Running Head: STEP Standard Unit 1

STEP Standard Unit

Jessica N. Brown

ELM-590

February 2020

“STEP Standard 2 - Writing Standards-Based Measurable Objectives and Learning Goals”

STEP

“Unit Topic:” Writing

Unit Title: Writing a Personal Narrative

“National or State Academic Content Standards:”

“CCSS.ELA-LITERACY.W.2.3”
“Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.”

“Learning Goal:”
We are learning to write in complete sentences with proper sentence structure.
We are learning to write with a central idea using a logical sequence of events.
We are learning to write about our own experiences from our own perspective.

“Measurable Objectives:”
Students will be able to recall events from a recent experience.
Students will be able to write about an experience using key details.
Students will be able to plan a personal narrative using prewriting strategies
Students will be able to write about an event or experience from their own perspective.

“STEP Standard 3 - Assessment and Data Literacy”

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“Pre-Assessment”

“Pre-Assessmeny Data: Whole Class”

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“Number of Students”

“Highly Proficient (90%-100%)”

“Proficient”
9
“(80%-89%)”
“Partially Proficient”
5
“(70%-79%)”
“Minimally Proficient”
“(69% and below)”
“Pre-Assessment Analysis: Whole Class”
As a whole, the class was able to write a story about their prior experiences. Many of the
students struggled creating stories using a small moment. Many students chose to write a story
about a large moment. I also noticed that students had trouble creating a story using transition
words. (First, next, then, last). Although they have used this previously, they have not used them
while creating personal narratives. When putting together the unit, I should keep in mind that
students should get a complete understanding of how to write a personal narrative before
creating one on their own.

“Post-Assessment:”
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.
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“STEP Standard 4 - Unit and Lesson Planning”

Grade Level: 2nd grade

Unit/Subject: Writing

Day 1 Day 2 Day 3 Day 4 Day 5

“National/State
Learning Standards” “CCSS.ELA- “CCSS.ELA- “CCSS.ELA-LITE “CCSS.ELA- “CCSS.ELA-
LITERACY.W.2.3” LITERACY.W.2.3” RACY.W.2.3” LITERACY.W.2.3” LITERACY.W.2.3”
“Write narratives in “Write narratives in “Write narratives in “Write narratives in “Write narratives in
which they recount a which they recount a which they recount a which they recount a which they recount a
well-elaborated well-elaborated well-elaborated well-elaborated well-elaborated
event or short event or short event or short event or short event or short
sequence of events, sequence of events, sequence of events, sequence of events, sequence of events,
include details to include details to include details to include details to include details to
describe actions, describe actions, describe actions, describe actions, describe actions,
thoughts, and thoughts, and thoughts, and thoughts, and thoughts, and
feelings, use feelings, use feelings, use feelings, use feelings, use
temporal words to temporal words to temporal words to temporal words to temporal words to
signal event order, signal event order, signal event order, signal event order, signal event order,
and provide a sense and provide a sense and provide a sense and provide a sense and provide a sense
 STEP

of closure.” of closure.” of closure.” of closure.” of closure.”

“Specific Learning Students will be able Students will be able Students will be able Students will be able Students will be able
Target(s)/Objectives” to describe a to recount details of to recount specific to write a short to write and expand
personal narrative a specific event details of an event sequence story their short sequence
story
Students will be able Students will be able Students will be able
to describe a to describe a to write details of a Students will be able
personal narrative personal narrative story using actions, to write details of a
thoughts, and personal narrative
feelings. using actions,
thoughts, and
feelings.
“Academic Language” - Personal narrative - personal narrative - Personal - Personal - Personal
- Small moment - small moment narrative narrative narrative
-big moment -big moments - Small - Small - Small
- five senses moment moment moment
- details - Transition
Words
- Punctuation
“Unit Resources, - Projector - Projector - Projector - Projector - Projector
Materials, Equipment, - Worksheet - Worksheet about - Worksheet to - Paper for - Paper from their
and Technology” - Youtube video of their small moments draw their creating our personal narrative
personal narrative - Worksheet about small personal - new sheet of paper
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their specific small moment narratives to rewrite narrative

