Ech485 Step7-Wright A

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

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors

A. Geographic Location
Location
•For Session B, I am at Montebello School, which is in Phoenix, Arizona.
Population of the city

•According to a census conducted in 2016, Phoenix’s population is about 1,615,017
(“QuickFacts”, 2016).
Urban, Suburban, or Rural

•According to the United States Census Bureau website, Phoenix is an urban city. (“Largest
Urbanized Areas…”, 2012).
Stability of the community

•Phoenix’s population continues to grow, meaning businesses are growing and, possibly, so are
community funds provided by the goverment. Therefore, Phoenix is currently experiencing a
state of growth (Sunnucks, 2017).
Perception of the level of community support for education.

•According to my cooperating teacher, the perceived level of community support for education
varies from year to year. Overall though-and especially this year- the families in this community
are relatively supportive. In fact, my cooperating teacher approximates that half of the families
are as supportive as they can be despite the fact that many of them do not speak English, may not
be educated, or are refugees. While some of the parents use these factors as excuses for why they
cannot help their child at home, many still make sure homework gets done or make the effort to
come to conferences
Of all the factors listed above, the one that will significantly affect the planning, delivery,
and assessment of the unit that I will be creating is the perceived support from the community.
As already mentioned, about half of the families represented in my classroom make the effort to
be a part of their child’s learning. As a result, the growth that these students have made in their
literacy and math skills are readily seen; some have even improved 3 reading levels since the last
time they were tested! However, for the other students whose families are not reinforcing these
skills at home, progress is minimal even though these students are capable of building the
necessary skills. The difference for this latter group of students is that, since they are not working
on these skills at home, they need a lot of additional support or 1-on-1 time with the teacher and
that their fluency suffers because decoding is not yet automatic. Therefore, my unit will require
differentiation strategies that meet the needs of the students that are far ahead of the class, those
that are behind and can only succeed with the teacher’s support, and every ability level in

between. This means that when lesson planning, I will need to consider the ability level of each
child is so I can scaffold each child’s learning. I will also need to leave time for small group or
individual instruction as needed.
B. District Demographics
Montebello School is a part of the Alhambra Elementary School District, which includes 16
other schools and offers education for students ranging from preschool to the 8th grade
(www.alhambraesd.org/, n.d.). The Alhambra Elementary School District has 13,940 students-
77.1% of which receive free or reduced lunch (“Explore Alhambra Elementary School District”,
n.d.). Additionally, 79-80% of the students are Hispanic, while 2-3% are American Indian, 3%
are Asian, 7% are Black, 6% are White, 1-2% are biracial, and approximately 1% are Hawaiian
(“Alhambra Elementary School District”, n.d.)
Since a large majority of the families served by the Alhambra district come from low SES
backgrounds, the types of assignments and activities that I will assign will be affected. This is
because families may not have access to certain resources such as funds for school supplies.
Therefore, when I am lesson planning, I will be mindful of what resources my students and their
families have access to. Anything they need but might not have access to will need to be
provided by myself. While I am teaching my unit, I also must be sure to provide enough
background knowledge and in-class instruction so that students do not have to rely on their
parents’ help since about half of the class are unable to do this anyways. Finally, similar to the
last session, I want to ensure that the literacy resources and vocabulary that I use in class are
inclusive for all students, despite the different ethnicities and family backgrounds represented in
my classroom.
C. School Demographics
With well over a 1,000 students enrolled in grades Kindergarten to 8th at Montebello School,
there are many different ethnicities and languages represented (“Montebello School..”, 2018).
While the majority of students at this school come from Spanish-speaking homes, other
languages spoken by the families include Swahili and Burmese. Another important demographic
to consider is the overall academic performance of this school. Montebello School’s scores for
language arts and math are lower than both the Alhambra District’s overall average and the
average taken of the scores from all of the elementary schools in Arizona (“Montebello
School..”, 2018). Finally, seeing as Montebello is a Title 1 school, it is important to consider the
socioeconomic status of the families that are served here. Most of the families are characterized
as being from the lower middle class and who qualify for government assistance. In fact, over
80% of Montebello’s students receive free lunch and another 2% qualify for reduced lunch
(“Montebello School..”, 2018).
Factors affecting my unit for this section include the lower socioeconomic statuses of my
students and the variety of cultures found in the school and especially my classroom. As was
mentioned in the section above, these factors will affect the planning of my instruction so that I
am not excluding any child from being successful due to inaccessible learning that stems from a

lack of funds, school supplies, or an inadequate understanding of the language that I use when
teaching.
References
Alhambra Elementary School District. (n.d.). Retrieved January 20, 2018, from
https://www.publicschoolreview.com/arizona/alhambra-elementary/400600-school-
district.
Explore Alhambra Elementary School District. (n.d.). Retrieved January 20, 2018, from
https://www.niche.com/k12/d/alhambra-elementary-school-district-az/.
Largest urbanized areas with selected cities and metro areas. (2012, November 15). Retrieved
January 20, 2018, from https://www.census.gov/dataviz/visualizations/026/.
Montebello School in Phoenix, Arizona. (2018). Retrieved March 11, 2018, from http://public-
schools.startclass.com/l/2722/Montebello-School-in-Phoenix-Arizona.
Sunnucks, M. (2017, May 25). Phoenix tops US in population growth (more than LA, NYC) and
why that’s good for the economy, business. Retrieved January 20, 2018, from
https://www.bizjournals.com/phoenix/news/2017/05/25/phoenix-tops-us-in-population-
growth-more-than-la.html. Published by the Phoenix Business Journal.
QuickFacts. (2016). Retrieved January 20, 2018, from https://www.census.gov/quickfacts/fact/
table/phoenixcityarizona/PST045216#viewtop.

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
In my cooperating classroom, there are many students who are capable of meeting or mastering
literacy skills but who do not receive the necessary help at home in order to do so. In addition,
there are a few students whose English proficiency is quite high and they are able to read and
spell phonetically. When receiving 1 on 1 help, these students’ abilities can be scaffolded in a
way where they learn more challenging letter blends, etc. In, both, the school and my class, there
are families from all over the world who represent a number of languages and ethnicities. The
most common ethnicity in my class is Hispanic, followed by some students from Africa and
Myanmar. Some of the families represented in my classroom are considered refugee families as
well. Besides this, every family represented in my classroom comes from a low SES background
and, therefore, all of my students qualify for free or reduced lunches. In fact, there have been
times where my cooperating teacher has provided families with basic school supplies like
scissors or referred them for free uniforms provided by the school because a student explained
that they did not have these things at home.
B. Environmental Factors
The classroom that I am in for this session has seats arranged in small groups to maximize the
students’ opportunities to practice English. Directly in front of the circular tables where the
students sit is a carpet facing a SMART Board where students spend most of their time when
learning. While the teacher often incorporates technology or peer-work in her lessons-which is
developmentally appropriate and effective- she does not use centers in her classroom. However,
we have had a discussion about incorporating centers once I take over the classroom because she
is open to the idea. The chairs and tables are at an appropriate height for the students, as are most
of the visuals placed around the classroom. Finally, the teacher is very organized and has a
procedure for just about everything. It is obvious that her procedures have been well thought out
to allow for maximum control and efficiency. However, she often has to readjust throughout the
day because-as she admits- she is not the best as time management. When this happens, it causes
a hectic or rushed environment at times. It does not help that students are constantly getting
pulled out for additional language support or testing as well because both of these things are
contributing reasons why students may not be getting the ideal amount of instruction time for
every lesson.
Having access to a working SMART Board-and even the other types of technology that the
students get to use- is a huge plus for me as I am considering the unit I want to teach. I also am
grateful that my teacher is open to letting me include centers when I takeover because I am a
huge supporter of them in the early childhood setting. Both of these can be beneficial in
scaffolding my students’ learning based on their ability levels when I am implementing my unit.
Additionally, I see how easy it is for the class to get off track, time-wise, and I see how often the

students are getting pulled out of class to work on other things. Therefore, I want consider these
factors when creating my unit so that I can maximize the time that my students have to learn. Not
only will this aide in their comprehension but if I can ensure that I have good time-management
skills rather than trying to rush through things, then the classroom environment will be more
relaxed.
C. Student Academic Factors

