Marjorie Vernio

ELM - 490

September 15, 2019

Instruction Yusra Millenbaugh

Student Teaching Evaluation of Performance (STEP)

Template

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

Standard 7 - Reflecting on Instruction to Improve Student Progress

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

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

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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

Unit Topic: Writing

Unit Title: Writing Persuasive

Florida State Academic Content Standards

“LAFS.2.W.1.2 “write narratives in which they recount a well-elaborated event or short
sequences of events, include details to describe actions, thoughts, and feelings, use temporal
words to signal event order, and provide a sense of closure. (CCL3).”

Learning Goal
Students will be able to write a few journals or essays based on their own experiences that
express their feelings about the events. They will be able to write the narratives, opinions,
transitions. Students will be able start working independently

Measurable Objectives
Students will be able to write essays or journals using transition words throughout the writing
that will help the readers to understand what’s going to happen next in the story. Students will
write the narratives to help elaborate in a more effective way. Students will be working on the
writing for a whole week. Monday will be the draft, they will be gathering all of the ideas and
thoughts, on Tuesday they will start with the writing. On Wednesday they will be working with
a partner to share the pieces, giving and receiving feedback from each other and Friday they will
put the book together by drawing pictures that will represent the ideas on each page. At the end,
students will be able to read the book and share with the class.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.

Exceed 95-100
Meets 70-94
Approaches 60-69

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 Falls Below 0-59

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 2

Partially Proficient
(70%-79%) 12

Minimally Proficient
(69% and below) 6

Pre-Assessment Analysis: Whole Class

According to the state of Florida, the standard can’t be changed because that is what students should
continue to work on for many weeks so they can continue to gain knowledge on how to write books using
their own experiences.
Based on the scores from the pre-assessment, clearly that there no students that excelled on the works. 6
did not score at decent level at all. I think my first strategy will be to write another small moment again I
will create a group of 3. For those who approached the passing, they will work together on their writings.
They will exchange ideas, give and receive feedback. Then after that I will read the summaries, give my
feedback that will help figure out what must be removed or kept. Those who felt below will get a more
one on one from me. And then the ones with the highest grades will work on their own with a minimum
of one on one.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.

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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Writing Click here to enter Click here to enter Click here to enter Click here to enter text.
Activity P87gtygersuasive text. text. text.
Standards and “LAFS.2.W.1.3. “LAFS.2.W.1.3. “LAFS.2.W.1.3. “LAFS.2.W.1.3. “LAFS.2.W.1.3. Write
Objectives Write narratives in Write narratives in Write narratives in Write narratives in narratives in which they
What do students which they recount which they recount which they recount which they recount recount a well-
need to know and a well-elaborated a well-elaborated a well-elaborated a well-elaborated elaborated event or
be able to do for event or short event or short event or short event or short short sequence of
each day of the sequence of events, sequence of events, sequence of events, sequence of events, events, include details
unit? include details to include details to include details to include details to to describe actions,
describe actions, describe actions, describe actions, describe actions, thoughts, and feelings,
thoughts, and thoughts, and thoughts, and thoughts, and use temporal words to
feelings, use feelings, use feelings, use feelings, use signal event order, and
temporal words to temporal words to temporal words to temporal words to provide a sense of
signal event order, signal event order, signal event order, signal event order, closure. (CCL3.”
and provide a sense and provide a sense and provide a sense and provide a sense
of closure. (CCL3.” of closure. (CCL3.” of closure. (CCL3.” of closure. (CCL3.”
Academic Plot, vowels, Classify, syntax, characters, settings, Argument, events, Editing, removing,
Language and analyze, function, describe, compare, events, times, sequences, explain, evaluate, closure.
Vocabulary vocabulary, vowels sequences, demonstrate,
What academic symbols. ensemble
language will you
emphasize and
teach each day
during this unit?
Summary of The teacher will be Teacher will then The teacher will The teacher will The teacher will provide
Instruction and asking all students start the lesson. review students’ now provide a guidance instruction for
for their attentions. Sharing ideas with knowledge good small empty book a great conclusion. The