moment - Previous - Previous
worksheets worksheets
“Depth of Knowledge Level 1: Recall what Level 1: Recall our Level 1: How would Level 1: What do Level 1: Recall our
Lesson Questions” we did on Thursday. vocabulary words you define a small you remember about personal narrative
What did we write from last week. moment? How personal narratives? papers. Describe
about? What were the would you define a What is the proper what would happen
Level 2: What is the vocabulary words? personal narrative? way to construct a if you expand your
purpose of the Level 2: What are Level 2: What are personal narrative? personal narrative/
personal narratives? the characteristics of the characteristics of Level 2: How would Level 2: Who are
Level 3: What is the your chosen small your three pictures? you construct your the main characters
difference between a moment? How can Level 3: What story? What can you of your personal
small moment and a you describe your patterns do you say about your narrative. How could
big moment? Can personal narrative? notice in your personal narrative you describe them?
you compare the Level 3: How would pictures? that would turn it Level 3: What do
different parts of you elaborate on Level 4: Why did into a story? you think about your
these two your small you make the choice Level 3: What story? Explain your
definitions? moments? What to create these three patterns do you reasoning. How
Level 4: Does details can you pictures? How could notice in your story? could you prioritize
anyone else want to include? you expand on this? What makes this part the most important
add something to our What is your of your story parts of your story?
details in each small Level 4: How does favorite part of your important? What What makes this part
detail? What could this detail make picture? Why? details in this part of of your story
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we add? sense to you? Why your story are most important?

do you think this important? Why? Level 4: What
detail works in your Level 4: Which idea surprised you the
story? Why is it in your story makes most after writing
important to add? the most sense? your personal
narrative? If you
were on the outside
looking into this
story, what would
you change?
“Anticipatory Set” The day before the Students prior For their prior We will begin by We will begin by
lesson, the students knowledge will be knowledge, we will reminding students activating student’s
will have a pre- activated prior go over what we about what they prior knowledge by
assessment. They knowledge by have learned about have been doing this reminding them
will be asked to remembering our personal narratives. unit for their what we have been
write a story about a vocabulary words We will then go personal narratives. working on in
fun time that they from Friday. We will around the room and We will then be writing this week.
had. During the review our allow students to tell watching a video We will then watch
anticipatory set, they worksheet that we the class what they about writing their another personal
will be asked to performed in chose for their own own personal narrative video about
recall their story that partners together in personal narrative. narratives. story details.
they had written to class.
access their prior
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knowledge. We will
then be watching a
video about personal
narratives.
“Presentation of Content”
“Multiple Means of Video: Students will Direct Instruction: Direct Instruction: Video: I will begin Video:
Representation” begin by watching a We will begin our We will begin our by watching a short I will begin by
short video about direct instruction by direct instruction by video about writing showing students a
personal narratives discussing what a discussing what we personal narratives. video about adding
small moment is and have previously details to their story.
Direct Instruction what a big moment done throughout our Direct Instruction:
with higher-order is. I will explain that unit. We will then Today I will explain Direct Instruction:
thinking questions: they will be talk about personal that we will begin to Today, I will discuss
Discuss with brainstorming in a narratives. write our own what we have done
students that we are group about their personal narratives. previously within
creating personal topics for their small Presentation: If We will be writing our unit of study. I
narratives. Explain moment/personal students choose, all of our key details will explain that we
to students about narrative story. they will get a in a story format. will be finishing our
writing small chance to tell the Together, we will personal narratives
moments. Compare Partner class what they have review what it today by expanding
watermelon (big Brainstorming: chosen for their own means to create a our personal
moment) to seeds Students will personal narratives. story and the steps narratives. We will
(small moments). brainstorm in a that students should take our personal
STEP

