s that each
5. Next, write steps. come vocabu
a problem 6. Come with the lary
on the back way the word
SMART together math goes
board and as a problem and
ask class is written. why.
students and 6. Rewrite 4. Next,
what are review the same we will
the steps to the problem work
solve the problem vertically on
problem. . and ask adding
6. Ask 7. Allow students concept
students to students if the s. This
come up to finish problem include
and write the is easier s
the steps. work to solve. adding
7. For the sheet 100’s,1
7. Explain
next front to 0’s as
problem and whole
ask back

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students to and turn how both number
work on in. problems s.
their group 8. Have are the Student
whiteboard students same but s will
s to solve. return to one is work in
Ask one jobs much table
group to when easier to groups
explain done. solve to help
their (work because eachoth
process on onld we er solve
8. Have work). stacked and
students the check
complete numbers their
invidually vertically work.
the . 5. We
remainder 8. Take out will
of page the Big come
384. math back
9. Come books. togethe
back 9. Ask r and
together as students work
a class and to rewrite through
go over and solve the rest
each the “on of the
answer to my own review
check that portion in as a
they are their class.
correct. math 6. While
10. Allow book workin
students to p.389 g
complete 10. Come through
the my together the
homework as a class review
pages and and have we will
turn in. students use
come up white
and boards
rewrite and the
and solve SMAR
each T
math boards
problem. to go
11. Turn to through
the the
backside proble
of the ‘on ms
my own’ togethe
section r.
and do 7. Student
the word s will

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problems be
with given
students the
walking summa
them step tive
by step. assess
12. Have ment at
students the end
complete of the
the review.
on the
13. Check for
ding and
to pull
out and
the My
k section
in their
book to
turn in.
Differentiat Number touch Number touch Number touch Number touch
ion mats for students: mats for mats for students mats for
 Da. R. students:  Da. R. students
NO  Jo. L.  Da. R.  Jo. L.  Da. R.
LESSO  Ta. V.  Jo. L.  Ta. V.  Jo. L.
N  Ta. V.  Ta. V.
(OPT. ) Number (OPT. ) Number
Line for: (OPT. ) Number Line for: (OPT. )
 Da. R. Line for:  Da. R. Number Line
 Da. R. for:
 Da. R.
Required  (BIG) My  Regrou  (BIG)  (BIG)
Materials, math book ping My math My
Handouts,  Doc- workshe book math
Text, NO Camera et  Doc- book
Slides, and LESSO  SMART  Doc- Camera  Doc-
Technology N Board Camera  SMART Camera
 SMAR board  SMAR
T Board T board

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 Opt.  Opt.  Opt.  Opt.
Touch Touch Touch Touch
mats mats mats mats
 Opt.  Opt.  Opt.  Opt.
Number Number Number Numbe
line line line r line
Instruction  White  White  White  White
al and boards boards boards boards
Engagemen  Group  Group  Group  Group
t Strategies NO interaction interacti interactio interact
LESSO (come up on n (come ion
N with the (come up with (come
answer up with the up with
together) the answer the
 SMART answer together) answer
board together  SMART togethe
interaction ) board r)
 Present  Present interactio  SMAR
their their n T board
answers answers  Present interact
and and their ion
process to process answers  Present
the class to the and their
 Class class process answer
discussion to the s and
class process
 Class to the
discussio class
n  Class
Formative My homework pgs. Regrouping My Homework Chapter Review
Assessment 387-388- checking ones/ tens pgs. 393-394- pgs. – checking
s for student Worksheet- checking for for
? NO understanding of Checking for student understanding
LESSO adding three-didgit student understanding of of three didgit
N numbers with understanding rewriing addition with
regrouping. of adding three- horizontal math and without
didgit numbers problems regrouping.
with regrouping. vertically before

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Step 5: Implementation of Instructional Unit
Frances Tack

Summary of Unit Implementation

After designing my unit, I was able to implement my unit plan 02/06-02/10. Each day’s lessons

were designed to build up from one another. I chose to follow the format that my cooperating teacher had

already developed because it appeared to work well with the students. This means that every Tuesday and

Thursday I would teach a new concept and left Wednesday and Friday up for review. By choosing to

design my lesson plans this way it allowed me to ensure each student had a solid understanding of the

concept before moving on to the next one. Tuesday and Thursday I began each lesson with an essential

question. Next we would go into our math books where we would learn the new concept. We would then

go over the review section, and finally, students would work on the ‘My Homework’ section as

independent practice. As for the review days of Wednesday and Friday, I gave a worksheet that contained

the same math concept we learned the previous day. We would go over a few of them together and then I

would have my students complete the remaining problems on their own. Actual lessons do not extend

very long because the classroom uses an in-class rotation schedule. This means instruction only last for 30

min or less while the rest of the time is spent with students rotating between computers, independent work

(jobs), and small groups.

