Student Teaching Evaluation of Performance (STEP)

Template

© 2021. Grand Canyon University. All Rights Reserved. Page 1 of 30

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

© 2021. Grand Canyon University. All Rights Reserved. Page 2 of 30

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).

© 2021. Grand Canyon University. All Rights Reserved. Page 3 of 30

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: Syllables

Unit Title: What are Syllables?

National or State Academic Content Standards: K.RF.2- Demonstrate understanding of

spoken words, syllables, and sounds (phonemes).
K.RF.2.b – Count, pronounce, blend, and segment syllables in spoken words.

Learning Goal: Students will able to determine what are the syllables or parts of one, two,
and three syllable words.

Measurable Objectives: Nineteen Kindergarten students will be able to correctly clap or

otherwise signify the parts or syllables, of one, two, and three syllable words with at least
80 percent accuracy.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

© 2021. Grand Canyon University. All Rights Reserved. Page 4 of 30

© 2021. Grand Canyon University. All Rights Reserved. Page 5 of 30
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 my pre-assessment, I plan on asking students what syllables are and then asking them to
orally state the syllables for five different classroom realia objects. (Glue, pencil, computer,
scissors, and book)
Syllable Pre-Assessment
1. What are syllables?

2. What are the syllables in the word glue?

3. What are the syllables in the word pencil?

4. What are the syllables in the word computer?

5. What are syllables in the word scissors?

6. What are the syllables in the word book?

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

© 2021. Grand Canyon University. All Rights Reserved. Page 6 of 30

 Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 3

Minimally Proficient
(69% and below) 15

Pre-Assessment Analysis: Whole Class

Most students in this class have minimal knowledge about what syllables are and how to count
them. The three partially proficient students were aware of the definition of what syllables are, and
could clap the parts in 2 syllable words.

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.

Post-Assessment for Syllables Lesson

1. What is the definition of a syllable? How can you show me syllables in a word?
2. Can you show me the syllables in the word horse?
3. Can you show me the syllables in the word ball?
4. Can you show me the syllables in the word cat?
5. Can you show me the syllables in the word monster?
6. Can you show me the syllables in the word Sunday?
7. Can you show me the syllables in the word Saturday?
8. Can you show me the syllables in the word skateboard?
9. Can you show me the syllables in the word caterpillar?
10. Can you show me the syllables in the word apple?
Each question is worth two points – showing the ability to count the syllables and then tell
the number of syllables. Question 1 is scored on if the student can give the definition of a
syllable (1 point) and then their ability to tell how they can show syllables (1 point).
Minimally proficient – 0 to 12 points
Partially proficient – 12 to 15 points
Proficient – 16 to 17 points

© 2021. Grand Canyon University. All Rights Reserved. Page 7 of 30

 Highly proficient – 18 to 20 points

© 2021. Grand Canyon University. All Rights Reserved. Page 8 of 30

 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: Kindergarten

Unit/Subject: Syllables/ What are syllables?

Day 1 Day 2 Day 3 Day 4 Day 5

National/State
Learning Standards K.RF.2- K.RF.2- K.RF.2- Demonstrate K.RF.2- K.RF.2-
List specific grade-level Demonstrate Demonstrate understanding of Demonstrate Demonstrate
standards that are the
focus of the lesson being understanding of understanding of spoken words, understanding of understanding of
presented. spoken words, spoken words, syllables, and sounds spoken words, spoken words,
syllables, and syllables, and (phonemes). syllables, and syllables, and sounds
sounds sounds sounds (phonemes).
(phonemes). (phonemes). K.RF.2.b – Count, (phonemes).
pronounce, blend, and K.RF.2.b – Count,
K.RF.2.b – Count, K.RF.2.b – Count, segment syllables in K.RF.2.b – Count, pronounce, blend,
pronounce, blend, pronounce, blend, spoken words. pronounce, blend, and segment
and segment and segment and segment syllables in spoken

© 2021. Grand Canyon University. All Rights Reserved. Page 9 of 30

 syllables in spoken syllables in spoken syllables in spoken words.
words. words. words.