Round Robin what Teacher Modeling: be taking in order to narratives that we

Guided the topic of their Teacher will model complete their own wrote yesterday and
Instruction: Display personal how to complete personal narratives. add more detail to it.
small moments narrative/small their worksheet. For Examples of this are
graphic organizer in moment story will their worksheet, the writing in transition Teacher Modeling:
the projector. We be about students will be words and I will explain with
will work together to drawing out their sequencing their the students using a
come up with small Teacher Modeling: small moments in events into story projector what my
moments in their The teacher will use three different formats. expectations are for
lives. the projector to pictures. I will be this assignment.
model how to modeling how to Teacher modeling:
Partner Activity: complete the complete this for the With our first Independent Work:
Students will worksheet. students on the attempt at writing, I Students will
complete the projector. will be using a complete their
worksheet with a Independent Work: projector to show personal narrative
partner. With this Students Independent Work: students a step by assignment on their
worksheet, students independently Students will step guide on how to own. They will be
will describe complete a graphic complete their complete their using aa self-check
personal small organizer describing worksheet personal narratives. monitoring sheet to
moments in their their small moment. independently using help them progress
lives. They will They will write as crayons or colored Independent Work: through the
write their moments many details as they pencils. Students will be assignment.
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on their worksheet. can about their small completing their

moment. own personal
narratives with the
help of the teacher.
They will also have
a self-monitoring
sheet to make sure
that students are
completing their
writing assignment
properly.
“Multiple Means of English Language English Language English Language English Language English Language
Representation Learners: English Learners: English Learners: English Learners: English Learners: English
Differentiation” language learners language learners language learners Language learners Language learners
will get extra help to will get extra help to will get extra help will get extra help will get extra help
complete each complete their and time to complete and time to complete and time to complete
worksheet. They will worksheet. Students their independent their writing their writing
be heavily monitored will be heavily worksheet. Students assignment. They assignment. They
and will get extra monitored and will will get extra help will get extra help to will get extra help to
help with word get extra help with with spelling words. spell different words spell different words
spelling. They will word spelling. They and each get a word and each get a word
get extra time to will get extra time to Special Needs: bank of words that bank of words that
complete each complete the Students with special would work for their would work for their
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worksheet. worksheet. needs will get extra personal narrative. personal narrative.
time to complete the Students will also Students will also
Special Needs: Special Needs: worksheet. They will get a self-monitoring get a self-monitoring
Students with special Students with special be heavily monitored sheet to follow along sheet to follow along
needs will be heavily needs will be heavily during our activities with to complete the with to complete the
monitored during monitored during to ensure students assignment properly. assignment properly.
our activities and our activities and understand the
will get extra time to will get extra time to assignment. Special Needs: Special Needs:
complete tasks complete tasks Special needs Special needs
Gifted Learners: students will get a students will get a
Gifted learners: Gifted learners: Students who are word bank that will word bank that will
Gifted learners will Gifted learners will gifted will be work with their own work with their own
be expected to be expected to expected to give personal narratives. personal narratives.
complete the complete the extra details when They will get extra They will get extra
worksheet with little worksheet with little completing the time and help to time and help to
to no help from the to no help from the assignment. They complete their complete their
teacher. They should teacher. They should may be asked to help writing assignment, writing assignment,
be descriptive when be descriptive when a partner if they need and they will get a and they will get a
completing their completing their help. self-monitoring self-monitoring
worksheet. worksheet. checklist to ensure checklist to ensure
Early Finishers: students are students are
Early Finishers: Early Finishers: Early finishers will completing the completing the
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Early finishers will Early finishers will begin their assignment properly. assignment properly.
begin their begin their summative
summative summative assessment/exit Gifted Students: Gifted Students:
assessment/exit assessment/exit ticket. Gifted students will Gifted students will
ticket. ticket. be expected to be expected to
complete the complete the
assignment assignment
independently. independently.
However, they will However, they will
also receive a also receive a
checklist to ensure checklist to ensure
they are properly they are properly
completing the completing the
assignment. assignment.

Early Finishers: Early Finishers:

Early finishers will Early finishers will
be told to complete be told to complete
their summative their summative
assessment/exit assessment/exit
ticket. ticket.
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“Application of Content”
“Multiple Means of Writing activity: Writing activity:
Engagement” Self -Monitoring Kagan Cooperative Drawing activity: I For their writing For their writing
Sheet: Students will Learning: Students will use a drawing activity, they will activity, they will
receive a self- will perform a activity to gain begin writing their extend their first
monitoring checklist Round Robin to students engagement own personal draft of their
sheet. This will brainstorm what they of their personal narratives. I will personal narrative. I
allow them to check will choose as their narratives. They will model how to will model how to
off everything they personal narrative. be completing three complete the writing write more details on
completed on their Before starting this drawings for the assignment then their personal
worksheet. activity, I will model beginning, middle, monitor them as they narrative. I will then
how to perform their and end of their complete their monitor them as they
Partner Activity: round robin before story. I will first personal narratives complete their
Students will be students go in model how to on their own. personal narratives
completing a writing groups on their own. complete their on their own.
assignment with a drawing activity then Self-monitoring
partner about small Writing activity: I will be monitoring sheet: : Students Self-monitoring
moments. I will For this writing their progress while will receive a self- sheet: : Students
model the activity, students completing the monitoring checklist will receive a self-
assignment then they will be choosing assignment on their sheet. This will monitoring checklist
will complete it with their small moment own. allow them to check sheet. This will
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a partner. and writing details off everything they allow them to check
surrounding it. I will Self -Monitoring completed on their off everything they
model how to Sheet: Students will worksheet. I will go completed on their
complete the receive a self- over their checklist worksheet. I will go
assignment on the monitoring checklist before they use it over their checklist
projector then sheet. This will independently. before they use it
monitor their allow them to check independently.
progress as they do it off everything they
by themselves. completed on their
worksheet. I will be
Self-Monitoring going over the
Sheet: Students will checklist before they
receive a self- use it independently
monitoring checklist
sheet. This will
allow students to
check off their
progress to complete
the worksheet.
“Multiple Means of
Engagement English Language English Language English Language English Language English Language
Differentiation” Learners:Letters Learners:Letters Learners:Letters Learners:Letters Learners:Letters
and words in their and words in their and words in their and words in their and words in their
STEP

self-check worksheet self-check worksheet self-check worksheet self-check worksheet self-check worksheet
will have extra will have extra will have extra will have extra will have extra
emphasis. They will emphasis. Students emphasis. Students emphasis. Students emphasis. Students
also get pictures. will be reading their will be reading their will be reading their will be reading their
Students will be checklist before checklist before checklist before checklist before
reading their completing completing it. completing it. completing it.
checklist before it.Students will get Students will get Special Needs: Special Needs:
completing it. In the extra time and help extra time and help Students with special Students with special
partner activity, to complete their to complete their needs will have extra needs will have extra
students will be writing assignment drawing. emphasis on letters emphasis on letters
working with worksheet. Special Needs: and words . They and words . They
students who are Special Needs: Students with special will also get pictures will also get pictures
strong with Students with special needs will have extra in their checklist. in their checklist.
grammar, writing needs will have extra emphasis on letters Students will get Students will get
and English. emphasis on letters and words . They extra help and time extra help and time
Special Needs: and words . They will also get pictures on their writing on their writing
Students with special will also get pictures in their checklist. assignment assignment
needs will have extra in their checklist. Students will get
emphasis on letters Students will get extra help and time Gifted Gifted
and words . They extra help and time on their writing Students:Gifted Students:Gifted
will also get on their writing assignment. students are students are
pictures. In their assignment. expected to be expected to be
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partner activity, Gifted writing at their writing at their

students will be Gifted Students:Gifted current readiness current readiness
working with a Students:Gifted students are level. . level. .
student who is at students are expected to be
readiness level. expected to be writing at their Early Finishers: Early Finishers:
writing at their current readiness Early finishers will Early finishers will
Gifted students: current readiness level. be asked to begin be asked to begin
Students will be level. their summative their summative
working with special Early Finishers: assessment/exit assessment/exit
needs students. They Early Finishers: Early finishers will ticket ticket
will be helping them Early finishers will be asked to begin
to complete the be asked to begin their summative
assignment. Gifted their summative assessment/exit
students are assessment/exit ticket
expected to have ticket
detailed small
moments with
grammar at their
readiness level.