Behavior or
Student ELL IEP Section Gifted Other Cognitive
Subgroup 504 Services Needs
(Explain) Receiving No
Services
Boys 8 (100% of the 0 0 0 0 While it is not
boys) exactly a
behavior or
cognitive need
necessarily, my
cooperating
teacher has
been trying to
get services for
one boy in our
class who has a
lisp. However,
no services are
being provided.
The teacher
suspects that if
services
continue to be
denied, then this
ELL child will
likely struggle
in the future.
Additionally,
there are two
other boys
whose English
proficiency and
literacy skills
are not where
they need to be
yet. While they
are not going to
be held back,

my cooperating
teacher does
suspect that
they will
continue to
struggle as they
get older if they
do not start
making
progress.
Girls 12 (100% of the 1 0 0 0 2 girls have
girls) (for speech) expressed on
more than one
occasion that
they do not
have something
that they need at
home, such as
uniforms or
scissors.
Therefore, the
teacher refers
them to a school
service or
provides what
these students
need, when she
can.
Instructional The English The N/A N/A N/A Boys: For the
Accommo- proficiency of cooperating child with a
dations and the ELL students teacher does lisp, my
Modifications in this class her best to cooperating
varies from pre- provide 30 teacher will
emergent to minutes of grade his
basic individualized student’s speech
intermediate. 1 on 1 time by effort rather
Therefore, with this than ability
whenever student every since he is
possible, the single day. If unable to
teacher will necessary, my control how
work cooperating certain sounds
individually with teacher will come out.
the students who differentiate Additionally,
need the most assignments for the 2 boys
help; this is for this child that my teacher
especially done as well. is concerned

reviewing about, she uses
homework or morning work
when observing or grading time
their morning as teachable
work. My moments to
teacher also provide quick,
introduces the individualized
class to first support. She
grade-level also
sounds to help intentionally
them be better sits these
prepared for next students
year. She also together on
coaches them for occasion to
their language support each
proficiency tests other or with
and gives them students who
strategies and are at a higher
other tools so level so they
that they have can benefit
their best chance from peer
at succeeding. scaffolding.
Finally, the
teacher provides Girls: The
ample teacher has
opportunities for referred both of
students to these girls to the
practice talking nurse to receive
and reading in free uniforms
heterogeneous or provided by a
homogenous needs-based
groups, while program
also providing through the
plenty of visuals school.
when having the Otherwise, for
students do so. school supplies
like scissors, the
The aide or other teacher will
staff members provide them
pull out students out-of-pocket.
constantly to
work with these
students as well
and/or to assess
their growth so
instruction can

be differentiated
accordingly.
Since all of my students are ELLS, it is important that the delivery of my lesson incorporates
plenty of visuals to illustrate the lesson concepts I am teaching, as well as hands-on opportunities
for my students to practice what I am teaching. Additionally, the visuals and activities have to be
thoroughly thought out during my lesson planning so that they are meaningful and beneficial for
my students. The presence of my IEP student and the student with a lisp motivates me to want to
include additional partner activities so that I can pair these students with my students with high
English proficiency who can model proper speaking. Partnering students with higher English
proficiencies with students with lower English proficiencies also allows me to provide
opportunities for support for the students that my cooperating teacher has a concern with
regarding progress with their English. I must be mindful of these students’ struggles with speech
or ability to translate when I am assessing their communicated answers and will likely have to
differentiate my objective based on their abilities. Even more, the students who have a better
grasp on English can still benefit because their learning is deepened when they can teach their
peers. Finally, it would be wise for me to take into consideration that some of my students may
not have access to school supplies, etc. when designing my lesson activities or take-home work
so that they can be completed without needing extra tools than what I can provide them with. For
example, maybe I will provide take-home kits with everything needed inside or provide class
time for students to complete their work since they have school supply baskets at their desk
already.

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Math
Unit Title: Counting to 100 by 10s
National or State Academic Content Standards

Arizona College and Career Readiness Standards for Kindergarten- Mathematics (Counting and
Cardinality)
K.CC.A
Know number names and the count sequence.
K.CC.A.1-Count to 100s by ones and by tens
K.CC.A.2- Count forward from a given number other than one, within the known sequence (e.g.,
"Starting at the number 5, count up to 11.")
Learning Goal
The students will count to 100 by 10s.This skill will help students learn a more efficient way to
count large groups of objects.
Measurable Objectives
The students will be able to count to 100 by 10s by placing number cards in their correct
sequence on a worksheet with 100% accuracy when starting at the number 10 (achieved by
putting all the numbers in their correct spaces).
Pre-Assessment

I will have students cut out the numbers
shown here, leaving them arranged out of
order. They will be asked to count by 10s to
100 by pasting one number in each box.
They must place the numbers correctly as
well. For example, if they put the 10 in the
first box considered wrong. When students
are finished, I will collect their worksheet.
GRADING CRITERIA
Exceeds
The student can count to 100 by 10s starting
from 10 and at least one other number I tell
them by placing number cards in their
correct sequence on a worksheet with 100%
accuracy. And/or
The student can count on from 100 by 10s

by verbally reciting these numbers to the
teacher with 100% accuracy.
Meets
but put it upside down, it will be
The student can count to 100 by 10s by
placing number cards in their correct
sequence on a worksheet with 100%
accuracy when starting at the number 10.
Approaches
The student can count to 100 by 10s by placing number cards in their correct sequence on a
worksheet with 70% accuracy when starting at the number 10.
Falls Below
worksheet with 60% accuracy or less when starting at the number 10. These students may need a
few of the numbers placed for them so they can fill in the rest.

STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment -
I will have students cut out the numbers

shown here, leaving them arranged out of
order. They will be asked to count by 10s to
100 by pasting one number in each box.
They must place the numbers correctly as
well. For example, if they put the 10 in the
first box considered wrong. When students
are finished, I will collect their worksheet.
GRADING CRITERIA
Exceeds
from 10 and at least one other number I tell
them by placing number cards in their
correct sequence on a worksheet with 100%
accuracy. And/or
The student can verbally count to 100 (or

more) by 10s with 100% accuracy without
needing the worksheet to help them identify
the correct numbers.
Meets
The student can count to 100 by 10s by
placing number cards in their correct
sequence on a worksheet with 100%
accuracy when starting at the number 10.
Approaches
Falls Below
worksheet with 60% accuracy or less when starting at the number 10. These students may need a
few of the numbers placed for them so they can fill in the rest.
Pre-Assessment Data: Whole Class -
Number of Students

Exceeds- 10/10 AND can count on OR obtain
this accuracy starting at a number other than
0
10
Meets- 10/10 9
Approaches- 7/10-9/10 4
Falls Far Below- 6 or less/10 7

Pre-Assessment Analysis: Whole Class
Based on the data above, I am not making any changes to the content standard that I am using, even
though several of my students already meet it. My pre-assessment data shows that the majority of my
students -approximately 55% in fact- still do not meet my standard. As such, my class can still benefit
from me keeping my standard for my unit the same –and, therefore, the learning goal and objective can
stay the same as well. However, the criteria for which of the above categories students fall into has
changed, as well as the differentiation strategies I had planned (explained below).
While having 9 of 20 students who meet the objective certainly is not the majority, this is still a large
subsection of my students. In fact, I did not expect so many of my students to already be able to count by
10s, especially when they have never formally been taught how to. Additionally, my assessment data
shows me that the 4 students who approach the learning goal likely only need minimal support before
they will be able to join those who already meet this objective. Contrarily, I originally expected more
students to struggle with counting by 10s, especially since they were working on counting to 100 by 1’s
when I first started at this session. Therefore, I originally expected at least minimal support during the
post-assessment to be necessary (such as scaffolding or guidance questions to help students arrive at the
answers) for my students’ success. As such, my criteria for each section in the rubric was going to be
based on how much support they needed during the assessment. Now, I know that after my unit, the
majority of students should be able to count by 10s during the assessment without my assistance. My
new expectations reflect this autonomy accordingly. In the updated criteria, students should be able to
count to 100 by 10s with complete accuracy without support from myself. In fact, support will only be
given-if necessary- for students who are falling below during the unit and demonstrate a need for
additional help. This will be given in the form of guided questions when stuck (when count, what number
comes before, after?) or placing a few answers for them and asking them to fill in the missing numbers.
Finally, the delivery of my assessment is affected by the data above as well. When originally planning
this lesson, I was expecting only a few students to meet or be close to meeting my standard so my original
differentiation strategy would not have been challenging enough for these students. Now, I will work with
this group of students to extend their counting by 10s beyond 100. Depending on how much more they
can do, I may create opportunities during the delivery of the unit for them to teach their peers (peer-
scaffolding) and possibly challenging them to go a step further and represent counting by 10s with blocks
or 10s frames.
Post-Assessment

I will have students cut out the numbers shown
here, leaving them arranged out of order. They
will be asked to count by 10s to 100 by pasting
one number in each box. They must place the
numbers correctly as well. For example, if they
put the 10 in the first box considered wrong.
When students are finished, I will collect their
worksheet. Students who are ready for more of a
challenge will be asked to count by tens by
putting these numbers in sequential order but
they will start at a number other than 10. And/or
they will be asked to verbally count on past 100
by 10s.
GRADING CRITERIA
Exceeds
from 10 and at least one other number I tell them
by placing number cards in their correct
sequence on a worksheet with 100% accuracy.
And/or
The student can verbally count to 100 (or more) by 10s with 100% accuracy without needing the
worksheet to help them identify the correct numbers.
Meets
Approaches
Falls Below
worksheet with 60% accuracy or less when starting at the number 10.

STEP Standard 4 - Unit and Lesson Planning
Day 1 Day 2 Day 3 Day 4 Day 5

Title of Counting to Counting to 100 by 10s Counting to 100 by 10s Counting to 100 by 10s Counting to 100
Lesson or 100 by 10s by 10s
Activity
Standards Standard: Standard: Standard: Standard: Standard:
and K.CC.A K.CC.A K.CC.A K.CC.A K.CC.A
Objectives Know Know number names Know number names Know number names and Know number
number and the count sequence. and the count sequence. the count sequence. names and the
names and count
the count K.CC.A.1-Count to 100s K.CC.A.1-Count to 100s K.CC.A.1-Count to 100s sequence.
sequence. by ones and by tens by ones and by tens by ones and by tens
K.CC.A.1-
K.CC.A.1- K.CC.A.2- Count K.CC.A.2- Count K.CC.A.2- Count forward Count to 100s
Count to forward from a given forward from a given from a given number other by ones and by
100s by ones number other than one, number other than one, than one, within the known tens
and by tens within the known within the known sequence (e.g., "Starting at
sequence (e.g., "Starting sequence (e.g., "Starting the number 5, count up to K.CC.A.2-
K.CC.A.2- at the number 5, count at the number 5, count 11.") Count forward
Count up to 11.") up to 11.") from a given
forward Objectives: number other
from a given Objectives: ISTE Standard 1- With the teacher’s support, than one,
number TSW be able to count Students demonstrate TSW be able to count past within the
other than 100 fingers by counting creative thinking, 100 using 10s-chains to see known
one, within by 10s. construct knowledge, how many blocks it takes to sequence (e.g.,
the known and develop innovative reach the ceiling. "Starting at the
sequence TSW be able to products and number 5,
(e.g., correctly sequence base processes using TSW be able to count by count up to
"Starting at 10 numbers on the technology. 10s to 100 either by tracing 11.")
the number SMART Board. a.) Apply existing the base ten numbers,
knowledge to filling in missing numbers Objectives:

5, count up TSW be able complete generate new in the sequence, or creating TSW be able
to 11.") math pages in their ideas, products, the sequence on their own to count to 100
workbooks where they or processes (depending on the students’ by putting
Objectives: must count by 10s ability levels). base ten
TSW be able (pages 141-142). Objectives: numbers cards
to verbally TSW be able to fill in in their correct
count 100 the missing numbers in order when
dots on the the 10s sequence on the working in
SMART SMART Board and in groups at their
Board by 1s their math books (pages desks.
and 10s. 143-144). .
TSW be able
TSW be able TSW be able to count to to count to 100
to build a 100 by 10s by playing a by 10s by
100s- chain math game on their placing
out of blocks iPads. number cards
by using in their correct
10s-chains. sequence on a
worksheet
TSW with 100%
complete a accuracy when
math page starting at the
where they number 10
will identify (achieved by
groups of 10 putting all the
and use the numbers in
groups to their correct
count to 100. spaces).
Academic Counting by - Counting by 10s- This Counting by 10s- This is Counting by 10s- This is Counting by
Language 10s- This is is when we start at 10 when we start at 10 and when we start at 10 and 10s- This is
and when we and “skip count” by 10s “skip count” by 10s to “skip count” by 10s to 100. when we start
Vocabulary start at 10 to 100. 100. at 10 and “skip

