Student Teaching Evaluation of Performance (STEP)

Template

© 2020. Grand Canyon University. All Rights Reserved. Page 1 of 20

Table of Contents

STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

© 2020. Grand Canyon University. All Rights Reserved. Page 2 of 20

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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).

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).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

© 2020. Grand Canyon University. All Rights Reserved. Page 3 of 20

STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Writing

Unit Title: Opinion Writing

National or State Academic Content Standards: Grade 1

English Language Arts Standards-Writing: Text Types and Purposes
CCSS.ELA-LITERACY.W.1.1
Students will write opinion pieces in which they will introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure

Learning Goal: After students listen to the day’s interactive read aloud, students will be able to
identify their opinion about the main characters and their favorite part of the story.
Measurable Objectives: Students will be able to state their opinion of their favorite character
and favorite part of the story using describing details from the story and using complete
sentences.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.
Reference
English Language Arts Standards-Writing-Grade 1. (2020). Common Core State Standards Initiative.
Retrieved from http://www.corestandards.org/ELA-Literacy/W1/

© 2020. Grand Canyon University. All Rights Reserved. Page 4 of 20

© 2020. Grand Canyon University. All Rights Reserved. Page 5 of 20
STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
For the writing unit in Opinion writing, students will participate in a pre-assessment where
students will give their opinion on what is their favorite flavor of ice cream. Students will write
a sentence to state their opinion on their writing paper and draw a picture that matches with their
opinion.

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%) 7

Partially Proficient
(70%-79%) 15

Minimally Proficient
(69% and below) 5

Pre-Assessment Analysis: Whole Class

Most students were able to tell me verbally, using a complete sentence what their favorite ice cream
flavor was. Some students I had to use examples or guidance to help them understand what flavor was
their favorite.

© 2020. Grand Canyon University. All Rights Reserved. Page 6 of 20

 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 students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
For the post assessment, students needed to complete a writing activity on the online platform of
see saw. Given their opinion on the story Duck! Rabbit! Students had to display their writing on
see saw. Students were encouraged to write their opinion on the story, 2 reasons and details for
their opinion and restate their opinion. Students were provided with sentence starters to complete
their writing assignment.

© 2020. Grand Canyon University. All Rights Reserved. Page 7 of 20

 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 1st grade

Unit/Subject: Writing

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning Writing Focus Writing Focus Writing Focus Writing Focus Writing Focus
Standards Standards: Standards: Standards: Standards: Standards:
List specific grade-level Text Types and Text Types and Text Types and Text Types and Text Types and
standards that are the focus Purposes: Purposes: Purposes: Purposes: Purposes:
of the lesson being presented. CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
LITERACY.W1.1 LITERACY.W1.1 LITERACY.W1.1 LITERACY.W1.1 LITERACY.W1.1
Students will be able Students will be able Students will be able Students will be able Students will be able
to write opinion pieces to write opinion pieces to write opinion pieces to write opinion pieces to write opinion pieces
in which they in which they in which they in which they in which they
introduce the topic, introduce the topic, introduce the topic, introduce the topic, introduce the topic,
state an opinion, state an opinion, state an opinion, state an opinion, state an opinion,
supply a reason for the supply a reason for the supply a reason for the supply a reason for the supply a reason for the
opinion, and provide opinion, and provide opinion, and provide opinion, and provide opinion, and provide

© 2020. Grand Canyon University. All Rights Reserved. Page 8 of 20

 some sense of closure. some sense of closure. some sense of closure. some sense of closure. some sense of closure.