Early Finishers:
Early finishers will
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be asked to begin
their summative
assessment/exit
ticket

“Assessment of Content”
“Multiple Means of Formative Formative Formative Formative Formative
Expression” assessment: Assessment: Assessment: Assessment: Assessment:
Thumbs up, thumbs Thumbs up, thumbs Thumbs up, thumbs Thumbs up, thumbs Thumbs up, thumbs
down, thumbs to the down, thumbs to the down, thumbs to the down, thumbs to the down, thumbs to the
side: side: Before starting side: Before starting side: Before starting side: Before starting
Before completing their independent their independent their independent their independent
their partner activity, worksheet activity, I worksheet activity, I worksheet activity, I worksheet activity, I
I will have the will ensure that each will ensure that each will ensure that each will ensure that each
students do a thumbs student understands student understands student understands student understands
up, thumbs down, the activity using the activity using the activity using the activity using
and thumbs to the thumbs up, thumbs thumbs up, thumbs thumbs up, thumbs thumbs up, thumbs
side to see make sure down or thumbs to down or thumbs to down or thumbs to down or thumbs to
everyone the side. the side. the side. the side.
understands what we
are doing. Summative Summative Summative Summative
assessment: assessment: assessment: assessment:
 STEP

Summative Students will receive Students will receive Students will receive Students will receive
assessment: an exit ticket at the an exit ticket at the an exit ticket at the an exit ticket at the
Students will receive end of the lesson. In end of the lesson. In end of the lesson. In end of the lesson. In
an exit ticket at the this exit ticket, this exit ticket, this exit ticket, this exit ticket,
end of the lesson. students will answer students will write students will write students will write a
The exit ticket will what a personal the three sections of one sentence about one paragraph
have them explain in narrative is and what their personal their chosen small summary about what
one sentence what they chose to write narrative that they moment and why they learned
they learned about in about for their have decided to they chose their regarding personal
class today. personal narrative. draw on their moment as their narratives.
worksheet. Students personal narrative.
will then be asked to
write a one sentence
description of each
section
“Multiple Means of
Expression English Language English Language English Language English Language English Language
Differentiation” Learners: Students Learners: Students Learners: Students Learners: Students Learners: Students
who are English who are English who are English who are English who are English
Language Learners Language Learners Language Learners language learners language learners
will be read the will be read the will be read the will be read the will be read the
summative summative summative summative summative
assessment. They assessment. They assessment. They assessment. They assessment. They
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will get extra time to will get extra time to will get extra time to will get extra help to will get extra help to
complete the complete the complete the finish the finish the
assessments. The assessments. The assessments. The assessments. The assessments. The
teacher will come teacher will come teacher will come teacher will monitor teacher will monitor
around the room to around the room to around the room to the progress of each the progress of each
monitor student monitor student monitor student student. student.
progress and give progress and give progress and give
extra help if needed. extra help if needed. extra help if needed. Special Needs: Special Needs:
Students with special Students with special
Special Needs: Special Needs: Special Needs: needs will be read needs will be read
Students with special Students with special Students with special the summative the summative
needs will be read needs will be read needs will be read assessment prior to assessment prior to
the summative the summative the summative completing it. They completing it. They
assessment prior to assessment prior to assessment prior to will get a longer will get a longer
completing it. They completing it. They completing it. They period of time to period of time to
will get a longer will get a longer will get a longer complete the task complete the task
period of time to period of time to period of time to and will get extra and will get extra
complete the task complete the task complete the task help if needed. help if needed.
and will get extra and will get extra and will get extra Gifted students: Gifted students:
help if needed. help if needed. help if needed. Gifted students will Gifted students will
be expected to be expected to
Gifted students: Gifted students: Gifted students: complete the complete the
STEP

Gifted students will Gifted students will Gifted students will summative summative
be expected to be expected to be expected to assessment with assessment with
complete the complete the complete the little to no help. little to no help.
summative summative summative Assessment will Assessment will
assessment with assessment with assessment with have more difficult have more difficult
little to no help. little to no help. little to no help. questions. questions.
Assessment will Assessment will Assessment will
have more difficult have more difficult have more difficult Early Finishers: Early Finishers:
questions. questions. questions. Early finishers will Early finishers will
be told to read a be told to read a
Early Finishers: Early Finishers: Early Finishers: book. book.
Early finishers will Early finishers will Early finishers will
be told to read a be told to read a be told to read a
book. book. book.
“Extension Activity and/or Homework”
If students finish If students finish If students finish If students finish If students finish
early, they are able early, they are able early, they are able early, they are able early, they are able
to play games on to play games on to play games on to play games on to play games on
ABCya. These ABCya. These ABCya. These ABCya. These ABCya. These
games will be games will be games will be games will be games will be
specific to 2nd grade specific to 2nd grade specific to 2nd grade specific to 2nd grade specific to 2nd grade
and highlight proper and highlight proper and highlight proper and highlight proper and highlight proper
writing skills. writing skills. writing skills. writing skills. writing skills.
STEP