and “skip - Thirteen vs. thirty count” by 10s
count” by Fourteen vs. forty to 100.
10s to 100. -Fifteen vs. fifty
(Students -Sixteen vs. sixty
already -Seventeen vs. seventy
know that -Eighteen vs. eighty
“skip -Nineteen vs. ninety
counting” is
when we do
not count
each number
by 1s).
Summary of For Day 1, I For Day 2, I will start For Day 3, I will (COUNT ON, OTHER For Day 5, I
Instruction will introduce off the lesson by having reinforce the concept of THAN 10) will play the
and the concept of a counting by 10s video counting by 10s with For Day 4, I will start off song again as a
Activities for counting by playing. Then, as a class, bundles of straw the lesson by replaying the review and as
10s to 100 by we will demonstrate grouped in 10s (I do). 10s song video from Day 2 a tool for
the Lesson
first asking
counting to 100 by 10s We will discuss real as a review. Then, students students to use
students to
count by 1s (a by counting students’ world applications for a and I will count by 10s past when counting
skill we have fingers (We do). Next, group of 10, such as 100 during the conclusion by 10s during
been working students will be asked to money (We do). Also, of our experiment from their
on for weeks). help me build the 10s more students will be Day 1 to see how many assessment.
Every number number sequence by asked to help me by blocks it takes to reach the Next, I will
they count arranging the base ten plugging in missing ceiling (We do). While model
will be numbers in their correct numbers in the 10s counting past 100 is not strategies to
represented order on the SMART sequence (We do). I will part of the objective for this use when
by a dot that I Board (Students who do also model how to think unit, it is a fun way to counting by
will make on not get to try this on the through filling in the 10s incorporate and reinforce 10s, starting
the SMART
SMART Board today number sequence when whatever knowledge that from 10 or
BOARD and I
will arrange will get the opportunity starting from a number my students have thus far. another
the dots in to do another similar other than 10 (I do). It also serves as a more number (I do).
groups of 10. activity the following Students will practice challenging differentiation I will reinforce
Each group of day). Once the numbers with me as I provide strategy for my students this by having

10 will be are in their correct order, guidance afterwards (We who already meet or exceed students help
drawn in a we will count together do). Additionally, my objective at this point. me apply this
different several times either by students will complete Students will also complete thought
color. Then I singing or by speaking page 143 in their math pg 144 in their math books process to a
will ask them in different voices (I will workbooks by filling in with the same I do, You do, few examples
questions
point to the numbers we missing numbers in the We do approach that was of 10s
designed to
help them just put in order). I will 10s sequence. They will discussed in the previous counting (We
understand use this time to address do this first by watching day. Seeing as my students do). Then,
the concept of some of the common me (I Do), then with my will watch me model how students will
counting by mistakes seen during the guidance (We Do), then to complete this page first, play a review
10s. (i.e. pre-assessment (We with a partner, and practice with me and with game where
“How many Do). For example, a few finally on their own their partners, and-finally- they are asked
dots do I have students pasted the 10 (You Do). Then, as a complete the page on their to put numbers
in my first upside down so it looked whole class, students own, this will be done cards in their
group? How like “01” or flipped 60 will help me count by using the I do, We do, You correct order
many do I upside down so it looked 10s to 100 using the do approach Finally, to create a 10s
have in the
like “06”. Additionally, website ABCYa!(We students will be put into sequence.
second group?
If I have 10 my cooperating teacher Do) Since this day is homogenous ability groups They will do
dots and I add pointed out that in a past also a technology day, to complete a math page so several
10 more dots, assessment she’d done, students will be directed where they trace the base times, starting
how many she noticed that several to this site to try the ten numbers, fill in missing from different
dots do I students would confuse game on their own for numbers in the sequence, or numbers that I
have- how teen numbers with their the first portion of create the sequence on their will tell the
many dots did ten’s numbers when technology (You Do). own. The lower performing (You do).
we count so verbally counting. students will work with me Tables will
far?) I will Therefore, I will show so that I can provide them compete to be
continue to students the difference with additional support. first at
ask questions
between these numbers, correctly
like this until
we reach 100. emphasize how their sequencing
At the bottom words should sound, and base ten
of each compare the quantities numbers.
column, I will between the base ten While
write the base numbers and teen sequencing at

ten number numbers that keep number places
(10, 20, 30, getting confused for other than 10
etc.). This each other (I Do). I will is not an
allows me to also use this time to help objective for
explain that if student realize the all students,
we know
pattern when counting this game
there are 10
dots in each by 10s: that counting by helps provide
group then we 10s is like counting by an enjoyable
do not have to 1s but adding a 0. challenge for
count to 100 Finally, students will the students
by going 1, 2, complete math book who grasp this
3, etc. Instead, pages 141 and 142, concept more
we can count where they will practice fully than their
by 10s. counting by 10s (You peers.
Pointing to Do). Additionally,
the numbers this can occur
on the
without
SMART
Board that I making the
wrote, the rest of the
class and I class feel bad
will count by because the
10s several game is low
times- talking stakes and
some of the these students
time or can benefit
singing some from peer
of the time scaffolding
(We Do).
and exposure
From here, I to more of a
will have the challenge as
students well (You Do).
identify a Finally,
group of 10, students will

which I will take their
build using assessment.
interlocking Those students
blocks. To who need
make more of a
counting more
challenge will
fun and to
give it a real- be pulled one
world by one to
application, I verbally
will challenge sequence to
them to 100, create the
predict if 100 sequence from
blocks can a number other
reach the than 10, or
ceiling. Then, extend the
students will sequence past
work with
100.
their partners
to build a 10-
chain. When
finished, we
will stack
them and
count by 10s
as we go.
Once we get
to 100 we will
stop (We
Do).Then, I
will explain
the math page
(140) in the
curriculum
and students
will work on

it on their
own. For the
worksheet,
students will
count and
circle marbles
in groups of
10. Then they
count the
marbles by
groups of 10
until they get
to 100 (You
Do).
Differentiatio In the Addressing the 10s By teaching students Reshowing this video Once again,
n experiment, numbers and teen how to count by 10s reinforces 10s counting for the video
100 blocks numbers that often get starting from a number my visual, auditory, and reinforces
does not reach confused, is a other than 10 through kinesthetic learners because learning for
the ceiling so modification added to the use of whole-group it shows the 10s sequence, my visual,
I will let them the lesson plan so instruction, I am sings it for the students, auditory, and
know that students who are scaffolding my lesson to and has them move and kinesthetic
once we can
confused because of the meet the ability levels of dance while they count. learners- but
successfully
count to 100, I language barrier are able my students who are Additionally, continuing so does my
will teach to correct their mistakes. capable of the experiment at the review game.
them to count Additionally, the hands- accomplishing more students’ request allows me The game also
on so we can on opportunities for than my objective. The to provide exposure with benefits the
continue our students to count by 10s math game that students extending 10s counting for large majority
experiment. provide visual will work on during our those students who are not of my students
During this representations for the technology lab extends ready yet but will need this who enjoy
week, I will visual learners, as well 10s counting up to 1000 skill in 1st grade. Even collaborating
work with as the ELL students who but it organizes the more, my students who can and working
students-and may not fully understand counting into levels of count past 100 by 10s can with others.
especially
those who
the concept of counting difficulty. For example, help me continue the By throwing in
already meet, by 10s yet. Additionally, level 1 is 10s-100, level sequence which provides some

are close to these opportunities 2 is 120-200, etc. This more of a challenge for questions
meeting, or provide meaningful and means that students can them and allows them to be where students
exceed the tangible experiences for work on 10s counting at teachers for a little bit and have to
objective to the kinesthetic learners. their individual ability peer-scaffold their peers. sequence by
count as high levels. Another 10s at a
as they can by
differentiation strategy Finally differentiating the number other
10s,
depending on of this game is that practice with 10s counting than 10, I am
what they can students who do not that my students do allows differentiating
handle. By correctly select the them to reinforce the the difficulty
visually correct number in the learning at their current level for
representing sequence cannot move level of learning. Having students who
counting to past that number. For the students work in are ready for
100 by 10s example if they select 10 homogenous groups allows more of a
(with the dots then 21, their little them to support each challenge.
on the board, character they are other’s learning. Since, They, in turn
the blocks, playing as will fall off during this time, I will be can help
and the math
(they count by selecting going around and offering scaffold their
page), I am
accommodati a number and a cartoon support as needed, this also peers’
ng for the treasure explore hops to allows me to scaffold this abilities.
needs of that number). Then the learning further. Finally, when
visual learners child will have to try discussing the
while again from the right answer, I
simultaneousl beginning of that level. will model and
y benefitting This ensures that explain the
all of my students are not just thought
students as guessing and moving on process for
well because to the next number or solving the
they are
level before they are sequence to
ELLs.
ready. Having to start scaffold some
Incorporating again whenever they of the other
the blocks as make a mistake students’
manipulatives reinforces the correct ability as well.
that students portion of the pattern Finally,