Production and Production and Production and Production and Production and
Distribution of Distribution of Distribution of Distribution of Distribution of
Writing: Writing: Writing: Writing: Writing:
CCSSELA- CCSSELA- CCSSELA- CCSSELA- CCSSELA-
LITERACY.W.1.5 LITERACY.W.1.5 LITERACY.W.1.5 LITERACY.W.1.5 LITERACY.W.1.5
Students will be able Students will be able Students will be able Students will be able Students will be able
to, with guidance and to, with guidance and to, with guidance and to, with guidance and to, with guidance and
support form adults, support form adults, support form adults, support form adults, support form adults,
will focus on a topic, will focus on a topic, will focus on a topic, will focus on a topic, will focus on a topic,
respond to questions respond to questions respond to questions respond to questions respond to questions
and suggests from and suggests from and suggests from and suggests from and suggests from
peers, and add details peers, and add details peers, and add details peers, and add details peers, and add details
to strengthen writing to strengthen writing to strengthen writing to strengthen writing to strengthen writing
as needed. as needed. as needed. as needed. as needed.

Specific Learning I can state what an I can state what an I can state what an I can state what an I can state what an
Target(s)/Objectives opinion is. opinion is. opinion is. opinion is. opinion is.
Based on state standards,
identify what is intended to be I can use multiple I can use multiple I can use multiple I can use multiple I can use multiple
measured in learning. ways to convince the ways to convince the ways to convince the ways to convince the ways to convince the
reader. reader. reader. reader. reader.
Academic Language  Opinion  Opinion  Opinion  Opinion  Opinion
General academic vocabulary  Facts  Facts  Facts  Facts  Facts
and content-specific  Pre-  Pre-  Opinion  Opinion  Post-
vocabulary included in the
assessment assessment Stories Stories assessment
unit.
 Opinion  Opinion  Stating  Stating  Opinion
Stories Stories reasons reasons Stories
 Stating  OREO  Opinion  Stating
reasons Graphic writing reasons
 Graphic organizer Graphic  Opinion
organizer organizer Writing
Graphic
organizer

© 2020. Grand Canyon University. All Rights Reserved. Page 9 of 20

Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
© 2020. Grand Canyon University. All Rights Reserved.
 Pre-  Duck! Rabbit  Duck! Rabbit!  Duck! Rabbit!  Duck! Rabbit!
assessment book Book Book Book
writing paper  Opinion poster  OREO graphic  Stating  Writing paper
 Opinion organizer reasons poster
stories poster  Seesaw  Graphic
 Writing paper writing organizer
activity
 What is an  What does it mean  What is an  Do you think it is  Please give details
opinion? to have an opinion? a duck or a rabbit? about the reasons
 What is the best opinion?  What is a fact?  Please give me to your opinion of
ice cream flavor?  What animal did  Do you think it is two reasons why. the story Duck!
Rabbit!.
Why is that your you think was in a duck or a rabbit?  Think about the
favorite? the Duck! Rabbit! details of the  What details from
Story? story. the story can you
 Did you think it think about?
was a duck or a
rabbit? Why did
you think that
way?
Students will think Students will be able Students will use their Students will think Students will think
about what their to explain what an knowledge of what an about what their about reasons for their
favorite ice cream opinion is. An opinion opinion is, to opinion about the duck opinion and add
flavor is. They will is not right or wrong. determine what is a rabbit book and be details to their opinion.
have to think why that fact. able to provide reasons
is their favorite. Recall for why they thought
how to write a that way.
complete sentence.
Presentation of Content
Due to distant learning I will present materials I will continue to Students will add to
Due to distant students will view all using a document present materials their writing in the
learning, children will materials online camera and share through google meet seesaw application.
be exposed to learning through google meet. screen the material for and using a document
materials through I will screen share and students to see online. camera.
shared screen seen via present the Duck! I will use the fact and Students will turn in
google meet. Rabbit! You Tube read opinion chart to their writing, using the
We will hold aloud. complete activity. seesaw application.
Page 10 of 20

Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
© 2020. Grand Canyon University. All Rights Reserved.
discussions to activate Students will use their I will also present the
student prior writing paper given to OREO graphic
knowledge. them with their organizer to explain
materials. the process to write
opinion stories.
Students will be Students will be Students will Students will be Students will
supported through the supported to try their continuously be encouraged to present demonstrate their
online format Google best and listen to the supported to think their best writing and knowledge of opinion
meet. story and think about about what an opinion think about opinion writing, given reasons,
Students will be if they think it was a is. writing, sentence and opinion stories.
encouraged to do their duck or a rabbit in the Students will be able structure. Students will
best writing according story. to differentiate facts Students will think demonstrate their
their prior knowledge. Students will be and opinions. about their opinion writing in the online
encouraged to think Students will be able and reasons why they seesaw application.
about the story and to make connections to have that opinion.
think why they opinion writing.
thought it was a duck
or rabbit.
Students will be given
sentence starters to
Application of Content
Students will be able Students will be able Students will be Students will be able Students will use
to use their writing to listen to the Duck! presented with to use seesaw to sentence starters to
paper for their pre- Rabbit! Story through learning materials submit their opinion implement in their
assessment. a you tube read aloud. through google meet writing stories. writing. Students will
screen share and Students will be think about their
document camera. encouraged to think opinion, reasons, and
about the OERO details for their
graphic organizer to opinion stories.
assist in their writing.
Students will be Through google meet, Using google meet and Students will be Students will be able
encouraged to think students will be given the document camera, encouraged to use to discuss as a group
about their favorite ice the opportunity to I will present class class online materials their opinion on the
cream flavor and write discuss their opinion materials. I will to assist in their Duck, Rabbit story.
about it in their writing regarding the read encourage students to writing. Students will be
paper for their aloud. think about materials encouraged to discuss
Page 11 of 20
  English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
© 2020. Grand Canyon University. All Rights Reserved.
preassessment. I will use popsicle and encourage student their reasons for their
sticks to randomize thinking on fact and opinion, along with
class discussion. opinion. details.
Assessment of Content
Students will use their I will ask student Students will I will encourage Students will use
writing paper for their questions regarding participate in a fact students to use seesaw to finish their
pre assessment. They their opinion on and opinion activity to sentence starters to opinion story and add
will use the seesaw certain topics. expand their thinking write their opinion reasons and details to
application to upload Students will write on differentiating on stories on seesaw. their writing.
their work. their opinion on the facts and opinions.
seesaw application.
Due to distant For the lesson, Students will view Students will be able Students can use the
learning, students were students will be able to opinion and fact to view the OREO materials in their
given a writing folder listen to Duck! Rabbit! activity through graphic organizers to writing folder and the
containing writing Story through a you google meet screen assist with opinion sentence starters found
paper, opinion writing tube read aloud via share via a document writing. Students can in their opinion
topics, and google meet screen camera. also use their materials writing see saw
letter/sounds chart and share. in their writing folder activity to assist with
high frequency words to assist with their their opinion writing
to assist with spelling. opinion story. story.
Extension Activity and/or Homework
Students will use their Students will write one Students will Students will complete Students will use the
writing paper to write sentence on the online participate in an their opinion story in same seesaw activity
3-4 sentences see saw application to opinion/fact activity to the online seesaw and add details to their
regarding their opinion state their opinion on differentiate between platform. Students will opinion story.
on a given topic for the Duck! Rabbit read facts and opinion. add two reasons for
Page 12 of 20
homework assignment preassessment. aloud. their opinion regarding
supports the learning the Duck! Rabbit!
targets/objectives. As Read aloud.
required by your instructor,
attach any copies of
homework at the end of this
template.

© 2020. Grand Canyon University. All Rights Reserved. Page 13 of 20

STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://youtu.be/G78NoU8uAoE

Duck! Rabbit! Book Video Link: https://www.youtube.com/watch?v=36AqMX5uua4

Summary of Unit Implementation:

I implemented this unit via google meet. Due to distant learning, I used google meet, document camera,
and used a you tube read aloud video for students to listen and see the Duck! Rabbit story. Due to virtual
teaching, it was challenging to perform the preassessment and post assessment. Students were provided
with a writing folder with writing paper, high frequency words list, and opinion writing topics. Students
were also provided with graphic organizers and sentence starters to assist them in their writing. To assess
student opinion stories, children were encouraged to upload and complete their writing activity using the
online application, Seesaw. In order to demonstrate materials to students, I presented the materials
through screen share, and using a document camera. Students were encouraged to try their best and
participate in class discussions to check for understanding.