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 Activities for the The teacher will be the students. Then writing, then she format with blank teacher will ask probing
Lesson giving instructions start asking the will pass around the pages to the questions to the class to
How will the regarding the students questions writing worksheet students. They will see if they have used
instruction and writing. to check if they papers for the now start to transfer transitions words and to
activities flow? need more what students to start what they wrote see if they write the
Consider how the they need more writing down the from the worksheet narratives. Students
students will clarification on, ideas. The teacher on to the empty will continue to work
efficiently transition how to start with will provide book format. They independently on the
from one to the the introductions. guidance to the will write down the rest of the writing. The
next. The teacher will students showing title of the book. teacher will walk
model an example them what a well The teacher will ask around the classroom to
for the students to written introduction the students to check if the students
help them with the should look like brainstorm about have questions or
introduction. and let them know writing and share having difficulty with
that the introduction with the neighbor. words or with
should prepare the Start asking understanding. The
readers for the for questions that will teacher will provide
the rest of the story.help to figure out guidance instruction to
The students will what more can be write good sentences
then start writing on added to the writing using proper
their own. that may help make punctuation, grammar,
the sentences a lot and verbs. At the end,
better for readers to students will be able to
follow through with write books using their
the stories. own experiences.
Differentiation For the students For those students The teacher will The teacher will The teacher will
What are the with understanding with have the students place the students continue to provide
adaptations or abilities. The comprehension will slow with support to the students
modifications to the teacher will give problems. The understanding comprehension with understanding and
instruction/activities them one on one teacher will check closer to her to desk problems closer to comprehension
as determined by instructions a for understanding for more support. her desk for support disabilities and closer
the student factors couple more times by asking probing with the writing. for monitoring and to
if needs to. questions regarding also ensure that they

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 or individual the instructions understand the
learning needs? given. concepts.
Required Papers, pencils, Papers, pencils, Papers, pencils, Papers, pencils, Papers, pencils,
Materials, crayons, markers, crayons, markers, crayons, markers, crayons, markers, crayons, markers,
Handouts, Text, erasers, worksheets erasers, worksheets erasers, worksheets erasers, worksheets erasers, worksheets
Slides, and
Technology
Instructional and The teacher can use The teacher will be The teacher will be During the writing, The teacher will give
Engagement colorful cards for moving clips up for giving away extra the students will be away points to each
Strategies students to use as those who are points to the allowed to discuss student who is working on
What strategies are signal if lost, working quietly on students who are their ideas about the their books quietly and
you going to use confused, or even their books. working efficiently topics with the efficiently.
with your students for understand. to go shopping at person next to
to keep them the end of the them. Because
engaged throughout month. talking with the
the unit of study? person next to them
may help keeping
them engaged.
Formative The teacher will ask The teacher will use The teacher will The teacher will be The teacher will walk
Assessments questions to the worksheet for continue to probe walking around to around before the students
How are you going confirm that the assessment and for the students to observe, the finish with the books
to measure the students understand observation. ensure students during the writing. The teacher will
learning of your the purpose of the understanding. writing. And to be asking the students
questions about the work
students throughout writing and to also also make sure that
they are working on. The
the lesson? be able to review the students are teacher will ensure that
the instructions if sharing ideas with every page has pictures
needs to. one another and for that go along with the
understanding. events.

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 Summative, Post-
Assessment
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segments, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

This week has been very challenging. It is the beginning of the week, my mentor and I had so much to
tackle on. We had to make a few changes in the way things are arranged. And also, she has had to work
on the students running record therefore, things did not go as they were planned. Although, it has been
a very busy week, I still managed to communicate with my cooporating teacher trying to get my lesson
taught. I started with my lesson on day three, the instruction that were supposed to be given on day
one and two were combined with day there therefore, I gave triple instructions which I thought turned
out fine. During day three lesson instructions relationship and understanding was easier than I expected
to comprehend by the students. The way they used the instruction and the materials to build upon was
very useful. The students were able to comprehend the lesson by using syntax, transition words such as
along with, furthermore, moreover to help connecting the readers to the story. On day four, the writing
was a little bit challenging for them since they needed to share their ideas with a neighbor and the
teacher was going to walk around the room to make sure everyone was doing what they were supposed
to be doing. They needed to show understanding, about the importance of writing a good story. The
story must have had a beginning, middle, and an end also, it must flow so that readers won’t get lost
while reading. For the last day I ask probing questions to the students to help them figuring out things
that must be removed and added. I make sure that the students write the narratives, and all possibly
transitions words that may need to be added to the writing before they complete the projects,
Summary of Student Learning:
At first the students seemed to be confused, because the papers were passed out to them two days
prior. However, after refreshing their memories, they appeared to understand the concepts very well
based on the observation during the lesson. To ensure the understanding, I will have a post assessment
about this lesson. The formative assessment of the lesson at the end will give me a good view of how
much the students understand the concepts. They do well during the practice, so they may finish
working on their own independently. For the most I think they do well during the guided practice, some
of them lost tract at times. Some started to play around, have conversation that had nothing to do with
the lesson, that simply give me an idea of what strategies to use next time to ensure a better outcome
and to also possibly modify the instructions in a more effective way. Other than that, everything else
was great.