can use to that they do know or differentiating
demonstrate even that they learn by my
counting guessing but assessments in
groups of 10 remembering because of the ways
accommodate the repetition. During described
s my
this time, I will call above allows
kinesthetic
learners. students individually or me to offer a
in small groups to go more
Having over their pre- developmental
students sing assessments and work ly appropriate
“10, 20, 30, with them on their 10s challenge for
etc.” benefits counting to extend what my students
by auditory they know, whether they who are ready
learners. have grasped the for more.
concept, are close to
Finally, taking grasping it, or have not
a step back
grasped it. This will be
and arranging
the dots in done with the help of the
groups of 10 math game, math
and writing number cards, and white
the numbers boards.
sequence
below lets me
demonstrate
why we can
count by 10s.
This helps
build
background
knowledge for
my students
who struggle
with this
concept.

Required -SMART -Counting by 10s video - SMART Board -Counting by 10s video -Counting by
Materials, Board link -SMART Board slide link 10s video link
Handouts, - Interlinking (https://www.youtube.co with pictures of the (https://www.youtube.com/ (https://www.y
Text, Slides, cubes m/ numbers watch?v=Rd5DBkP9avw) outube.com/
and - Math page watch?v=Rd5DBkP9av -ABCYa! link -Interlinking cubes watch?v=Rd5
Technology 140 w) (http://www.abcya.com/ -Differentiated math pages DBkP9avw)
-SMART Board slide adventure_man_countin from Teachers Pay -5 sets of base
with pictures of the g.htm) Teachers ten number
numbers -Math book page 143- cards (one for
-SMART Board 144 each group)
-Math book page 141- -white board -SMART
142 -markers Board Slide
-number cards with matching
-math bundle straws (in base 10
groups of 10) numbers that I
can move
around so I
can model
how I want
students to
play the game
-Post-
assessment
page
-Notebook
paper to record
name of
students who
will be asked
to count
verbally and to
record how
high they

could count on
their own.
-Scissors
-Glue
Instructional When My We Do activity where Just like the previous The video reinforces the Playing the
and drawing the students will demonstrate day, letting students counting by 10s skill for video one last
Engagement 100 dots, counting by 10s with their create the sequence on my students in a fun way time before the
Strategies students fingers makes them an the SMART Board that gets them moving. This assessment is an
were active part of their own makes them an active way, having to count again instructional
learning-one of my strategy for the
engaged part of their own and again does not become
favorite engagement students who
because they strategies. The same learning which makes boring. Honoring my need a tool that
got to share strategy is used by calling them more willing to students’ request to finish they can use
input on up students to extend the want to learn. Finally, the experiment from Day 1 when counting.
which color sequence on the SMART letting students play the provides a real-world Additionally,
to make each Board. In addition, going math game is a fun way application for counting by the review game
group of over the sequence my to keep them engaged 10s, engages my students is an even more
dots. students just made on the while I further reinforce by listening to their input, engaging review
Additionally, board several times and this skill. and provides a reason for strategy that
having them with several voices is both students to want to scaffold also allows my
build 10- an instructional strategy their learning to be able to students to
and an engagement benefit from
chains that count past 100. Finally,
strategy. Going over the peer-scaffolding
we then used sequence provides allowing my students to as they work
to build a repetition so this skill in work together on their math together to
chain of 100 reinforced. Since my pages is an instructional count by 10s. I
was an students made the strategy that provides will also
engagement sequence themselves, they opportunities for my provide an
strategy that are more responsible for students to benefit from incentive by
made them their learning and the peer-scaffolding but also having a prize
an active experience becomes more provides motivation for the winning
part of their meaningful than if I just because many of my team that the
own did everything myself. students are more likely to class gets to
Using silly voices to do so vote on (like
learning. get work done when they
makes the sequence more clipping up on
Finally, the our behavior

100 song we fun and easier to can talk about it with a chart or giving
sang was a remember. partner. an M&M).
little silly
which made
the counting
more fun
than having
them just say
the number
sequence.
Formative By asking When students and I Both the SMART Board The block experiment allows Playing the
Assessments questions count by 10s using activity and the math me to assess if the class as a review game
like “How students’ fingers, I will game allow me to whole can count higher than before the post-
many dots ask questions such as “If formatively assess what 100 when counting by 10s. assessment
do I have in we count by 10s, do start specific students know Additionally, observing allows me to
students and providing informally gage
this group- at the number one and and/or where they may
support while they work on how well my
how many go 1, 2, 3…”, “What is get stuck. I can provide the differentiated math pages students have
did we count the first number I support and assess allows me to formatively grasped this
when we got count”, “What is the last students’ thought assess what students can do- skill overall.
here?” and number I count?”, and processes when counting especially with support from This gives me
seeing who other guiding questions by 10s through the use their peers. Listening as an additional
answers that not only help my of guiding questions. students help their peers opportunity to
allows me to students think but also Finally, observing allows me the added benefit provide support
assess which allow me to assess if my students and guiding of seeing how students as well and
students are students understand how them if necessary allows approach this skill, based on preview how
already 10s counting works. me to assess their ability the explanations they give much growth
their peers. has been made
grasping the Additionally, I can levels.
over the course
concept. In formatively assess of the last week.
addition, I specific students’
can observe abilities and where they
students’ may get stuck as they
work when help sequence on the
they are board. Finally, I will

doing their walk around and observe
math page to students as they work on
assess who is their math book pages to
counting the assess what they know
100 marbles as well. During this
by 10s or time, I can provide
who still support for these
relies on students. Based on
counting by students’ needs at this
1s. time, I can discover if
additional differentiation
strategies will be needed
during the rest of the
instruction.
Summative, I will have students cut out the numbers shown here, leaving them arranged out of order. They will be asked to
Post- count by 10s to 100 by pasting one number in each box. They must place the numbers correctly as well. For
Assessment example, if they put the 10 in the first box considered wrong. When students are finished, I will collect their
worksheet. Students who are ready for more of a challenge will be asked to count by tens by putting these numbers
in sequential order but they will start at a number other than 10. And/or they will be asked to verbally count on past
100 by 10s.
GRADING CRITERIA

Exceeds
The student can count to 100 by 10s starting from 10 and at least
one other number I tell them by placing number cards in their
correct sequence on a worksheet with 100% accuracy. And/or
The student can verbally count to 100 (or more) by 10s with 100%
accuracy without needing the worksheet to help them identify the
correct numbers.
Meets
The student can count to 100 by 10s by placing number cards in
their correct sequence on a worksheet with 100% accuracy when
starting at the number 10.
Approaches
their correct sequence on a worksheet with 70% accuracy when
starting at the number 10.
Falls Below
their correct sequence on a worksheet with 60% accuracy or less
when starting at the number 10.