Summary of Student Learning:

Administering the pre assessment initially was difficult because students were not able to receive help
from others and they had to complete it during synchronous instruction. Then, students had to upload
their writing through the seesaw online application. I used questioning regarding student opinion on
certain topics to ensure student prior knowledge. Students were able to address that an opinion is what
they think and what they think can be different than of their peers and others. Also, students were able to
differentiate upon facts and opinions. Students were also able to use sentence starters and graphic
organizers to assist them with their writing. To demonstrate their understanding of content, students were
asked to write their opinion story using Seesaw. Most students were able to complete the writing
activities, but I still have about 3 students who did not display their writing on see saw.

Reflection of Video Recording:

I used a document camera to display writing activity and fact and opinion activity. Distant learning is
very challenging, but I used the resources that I have to optimize learning for all my students. I
encouraged questioning and class discussions to ensure student knowledge of content. In order to
exercise student opinion, students were presented with a you tube read aloud of the story Duck! Rabbit!.
They were asked if their they thought it was a duck or a rabbit in the story. Also, students were presented

© 2020. Grand Canyon University. All Rights Reserved. Page 14 of 20

with an OREO graphic organizer to asses with their opinion story. I made sure to ask students questions
to check for understanding and to guide their thinking regarding opinion writing. It is essential to provide
students with a positive learning environment that encourages learning for all students.

© 2020. Grand Canyon University. All Rights Reserved. Page 15 of 20

STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 0 0
(90%-100%)
Proficient
7 7
(80%-89%)
Partially Proficient
15 17
(70%-79%)
Minimally
Proficient 5 3
(69% and below)
Post-Test Analysis: Whole Class
As a whole class, the students preformed Partially Proficient or satisfactory during the
synchronous post assessment. Due to distant learning, it made the lesson challenging because I
am not able to support students in ways that I would be able to if students were in class. Students
are at home and most students have a parent next to them and giving them the answers. Thus,
when I had students verbally state their opinion and supporting reasons they were able to express
themselves. I used Google Meet and Seesaw as a platform to perform the unit lesson and the post
assessment.
The students who performed proficient are the students who know all or most of their sight words
and are able to write sentences on their own with minimal guidance. These students are the
students who are at grade level in their reading. The students who performed partially proficient
are the students the students who don’t know all their sight words and are close to getting to
grade level in their reading skills. These students needed to use sentence starters to guide them
in their reading. They also needed support in structuring their opinion stories. The students who
preformed minimally proficient are the students who are below grade level in their reading and
who know a few sight words. These students were only able to write one sentence and needed a
lot of guidance to be able to write their opinion.

© 2020. Grand Canyon University. All Rights Reserved. Page 16 of 20

 Post-Assessment Analysis: Subgroup Selection
I chose to focus on the ELL population for the post-assessment. These students vary differently in
their reading levels and first grade sight words comprehension. I have 6 EL students in my first
grade classroom and half of the EL are reading at grade level and half are below grade level.

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 0 0
(90%-100%)
Proficient
0 0
(80%-89%)
Partially Proficient
1 3
(70%-79%)
Minimally
Proficient 5 3
(69% and below)
Post-Assessment Analysis: Subgroup

After the post assessment, half of the EL students were able to write their opinion stories with
minimal guidance and the other half needed guidance and support. Students were able to
express their opinion verbally, but half of the students needed to refer to the sentence starters and
where not able to write complete sentences that included reason for their opinion. I gave
students sentence starters to use for their opinion stories and most students were able to state
their opinion based on the Duck! Rabbit! Story. The other half of the EL population were not
able to write an opinion story with reasons, but they were able to start their opinion verbally. I
concluded that the EL students were able to state their opinion and understood that an opinion is
what someone thinks about a given topic.