Students can choose Students will learn Students can choose Students can choose Students can choose
to learn about parts about parts of to learn about parts to learn about parts to learn about parts
of speech, transition speech, transition of speech, transition of speech, transition of speech, transition
words, how to write words, how to write words, how to write words, how to write words, how to write
a story, and reading a story, and reading a story, and reading a story, and reading a story, and reading
a story. This a story. a story. This a story. This a story. This
extension activity extension activity extension activity extension activity
will strengthen their If students did not will strengthen their will strengthen their will strengthen their
literacy and writing finish their work in literacy and writing literacy and writing literacy and writing
skills. the classroom, they skills. skills. skills.
will finish it at
Students will begin home. If students did not If students did not If students did not
to brainstorm topics finish their work in finish their work in finish their work in
for their own the classroom, they the classroom, they the classroom, they
personal narratives. will finish it at will finish it at will finish it at
home. home. home.
STEP

“STEP Standard 5 - Implementation of Instructional Unit”

“Video Recording Link:”

https://youtu.be/uMgAn4FGm3I

“Summary of Unit Implementation:”

I taught this lesson plan to my 2nd grade students as a part of a writing lesson. Students learned how to create personal
narratives. The first day, students learned what small moments were. These small moments will be what they will write their stories
on. After they learned about small moments, the students brainstormed different small moments in their lives. They wrote their
answers down with a partner on a graphic organizer. On day two, the students chose one of their small moments. They were given
another graphic organizer and were asked to create as many details around that small moment as they could. On day three, the
students created three pictures surrounding their small moment. The first image will be the beginning of their story, the second
image is the middle of their story, and the last image is the ending of their story. On day four, students will begin to construct their
personal narrative using their small moments. On the last day, students will expand on their first draft of their personal narrative to
complete the unit.

“Summary of Student Learning:”

As students progressed throughout the lesson, you could see how much they learned from the beginning of the unit until the
end. The students were eager to complete their writing assignment everyday and looked forward to writing about their own small
moments. One thing that I really enjoyed about teaching this lesson is that students accessed prior knowledge throughout each day.
Students were able to build from one day to the next to construct their personal narratives. If I was to do one thing differently, it
would be to extend this unit even more. I would reteach the students about using transition words, punctuation, and using expression
STEP

while writing. I feel that, although we went over it again in class, the students still had trouble putting their personal narratives
togetime. I think that doing this would help the students to understand their own personal narrative and how to create one even
more. Overall, the students did a fantastic job learning about personal narratives.

“Reflection of Video Recording:”

The video recording shows my first day of teaching the students about personal narratives. I began by reminding them about
our pre-assessment then we watched a movie about small moments. We talked about what we learned about in the video then I
passed out a small moments worksheet. Together using the projector, the students and I wrote down small moments for holidays,
family, school, and their own personal emotions. After they understood the assignment, I placed the class in partners and asked them
to complete the remainder of the worksheet together.

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class

“Number of Students” “Number of Students”

“Pre-Test” “Post-Test”
Highly Proficient

“(90%-100%)”

9 12
Proficient
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“(80%-89%)”
Partially

Proficient 5 3

“(70%-79%)”
“Minimally

Proficient”

“(69% and

below)”

“Post-Test Analysis: Whole Class”

Based on my analysis of the whole class post-test data, my interpretation is that many, if

not all, of the students have become stronger writers. For example, on day four of our unit,

students were asked to begin writing their personal narratives. They were then asked to edit their

work and make adjustments. They then rewrote the assignment as a final draft. My cooperating

teacher and I saw a big difference between the student’s first papers and their second papers.
Based on the whole class post-test data, the instruction and assessments were effective in
STEP

advancing student’s understanding of how to write a personal narrative. Every day, students

added more details to their small moments to create their own personal data. When students

began to write their personal narratives, they improved greatly from their first pre-assessment

assignment. When the students were asked to write one more personal narrative as their post-

assessment, the student papers were even stronger.