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:

Part 1: https://youtu.be/VrYfNEXSQtU
Part 2- https://youtu.be/8rmCe9reKNI
Summary of Unit Implementation:

Day 1 was an introduction on how to count by 10s to 100 so students counted to 100 by 1s and
I represent each number by making a dot on the SMART Board, arranging them in color coded groups of
10. One engagement strategy to keep my kids interesting in counting was by letting them choose the
colors used in each group of dots. Next, I asked guiding questions such as the number of dots represented
in each individual group (10) and when adding the groups together (10 and 10 is 20, 20 and 10 more is
30, etc.). As students answered, I wrote the number underneath the appropriate grouping of dots. Then,
my class counted by 10s numerous times in normal voices and to the tune of a counting song that I made
up, which is a developmentally appropriate strategy. Afterwards, the class partnered up in groups of two
to create a tens-chain out of blocks, which we then combined until we got to 100 to see if a stack of 100
blocks can reach the ceiling. This counting activity made counting more fun, but also provided a real-
world application for counting large groups of items-both of which aid in student engagement. Finally,
students counted 100 marbles by 10s in their math workbooks. Day 2’s lesson started with a silly
counting by 10s video that got the kids moving so they were not just sitting there counting. Next,
students each counted their fingers, which we then identified as a group of 10. Then, as a class
we counted students fingers by 10s until we got to 100. This activity was an engagement strategy
for the same reasons mentioned for the blocks activity. Afterwards, I was originally was going to
let my students arrange the 10s sequence in order on the SMART Board, but the program was
not working as it should have been. Instead, I modified this activity by asking students to identify
what follows each number in the sequence, which I wrote down underneath the mixed up
numbers on my slide. To avoid confusing my students with the numbers pre-placed on the board,
I crossed each number out as we identified its spot in the sequence. Once this was finished, the
students and I counted by 100 several times. Surprisingly, they enjoyed the song I made up more
than I was expecting so we sung our 10s song as we counted. As we reviewed the numbers, I
addressed the pronunciation of these numbers, drawing attention to the fact that many of my
students would say “-teen” at the end of their numbers instead of “-ty”. Then we discussed the
difference of how these numbers look. This led to a discussion where, using what they knew
about 10s numbers (that they all end in zero), we were able to see when a number was flipped
upside down (such as 90 vs 06), as I saw many times in the pre-assessment activity.
Unfortunately, we ran out of time to discuss how counting by 10s is the same as counting by 1s
and adding a 0 at the end, so this was done during Day 3’s whole group instruction. Finally,
students completed pages 141-142 in their math workbooks. Other than having to wrap up this
lesson on Day 3, Days 1 and 2 went as planned.

By midweek, I introduced more real-world connections. On Day 3’s instruction, I
reinforced the concept of counting 10s items as one unit by demonstrating with bundles of
straws. During my whole group instruction, I related this skill to counting $1 bills versus $10
bills and I showed them how 10 dimes (counting by 10s to 100) is the same as 100 pennies
(counting by 1s to $100). My students were intrigued by the money examples because of how
many more pennies and $1 bills it took compared to $10 bills and dimes. Next, students helped
me fill in missing numbers in the 10s sequence on the SMART Board. Following this, students
performed the same task on their own in their math workbooks. Following this, the class helped
me count by 10s as we played a math game form ABCYa! on the SMART Board. Unfortunately,
the iPads the children were using were unable to access this game, and they were unable to play
it during technology. However, since I could access it on my end, I accommodated for this by
letting my small groups take turns playing the game as I worked with them on their specific
ability levels, based on pre-assessment data. My students really enjoyed this developmentally
appropriate activity, so liked this approach, rather than being bored with counting since they had
been doing it so much. Because of this extra activity during small group instruction time, I had to
finish working with the rest of my small groups later in the week. Then, on Day 4, students sang
the silly 10s song again. While we were originally going to continue the experiment from Day 1,
we had to skip it because our ELA lesson ran longer than expected. Instead, we quickly practiced
counting by 1’s to 15 and then added our 0s. As a result, I was able to show my students that this
trick works with any number and that they all are capable of learning how to count past 100.
Students then completed page 144 in their math books to reinforce 10s counting even more. On
Day 5, I was originally going to play the silly 10s song again, but by this point, it was clear they
were not fans of it. Instead, they found the song I had made up more interesting. So, instead, we
sang our song and we pretended to be rockets blasting off as we counted to 100. These two
counting activities proved to more engaging for my students and served as a better counting
review before the assessment. In fact, during the assessment, some of the kids could be heard
singing the song. Next, we reviewed how we can count by 1s first and add 0s later-another
strategy some kids were seen doing during the assessment.
Then, students got to play the review game. However, since the technology was not
working correctly the first few tries, I had to spend some of this time to practice counting with
my students such as by using silly voices to keep them engaged. This means that their game time
was cut a little short because they needed enough time to take the assessment before they had
technology time. While the majority of the students took the same assessment used for the pre-
assessment, I met with the students who already met and exceeded it to differentiate the level of
difficulty for them. These particular students counted by 10s without the aid of the number cards
that was provided on the original assessment and they were asked to extend their counting using
the counting by 1s method.
Since students were able to utilize the strategies taught to them, overall, they successfully
learned my objective. However, this is discussed in detail in the following section.
Summary of Student Learning:

Overall, I perceive that my students’ learning increased by the end of my unit. For example,
less students struggled with the post-assessment as with the pre-assessment because they used
the counting strategies I reinforced over the course of the unit. I could hear some of them singing
the song or counting by 1s to identify the next number in the sequence. In addition, a few of the
ones who had the most difficulty-such as a couple of students who struggled with number

recognition- could still verbally count if they were guided to use the song. And, while, verbal
counting was not the objective, this showed me that all of my students still learned something.
Even more, many of my students who already met or exceeded the objective during the pre-
assessment were able to count by tens upwards of 300, with guidance by the completion of the
unit.
One student, however, needed more specific guidance in order to be more likely to succeed
in this unit’s objective. I discovered during our small group instruction that, while she recognized
most of her numbers 1-10, she struggled to identify hers 10s numbers. Therefore, while she knew
our song fairly well and it helped many of her peers with counting, her problem lie in visual
recognition rather than counting in itself. So I knew I had to adjust my reinforcement strategy
with her and focus on the numbers she did know. As a result, we focused on covering the zero,
looking at just the first number and sequencing that way. Using this strategy, she was able to get
more numbers right than before.
Reflection of Video Recording:
While some things did not go as planned and there are areas for improvement that I
identified after watching my video recording, I think that my overall teaching performance went
well. For example, while I addressed the camera beforehand, it still was a distraction for some of
the students, which led to others picking up on the behavior. My students were also a little antsy
that day, which I feel is a result of them being able to sense the added difficulties resulting from
technology not working at the beginning, and then stopping to work twice during instruction. I
think they could also tell we were a little pressed for time. However, I used different teaching
strategies such as call-and-response, and using positive reinforcement to get students back on
track. Despite these things, I think the video recording shows how much intentionality went into
planning the review lesson and game so that my students were as equipped as possible for the
post-assessment-no matter their original ability level. My unit-and especially my video recording
me, showed me the learning success that students can have by being intentional about the
learning processes reinforced even while students are having fun. Therefore, I will continue to be
intentional about the practices and methods I use when planning, prepping, and executing my
lessons. Finally, I want to build on this by being a life-long learner who continues to research
best practices and engaging activities so students want to participate in the learning and so my
instruction is as beneficial to them as possible.
With that being said, there is always room for improvement. After watching my video
recording, I saw how behavior management slipped from me a little bit when explaining my
expectations for the game. Therefore, I want to improve my hold on management even when
students are excited or eager for an activity. The moment I brought out the number cards to
explain the game, my students were clearly ready to start but I had not yet given instructions.
Similarly, students were reluctant to stop touching their cards or conversing with their table
partner but I had a few more instructions to give. In the future, I want to avoid this by explaining
instructions first before allowing any distracting components such as game pieces. This way, I
have an easier time managing behavior and there are no deterrents that will impede students from
properly engaging in my learning activities designed to reinforce learning. And while, the video
footage stopped before this, I realized that making behavior management fun can also supersede
these distractions. For example, since we are learning about space currently and I was even using
a rocket timer for the game, I had the idea to ask students to make a rocket ship with their hands.