For engagement I chose to use a variety of media; this includes, the SMART board, white boards,

and the document camera. In addition to the media sources, I also utilized group collaboration and

partners. Posing questions and asking students to explain their reasoning also contributed to the overall

classroom engagement.

Overall, I feel the lesson went as expected. When developing my unit plan I did not want to create

something totally out of no where for my students. I had made the observation in previous weeks that my

students thrive on routine so by sticking to their known routine it allowed me to seamlessly teach with

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little to no problems. Of course we ran into the occasional behavioral problem but I did not feel it

hindered my lesson in any way.

Summary of Student Learning

All in all, I felt my students were able to grasp the math concepts that I was teaching. They

seemed to have a great level of understanding when checking for understanding throughout each lesson.

Throughout my lessons I expected my students to be able to repeat back to me their processes and many if

not all the students that I had called on could do so. I made sure to check the ‘My Homework’ page they

were turning in after each lesson and was able to pull back kids that I felt may have missed the concept

just a bit. By doing so I feel I was able to have a great handle on student learning.

The final summative assessment results had only confirmed what I had originally gauged as my

students learning levels. The majority of my class exceeded expectations with only a few who had just

missed the mark. I felt that allowing for only a small portion of instruction time I was able to catch those

students who fell between the cracks in the lesson.

An instance where I had a student who caused me to rethink my lesson was on the third day of

instruction. We had been learning to rewrite three-digit addition problem in a vertical format. A student

who is identified as an ELL was not understating how to stack the numbers that did not contain 3-digits. I

had to explain to her a different method that made more sense to her throughout the lesson. I originally

felt at a lost for words but soon realized I had to think quickly of a new method to show her.

Reflection of Video Recording

By recording my lesson, I was able to learn a lot about myself. One thing I noticed while

observing my recording was my tone of voice as well as my presence. I feel I am a bit sterner then I

would like to be. It may just be me picking up cues from my mentor teacher, but I still find it difficult to

balance between directing and demanding my students to do something (the markers and white boards

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situation in the beginning). Overall I feel I did an okay job in comparison to my mentor teacher. I feel I

addressed the lesson and executed my lesson as planned. I think a lot of where I see room for

improvement is simply polishing other components besides teaching (ex. transitions, redirecting, and

voice). I would like to be more confident when teaching the class. I wrote my unit plan while lesson

planning with both second grade teachers and though I felt I knew the lesson inside and out in the video

you can see I am still looking for approval from my cooperating teacher. I would like to see myself be

able to teach a lesson and not check for understanding myself with the teacher. Overall, I am glad I was

able to identify my strong points and other aspects I feel I could improve upon. This unit plan has taught

me several things that I will take with me throughout my career.

Video Link:!AiRxcO3tDbBmdwX_AH3tMibu_Ks

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STEP Standard 6 - Analysis of Student Learning

Frances Track

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 0 12

Meets 0 5

Approaches 15 3

Falls Far Below 7 1

Post-Test Analysis: Whole Class

Based on my analysis of whole class post-test data I have come to the conclusion that at least
77% of my students are at a meet or exceeds level for mastery of the standard, with the
other 13% being at approaches and less than 1% being at falls far below. Moving away
from just the assemesent I would guage student learning at being at a 90% or above for
completely understanding the lessons taught. For example, the three students whom are at
an approaching level are able to walk through with me their work/ thinking through any
given problem during whole group instruction. Thus, it shows me they understand how to
do the problem; yet may lack the component of taking the knowledge and applying it on
their own. Looking through post assemesnt data it is clear to see the steps that students
walk through on their own applied to the test. The word problems on the test definetly
reflect growth in learning because they reflect real life application of math concepts learned.

Based on the data from my whole class post test I can say that my lessons were effective
enough to catch my tier 1 learners. I would haft to say however, that I feel my post test does
not accurately reflect 100% of my students learning. Through whole class instruction I can
call on about any student and they would be able to come up to the board and walk step by
step on a regrouping problem. I would safely say that at least 95% of my students are solid
on the concept of understanding but lack the application component. I can see the
knowledge being applied during individual math work time as well as when I graded
worksheets. Often times I find the problem lies in the speed in which students are working
at. This is an issue I would like to address in future lessons.