“Post-Assessment Analysis: Subgroup Selection”
12 out of 14 students in my 2nd grade student teaching class are English Language Learners. For

this reason, I will be focusing on this for my subgroup.

“Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or

504s, etc.)”

“Number of Students” “Number of Students”

“Pre-Test” “Post-Test”
“Highly

Proficient”

“(90%-100%)”
“Proficient”
8 10
“(80%-89%)”
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“Partially

Proficient” 4 2

“(70%-79%)”
“Minimally

Proficient”

“(69% and

below)”
“Post-Assessment Analysis: Subgroup”

Based on my analysis of the subgroup post-test data, I feel like the students better

understood how to create personal narratives. One of the things that they struggled with was

forming a topic sentence, and using transition words. For my english language learners, another

struggle is how to spell words. To help those students, I created sheets for them that included how

to spell specific words they would use for their narrative.

After my English Language Learners completed their instruction and assessment, I think

that they started to get a better understanding of how to create personal narratives. To help them, I
STEP

gave them check-lists for each assignment as well as a word bank to spell words specific to their

topic. However, they still struggled creating a full narrative. I would like to do another personal

narrative assignment to see how well they remember the data they learned.

“Post-Assessment Data: Remainder of Class”

“Number of Students” “Number of Students”

“Pre-Test” “Post-Test”
“Highly

Proficient”

“(90%-100%)”
“Proficient”
1
“(80%-89%)”
“Partially 1

Proficient”
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“(70%-79%)”
“Minimally

Proficient”

“(69% and

below)”

“Post-Assessment Analysis: Subgroup and Remainder of Class”

Both students are not English Language Learners, but struggle in different ways. One

student needs a lot of help developing sentences that fit with her story. The other student struggles

with her creativity. I saw both students improve after this unit. Although they are not 100%

confident creating a narrative by themselves, they have improved with their understanding of how

to create a personal narrative story.

Based on my analysis of student learning, my next steps for instructions would be to

reteach students about writing. Although they understand personal narratives, the students need to

work on strengthening their writing skills. By the end of this year, the students should be able to

write and understand a personal narrative, write an opinion piece, and add details to a story. As of

right now, they are still struggling to complete these. I would like to spend more time on the
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student’s writing skills in order to help them accomplish this.

“STEP Standard 7 – Reflecting on Instruction to Improve Student Progress”

“Short-Term Goal” “Plan to Reach the Goal”

1. I will be more organized in the - Research different ways to help

classroom. students become organized in the

classroom, research different ways to

place objects around the classroom,

ask other teachers.

2. I will make learning more engaging.

- Research different practices on the

Internet, find more activities through

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online resources such as

TeachersPayTeachers or through

Pinterest. I should also watch more

videos.
3. I will use more technology in my

lessons. - Research different ways to integrate

technology into the classroom, ask

other teachers what they use for

technology in the classroom to engage

students, find games that are

connected to the contents they are

learning about.

“Long-Term Goal:” I will improve my classroom management skills.

“Rationale: Why did you choose this goal? I chose this goal because this is one aspect of

How do you expect it to improve the teaching where I find weakness. I often find
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outcomes of your future students?” myself asking students to stop talking. I also

find myself allowing students to talk out of

turn. I would like to be more aware of my

classroom management skills and my flaws. I

want to correct students immediately for

effective results.
“End Date: By when do you expect to I expect to accomplish this goal by the end of

accomplish this goal?” my student teaching.

“Action Timeline: What steps will you take The steps I will take to complete this goal will

to complete this goal, and by when will you be to speak to my cooperative teaching of her

take them?” best practices, ask my cooperating teacher if I

can adopt my own classroom management

plan and system for the remainder of my

student teaching, and research different ways

to best manage a 2nd-grade classroom.

“Resources: What resources are available to The resources that are available are other

assist you in accomplishing your goal?” teachers around my school, I could go on

online forums and consult teachers in my

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community, I could research different

classroom management skills online. I could

use such things as a point system or giving

away stars to students that are behaving.