They were much more obliged to listen because I asked them to do something fun. Therefore,
another to improve my management when students are distracted is to be creative and be
relevant.

STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class

Number of Students Number of Students
Pre-Test Post-Test
9
Exceeds * One student who would have taken a
0
more challenging assessment was absent
that day.
Meets
10/10 9 7
Approaches
7/10 -9/10 4 1
Falls Far Below

6/10 or less 7 2
Post-Test Analysis: Whole Class
Based on the analysis of the post-test data for my entire, class, I conclude that my students’
learning was overall successful. For one, all of my students who took the post-assessment were
able to perform higher than they had on the pre-assessment. For example, all of my students who
had already met the object during the pre-assessment exceeded it in some way during the post-
assessment when given minimal support from myself or their peers. Additionally, while two
students still remained in the “Falls Far Below” category after the post-assessment, both of them
did better than during the pre-assessment. Finally, many of those who originally approached or
fell far below the objective also did better than before, as the numbers show. The reason why this
occurred, I think, is because we practiced the tools that I gave them often during that week. By,
the 3rd or 4th day, my students had memorized the song I taught them and when asked about
adding 0s make 1’s numbers into 10s numbers, many of my students knew what to do. Therefore,
I knew that most of my students were ready for the post-assessment.
Based on the post-assessment data, my instruction was effective in increasing my students’ learning
because it not only taught my students the skill of counting by 10’s but it also provided my students with
two tools-our counting song and counting by 1s method- to help them recall the number sequence. During
my instruction, I also encouraged my students to use these tools as a way to double check their work.
Since many kids flipped their number cards so the 0 was first during the pre-assessment, I even addressed
this with my kids during the week as a way to check their work as well. Further, I know these tools worked
because students were seen using the counting by 1s method or heard singing the song during the post-
assessment. And, as a result of this instruction, scores improved. Overall, I think my post-assessment was
effective in gauging students as well, with the exception of a few students. The majority of students met or
exceeded expectations after completing the post-assessment and only a few needed a personal reminder to
use the strategies that they learned that week. And once they were given this reminder, students were able
to self-correct their work. This means that my assessment was mostly successful. However, after working
with the two students who fell far below, I discovered that the post-assessment was not the best reflection
of what these two students knew. While they both got more answers correct the second time, their post-

assessment results still seemed to suggest that they could not count by 10s. So, I pulled them aside
individually to go over counting with them again and see where the errors were being made. When I did
this and asked them to count by singing the song they were much more successful. In fact, based on this
interaction with them, both would have approached the objective instead of falling far below. As they
would tell me the next number, I would have them point to the matching number card. Even if they could
verbally tell me the number, they chose the wrong card several times. Similarly, when I scaffolded my
instruction further by having them cover the 0 and identify the first number, they incorrectly guessed the
number, even though they could verbally count by 1s. From this, I discovered that both of these students
seem to struggle with number recognition. Therefore, the next step would be working with them on
visually recognizing their numbers. If a Tier 1 and 2 RTI approach proved to be ineffective, then it would
be possible that these students have a delay or disability that is currently unidentified. I would need to keep
this in mind in case they need additional support.
Post-Assessment Analysis: Subgroup Selection
My subgroup focus is the group of students whom I have identified as a result of this unit as
seeming to struggle with number recognition. This group is my focus because its members are the
only ones whose growth in being able to visually sequence 10s numbers was minimal. Further,
from working with them, it seems that this hindrance in growth is not from a lack of learning or
inability to count but rather a difficulty with visually recognizing numbers. However, when
looking over the data, even the other students who started out in the “Fell Far Below” category as
well vastly improved by the end of the unit and were able to move up at least one category
because they already had the ability to visually recognize numbers.
Post-Assessment Data: Subgroup
Pre-Test Post-Test
Exceeds 0 0
Meets 0 0
Approaches 0 0
Falls Far Below 2 2
Post-Assessment Analysis: Subgroup
As already mentioned, when comparing the post-assessment data of this subgroup to what I observed them
do afterwards, I interpreted this incongruence between the two as there being a disconnect between the
students’ verbal counting skills and visual sequencing skills. For example, one student in this group could
verbally count by 1s with 70% accuracy (meaning she correctly said 7/10 numbers in order). However,
when asked to point to a 10s number card, she missed a majority of them-just like she missed a majority of
the number on the pre- and post-assessments. Similarly, the other student was able to verbally sequence
with 100% accuracy (10/10 numbers were said correctly in their proper sequence) but he missed a
majority of the answers when asked to point the correctly 10s number card-as was the same during the
post-and pre-assessments. Still, despite all of this, both students got more answers right on the post-
assessment than on the pre-assessment. This may mean that during the unit, they learned the visual
representation of some numbers.

A surface-level interpretation of the data makes it seem like no improvement was made. However, digging
deeper into the students’ scores and working with this subgroup shows that some growth was made. When
looking at the post-assessments themselves, I can see that both of these students recognize 10 and 100 and
know where these numbers go in the sequence. Reflecting back on my instruction, this is not surprising
because a lot of time was intentionally spent on reinforcing that the sequence starts with 10 and ends with
100 and that 10 has one zero while 100 has two. And though both got 0/100 on the pre-assessments, one
student got a 3/10 and the other got a 4/10 on the post assessments. Therefore, this assessment was
somewhat effective. Specifically, it was effective in measuring these two students’ abilities to visually
recognize the numbers they were sequencing but it was not effective in measuring the students’ ability to
count by 10s in general. This also shows that the instruction has been somewhat effective because both of
these students are able to sequence when they utilize the tools I gave them. However, had I been able to
explicitly work with these two on recognizing the visual representation of numbers and not just knowing
the sequence, I believe the scores for these two students could have been better. Therefore this strategy
would be implemented during small group or 1-on-1 instruction in the future to make this instruction even
stronger.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
9
* One student who would have taken a
0
Exceeds more challenging assessment was absent
that day.
Meets 9 7
Approaches 4 1
Falls Far Below 5 0
Post-Assessment Analysis: Subgroup and Remainder of Class
As already mentioned, the academic growth of my subgroup seems minimal as they both stayed in the
“Falls Far Below” category. This is especially true when comparing this data to the data for the remainder
of the class, whose growth is easier to see. In fact, the lowest ability level for the remainder of the class is
the “Approaches the Standard” category which is comprised of only one kid. And even then, this child was
given a 9/10 because-even though they technically put all of the right number in the right spot- they
flipped one number upside down. In actuality, when speaking strictly about counting by 10s, all of my
students exceed, meet, or approach this skill-even the two in my subgroup. The difference lies in being
able to recognize the visual representations of the numbers that my students are counting. Therefore, my
unit was largely effective but could have been tailored to meet the needs of the subgroup. Additionally,
both my subgroup and the 1 student who approaches the objective flipped at least one number upside
down. Though I did show kids how the numbers look flipped and had them identify if the flipped number
belonged in the 10s sequence based on the placement of the 0, I only did so for one day. As a result, in the
future, I would spend some time on this at least another day or two. I would also give these specific
students practice in correcting this by having them identify the flipped number in a 10s sequence and then