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Post-Assessment Analysis: Subgroup Selection

For my subgroup I chose to focus on students who are on free and reduced lunch approx.. 70%. I
chose to focus on this subgroup because I feel that often times these are the students in the
general education classroom that may need more educational support rather than others. They are
also identified as high risk students at the school I am cuurenly at.
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 9

Meets 0 4

Approaches 10 2

Falls Far Below 5 0

Post-Assessment Analysis: Subgroup

Based on the subgroup post test data it is determined that 86% of students either meet or
exceed the standard for level of mastery with only 14% being right at approaches. What
helped me come to this conclusion was based upon whether the student got the correct
answer and on how many problems they got the correct answer on. Grading a math test is
pretty straight forward in regards to grade. Students either got the right answer or they
didn’t. However, beyond what is simply right and wrong I was also able to see their
processes and how they got to the answer they did. I am able to see/say, yes they got the
right answer because they followed the processes of x, y and z. I was able to identify that a
majority of my subgroup students were able to reflect their knowledge of the concept
because they showed their work at the top that ultimetly got them to the right answer.

Based on the subgroup post assessment data I can draw the conclusion that my lessons were
effective in reflecting positive assemsent data. I feel my instruction was effective and well-
rounded enough to again catch my tier 1 students in my subgroup. I did however, still have
2 students or 14% of my subgroup fall in the approaches category. In order to aid these
students in ensuring they fully grasp the concept I will pull them back for small group
instruction during our math block during independent practice. During this time I am able

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to go over the concepts again with my students in ensuring they fully understand the
material. I found that with my 2 students who fall in the approaches category are getting
confused when they have an unorganized regrouping section with mislined columns and
what happens is that they have the right answer but when they misalign the column it can
throw off their adding and cause them to add together the wrong numbers resulting in an
incorrect answer. In small group I will go over the importance of lining up each column to
ensure we get the right answer.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students
Pre-Test Post-Test
Exceeds 0 3

Meets 0 1

Approaches 5 1

Falls Far Below 2 1

Post-Assessment Analysis: Subgroup and Remainder of Class

Based on the analysis of both the data from the subgroup as well as the data from the
remainder of the class I would describe my unit as being very effective. My subgroup made
up a larger chunk of my entire class, thus, the results of mastery are higher as compared to
the remainder of the class. Overall, by not soley basing student learning on just the
assessment and taking all the work submitted throughout the unit, I am able to see a more
accurate depiction of student learning. Though I do understand the importance of an
assessment I do not think it accurately reflects all of the knowledge the students have
learned. This is why grades are not soley based on assesments and are rather a combination
of work including assessment as a component of mesurment. By looking at all the work
submitted throughout the unit I was able to see my students were understanding the
concepts and I was able to move forward in the unit.

The next step for instruction is to move forward in our math concepts and work on
subtraction in the 100’s with regrouping. Similar to how we built up for addition in the
100’s with regrouping students will start with review of two digit subtraction, followed by

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subtraction whole 100’s, followed by subtraction with regrouping in tens, then 100’s, then
together. The objective for the next unit will be
Students will be able to subtract in the 100’s with regrouping accurately 100%.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Name: Frances Track
Improved Practice Based on the Unit of Study

Plan to Reach the Goal (i.e., professional
Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Deal with student redirection and I plan to reach this goal by observing other
behavior in a more diplomatic way. teachers in my grade level. I will ask veteran
teachers how they find the balance between
stern but not demanding. I could also ask
what are some words they use for redirection
and what they find to be most effective. I
also intend to look up behavior systems and
what effect they have on classroom
management especially for younger students.
Professional developments on classroom
management are also something I would be
interested in exploring.

2. Include a longer wait time between I plan to reach this goal my taking a better
transitions of activities. survey of student learning throughout my
lesson. I will look up strategies on how to
best check for understanding and ask my
team teacher what she does before she moves
on to the next activity. I could utilize more
strategies such as thumbs up or down, give
me a number for understanding, and even
just paying more attenition to facial
expressions which are all methods I could
use to help me gauge just how much wait
time my students need.

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3. Utilize partner work and team work I plan to reach this goal by first
more among students. understanding the best way to group my
students. I will first need to know their
current academic levels and then know their
different personality types. Looking up
further research on the internet of stragic
grouping is one method, but also asking the
previous grades teachers how they grouped
the kids is another method.

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