Due to distant learning, instruction via Google Meet is challenging but students are presented
with content material they need to be successful learners. Although, students are learning
virtually they are presented with instructional strategies that meet their learning needs. Students
had access to materials in our google classroom to refer to after instruction and they were
provided with anchor charts and examples to assist with their writing.
There were a few students who did not master the content because they perform below grade
level in their reading and sight word comprehension. Therefore, they need a lot of guidance and
sentence starters in order to be able to write their opinion story. These students were not able to
complete the opinion stories that contained students writing their opinion sentence, and two
reasons to support their opinion, and a sentence to retell their opinion. They also lack letter and

© 2020. Grand Canyon University. All Rights Reserved. Page 17 of 20

 sound recognition which made it difficult for them to write and sound out words or write a
complete sentence. In order to better assist these students, I will continue to use the anchor
charts and sentence starters to guide students in their writing. Students are also encouraged to
use their list of words to help them with their spelling. I will continue to guide students in their
writing and practice first grade sight words, so students become familiarized with words they will
need to read and spell in first grade.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 0 0
(90%-100%)
Proficient
7 7
(80%-89%)
Partially Proficient
15 14
(70%-79%)
Minimally
Proficient 2 3
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Most students were able to express their opinion regarding the story Duck! Rabbit! It was
extremely important to provide students with many examples of what opinion means and ways
that students can express their opinion. Students were provided with opportunities where they
were able to provide their opinion on given topics. They were also encouraged to provide
reasons for their opinion. Students were also provided with anchor charts, sentence starters, and
outlines that demonstrated ways to write complete sentences.
Students were given with writing strategies that guided them to write complete sentences. Most
students needed continuous guidance throughout the unit synchronous instruction. I tried to
maximize students learning experience by continuously checking for understanding and
providing students with opportunities to express their opinion. I created a positive learning
environment where students were encouraged to try their best in their writing and use the
materials they were provided to ensure writing success.

Students are encouraged to write 3-4 complete sentences. Students will be provided with the
materials they need to be successful learners. They will receive continuous guidance when
needed and opportunities to ask questions about the content. Although, teaching writing virtually
can be challenging, there are many opportunities for student learning and writing success. I am
able to support students with anchor charts and sentence frames that will help them structure

© 2020. Grand Canyon University. All Rights Reserved. Page 18 of 20

 their writing. The next unit of writing that students will be learning is informative writing.
Students will need to be able to write the order in wiring things occur. Like opinion writing,
students will be supported with multiple examples that will facilitate learning and teaching
strategies that will check for understanded and help them expand their thinking about the topic.

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. Differentiate teaching writing via I plan to research strategies online on how to
synchronous and asynchronous differentiate writing instruction
instruction. synchronously and asynchronously. Also,
research peer-reviewed websites or academic
journals online.

2. Encourage critical thinking in students I plan to observe grade level and other grade
via Bloom’s Taxonomy to strengthen level teachers and how they teach writing
writing. synchronously and asynchronously.

3. Review sentence structure that tailors
opinion writing.
I plan to revisit the unit and the curriculum to
search for ways to better assist children in
their opinion writing. Also, research ways to
assist children in development grade level
sentence structure and opinion writing skills.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal: Throughout the 2020-2021, I will participate in professional
development or collaborate with a veteran teacher to strengthen my knowledge on how
to teach writing, ensure that students are reaching their unit learning goals, and are
successful writers.

© 2020. Grand Canyon University. All Rights Reserved. Page 19 of 20

 Rationale: Why did you choose this goal? How
do you expect it to improve the outcomes of your
future students?
End Date: By when do you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2020. Grand Canyon University. All Rights Reserved.
I chose this goal because I want to make sure
that I have the skills and knowledge to teach
writing and ensure that students are able to
reach the learning goals and objectives for
each writing unit.
I intend to reach this goal by the end of the
school year and ensure that students are ready
for the next grade levels’ writing learning
objectives.
Throughout the school year, I will make sure
that I am researching the curriculum/unit
suggested resources and unit practices to
maximize learning for all students.
There are curriculum resources that include
print and websites that are available to me.
Also, I will utilize grade level planning and
professional development to assist with
successful writing instruction.
Page 20 of 20