Reflection of Video Recording:

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The video was taken by my mentor. After reviewing the lesson instruction examples on how to write
the summary from beginning, middle, and end. I realized that there has to be a better way to manage
the classroom. Some students were moving around, talking to one another while I was given the
instructions rather than giving me their attention for the lesson. I must be aware of who tend to disrupt
the classroom more so that I can give a little more attention to those students to avoid any issues before
they get escalated. I think, I will need to improve my classroom management skills, as I have been
struggling with managing the students since I started. Although, I think I have made some
improvement, but I still have lots things to work on when it comes to classroom management. As far as
the lesson itself, I think I did very well with it, I prepared myself I practice prior so that I could give a
good instruction. Even though I think the instruction could have been a lot much better, but I’m still
proud of myself of the way the lesson turned out.

Reference:
www.browardcountyschools.com

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STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 4

Proficient
(80%-89%) 2 10

Partially
Proficient
12 4
(70%-79%)

Minimally
Proficient
5 1
(69% and below)

Post-Test Analysis: Whole Class

Based on the results, it is clearly that most students made lot of progress. There were a few
students who went beyond throughout the post-assessment and there was an increase on the
number of students that actually met the passing score. Although, there was one student who
struggle to pass but she still did better than she did previously. I will continue to monitor her in
the that area.

Having the post assessment was a good idea, it was a good useful type of resource. As a teacher, to
understand the students’ level academically regarding their writing is beyond good. The pre and post
assessment prove how well the students have grown in a matter od days. Even the post assessment
required more from the students compare to the pre-assessment, I was pleased of the results. The one
student who scored below had just started not too long ago therefore, she’s not fully understanding the
process. She came from a 1st grade because she was on an instructional plan last year and was not
qualified to start 2nd grade prior to taking a test. She was not present during the day of the instruction and
as a result of that, she got a low score.
Post-Assessment Analysis: Subgroup Selection

As of this time, there are not no IEP students, and there are a few who are being considered to be
on 504 but not yet confirmed. Therefore, no subgroup for right now except for that one student
that fell below whom I will monitor.

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

Number of Students Number of Students

Pre-Test Post-Test

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 Highly Proficient
(90%-100%) 0 3

Proficient
(80%-89%) 3 2

Partially
Proficient
4 3
(70%-79%)

Minimally
Proficient
2 1
(69% and below)

Post-Assessment Analysis: Subgroup

I think all the students have shown improvement. By looking at the data analysis chart even the 2
students that were below 1 has improved and the other one that is still struggle is not fully her
fault it’s only because she joined the classroom a little late. On the hand, there were a number of
students who have exceeded and earned their grades.

There were only a few students from the subgroup that are in the partially proficient
category. The plan for those students will be to provide one on one when giving instruction
and review, to make sure that those students understand the concept of the lesson. The
problem most of them had was not fully understand how to stretch the writing. They don’t
know how to come up with more ideas to provide more information.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 2 0

Partially
Proficient
5 8
(70%-79%)

Minimally
Proficient
2 1
(69% and below)

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 Post-Assessment Analysis: Subgroup and Remainder of Class

As shown on the date I have analyzed, both boys and girls have fell under the category that
met expectation. Some stayed on this category and some did not, and some other students
have improved from the other categories below the higher ones. The problem most of the
students who fell below higher expectation is understanding how to add more information
to their writings. They don’t get the concepts of stretching.

At this point, I think the objective for the next lesson instruction will be able to write more
information down on their planning worksheet by stretching the story a lot more on either a
worksheet or a regular paper before copying everything on the book. I will be given the
students quite a few questions that will require them to write more information on a
worksheet. The questions will force them to write long sentences where they will be able to
stretch their ideas more effectively to ensure understanding prior to turn in the books.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Ways to improve classroom my I will do more research on different
management strategies that will be appropriate to help
keep my students on task during lessons. I
will pay close attention to my mentor and
other teachers on campus classroom
management skills that may be helpful to me
to achieve this goal, as well ask other
teachers who have been in the game a lot
longer for suggestions.
2. Basic behavior management Acknowledge the students who are doing
good with listening and working quietly by
giving out ticket for stickers, bare feet one
day, or even more points for shopping the
next shopping time. I will focus on my
student best interests.

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 3. Make certain students comprehending Observe the students while working on
different lesson activities. Ask the students
questions relating to the activities to ensure
they understand the concepts. Walk around
the classroom, have them discuss with
partners. Provide extra time so that they can
think of the answers to the questions asked.

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