having them explain to me afterwards about how they know the number is flipped, rather than me just
telling them.
After making the changes, and adding the additional steps described above-such as working individually
with the subgroup on number recognition and spending more time focusing on flipped numbers, I would
also like to spend a day working on extending all students’ counting skills. One way to do this would be to
work with the whole class on counting by 10s past 100 by counting 10 more and by using the method
where we count by 1s first and add the 0-if extra time permitted. If possible, I would love for my students
to count upwards to 200+. As seen by working with the group who met the objective the first time, when
given minimal support, the students are capable of doing so! The other way to do this would be to use the
same objective but scaffold the level of difficulty by having students identify the previous or following
number in the 10s sequence when starting from a place other than 10. This is more challenging because
students need to really know and understand the 10s sequence in order to determine the next or previous
number. They will not be successful if they are only able to sequence when rote counting from the
beginning of the sequence (by 10). This will be practiced verbally at first, but students will be expected to
write the correct answers next to the given number, in their proper places by the end of the lesson(s).
Instead, students need to practice this sequence and be able to apply the concept of counting when
counting by 10s and not just 1s, like they have been taught. Therefore, the standard would remain the
same:
Arizona College and Career Readiness Standards for Kindergarten- Mathematics (Counting and
Cardinality)
K.CC.A
Know number names and the count sequence.
K.CC.A.1-Count to 100s by ones and by tens
K.CC.A.2- Count forward from a given number other than one, within the known sequence (e.g.,
"Starting at the number 5, count up to 11.")
The new objective would be:

Students will be able to identify the previous and following numbers in the 10s sequence by writing the
correct numbers in their proper spaces next to the given number by the 3rd attempt and with minimal
support from the teacher.
STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Short-Term Goal Plan to Reach the Goal

1. Time management- During the I have already observed how my cooperating
implementation of my unit, I noticed teacher for my second placement keeps her
that there were a few times where I lessons on track by moving students along

ran out of time to execute parts of my when they respond slowly to directions or
lesson plan. Therefore, I had to take too long to get started on a task. This is
combine these areas with other a great step towards reaching my goal
activities on that same day or on the because it cuts unnecessary time spent
next day. As a result, students did not waiting for students while I or other students
have as much time as I would have who finish faster just sit idle. Another plan I
want to use to help improve my time
liked for them to have to engage in a
management is by researching time
few of the activities that I had management tips on teaching channels on
incorporated as a way to reinforce the YouTube or teaching websites such as
lesson. To avoid this in the future, one www.teachhub.com and
of my goals is to improve my time www.scholastic.com. I am giving myself
management so I have the full amount until August 1st to complete this research.
of allotted time for activities or This date is near enough to when I will be
instruction. back in the classroom so the advice is still
fresh, but still is set early enough so that my
research is completed before I actually enter
the classroom.
2. Differentiating- This goal is I have already discussed differentiation
specifically in regards to students who strategies for this specific situation with my
struggle with a specific skill set or current cooperating teacher. While this is an
area. During this unit, two of my appropriate first step to help me reach this
students scored poorly because they goal, I would like to continue my research by
struggled with number recognition, asking for advice from my next cooperating
teacher that I will have the privilege of
though verbally they were able to
working with during my Master’s program.
count by 10s. However, sequencing on By September 1st (the approximate date of
paper is a more challenging skill that I the end of the first week of school) I plan on
intentionally chose to focus on for this having already asked my cooperating teacher
unit because I knew a majority of my their advice on appropriately differentiating
students could verbally count by 10s. instruction or assessments for students who
The tools I gave to students during the struggle in any given area while still pushing
instruction portion of the unit did help them/scaffolding them to where the child can
these two improve their scores. still achieve and demonstrate the attended
However, I would love to know what skill or ability. While I want to be sensitive
more could have been done so that my to my students’ needs, I do not want to let
assessment still accurately assessed these be as an excuse for not reaching
expectations and, thus, feed into a self-
their ability without putting them at a
fulfilling belief that my student does not or
disadvantage because of their
cannot do the same things as their peers who
difficulties they already face. may not face the same challenges as them.
3. Managing behaviors- This goal is One way I plan on achieving this goal is by
intended for specific situations where participating in professional development
activities are student-lead. During the opportunities offered by my school or district
sequencing game, for example, on how to maintain control of my students’
students were too distracted by the behaviors in any teaching circumstance. I am

cards beforehand to listen to the rest of giving myself until the Summer of 2020 to
my instructions. Additionally, when it enroll in classes for this. By this time, I will
came time to stop the game and have finished my Master’s program and will
rearrange the cards for the next round, have had a full year to find and enroll in a
I had students who still were trying to program for strengthening classroom
finish instead of doing what they were management. If my district has not offered
such courses, then I still have enough time to
asked. I have noticed that during
look into teaching seminars or classes on the
instances like this, where students are same topic that are given by other
given something fun to practice a stakeholders. While I also plan on observing
skill, their behavior tends to change my cooperating teacher during my next
and listening to/following directions program, I think that taking classes is a wise
seems to become more of a challenge. choice because classroom management in
Therefore, I want to be able to hold general is such an important component.
my students’ attention, secure their Classes will allow me to improve my
cooperation, and manage their management skills in all areas, even though I
behavior during these times just as am specifically looking to strengthen this
much as when they are learning on the ability when activities are student-centered
carpet or listening to a story. (and more or less independent from the
teacher whose only purpose at this point is to
facilitate when necessary).

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Student Teaching Evaluation of Performance (STEP)

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

Population of the city

Urban, Suburban, or Rural

Stability of the community

Perception of the level of community support for education.

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January 20, 2018, from https://www.census.gov/dataviz/visualizations/026/.

growth-more-than-la.html. Published by the Phoenix Business Journal.

QuickFacts. (2016). Retrieved January 20, 2018, from https://www.census.gov/quickfacts/fact/

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Part II: Demographic, Environment, and Academic Factors

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C. Student Academic Factors

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Unit Title: Counting to 100 by 10s

National or State Academic Content Standards

K.CC.A.1-Count to 100s by ones and by tens

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The student can count on from 100 by 10s

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I will have students cut out the numbers

The student can verbally count to 100 (or

Pre-Assessment Data: Whole Class -

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Falls Far Below- 6 or less/10 7

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Day 1 Day 2 Day 3 Day 4 Day 5

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Video Recording Link:

Summary of Unit Implementation:

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Summary of Student Learning:

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Reflection of Video Recording:

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Post-Test Data: Whole Class

Falls Far Below

Post-Test Analysis: Whole Class

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Falls Far Below 2 2

Post-Assessment Analysis: Subgroup