Specific Learning Students will be Students will be Students will be able Students will be Students will be able
Target(s)/Objectives able to define the able to define the to define what a able to divide to divide words into
Based on state standards, word syllable and word syllable and syllable is, and also words into one, one, two, three, or
identify what is intended to
be measured in learning.
explain how to explain how to explain how to clap, or two, three, or four four syllables and
divide words into divide words into identify the parts or syllable words, and explain how its done.
syllables or parts. syllables or parts “chunks” of one, two, also explain how its Students will be able
and three syllable done. Students can to define what a
words define what syllable is.
syllables are.
Academic Language Syllables Syllables Syllables Syllables Syllables
General academic parts Parts Parts Parts Parts
vocabulary and content-
Identify Chunks Chunks Chunks
specific vocabulary
included in the unit. Identify Identify Identify
Vowels – a,e,i,o and u Vowels – a,e,i,o Vowels – a,e,i,o and
and u u
Unit Resources, Jack Hartmann Jack Hartman Jack Hartman – Clap, Go Noodle – Clap
Materials, Equipment, YouTube video video Stomp and Chomp It Out syllable Go Noodle – Clap It
and Technology Computer Computer Syllable song video – stopping Out syllable video –
List all resources,
Realia Sorting cards for Computer after four syllable stopping after four
materials, equipment, and
technology to be used in Picture cards one, two and three Name cards words syllable words
the unit. syllables 2 sets of sorting cards Computer
Realia for small group Name cards  Computer
sorting activity – (one, Sorting cards for and
two and three whole group lesson Chromebooks
syllables) (One, two, three
Syllable matching and four syllable Realia for sorting
worksheet words)
Valentine sorting Name cards
worksheet – whole

© 2021. Grand Canyon University. All Rights Reserved. Page 10 of 30


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 identify the parts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
© 2021. Grand Canyon University. All Rights Reserved.
group
Worksheets for
assessment and
homework
Post assessment
worksheets
Level 1 – What are Level 1 – What are Level 1 – What are Level 1 – What are Level 1 – What are
syllables? syllables? syllables? syllables? syllables and how
Level 2 – How can Level 2 – Can we Level 2 – Can we Level 2 – Can we can we identify
syllables be count the parts for identify the parts of identify and sort them?
identified? one and two one, two, and three the syllables in one, Level 2 – Can we
Level 3 – Can we syllable words? syllable words? two, and three start to identify the
Level 3 – Level 3 – Can we syllable words syllables in four
of 1 and 2 syllables Difference count the syllables in independently? syllables words?
words? between breaking our names and sort Level 3 – Can we Level 3 – Can we
Level 4 – Compare down words and them by the number independently independently count
“breaking down” syllables or parts of parts? count the syllables and sort objects or
to what syllables Level 4 – Can we Level 4 – Can we in our own name? picture cards for
are. use the names of identify the syllables Level 4 – Can we one, two, and three
real objects and in words by using start to clap the syllable words in
count the syllables different methods? parts in four different ways?
in their names? syllable words? Level 4 – What are
some of the rules on
how syllables are
identified in
different words?
(Spilt at double
consonants,
compound words,
etc)
 The  Students will  Students  Students will
 I will show students be reminded of will be again do the
Page 11 of 30
knowledge be activated as will again the definition introduced Go Noodle –
well as gain student students the be shown of a syllable to four Clap it Out
interest in the upcoming
content? “Let’s the Jack  We will then syllable video
Learn Hartman listen to the words by -stopping
About video as a song “Clap, watching a after the
Syllables” refresher to Stomp and Go Noodle – four-syllable
video by define Chomp Clap it Out singing part.
Jack syllables Syllable song” syllable  Students can
Hartmann and how to in which video. I will move and
 Students count them. students can stop the sing with the
will be  We will move to the video after video.
asked what review the music. the four-  We will
they think definition syllable review the
syllables of syllables counting definition,
are. and clap a part. and count
few one and  Students syllables
two syllable can move orally for a
words and clap couple of
with the words.
video.
Presentation of Content
Multiple Means of  I will show  Students will  Students  Students will
Representation  I will show picture of count the will do a stand on the
Describe how content will picture of one, two, syllables in whole group carpet whole
be presented in various
ways to meet the needs of
one and and three their names sorting group. I will
different learners. two syllable syllable and their lesson with have a basket
words and words and classmates’ one, two, with objects
we will talk we will talk names by three, and that have 1, 2,
about the about the singing “Clap a four syllable 3 or 4
pictures pictures Friend’s Name picture syllables. I
 We will  We will with Me” cards. will label a
then count then count  We will graph (videotaped corner of the
the the all students lesson.) room with

© 2021. Grand Canyon University. All Rights Reserved. Page 12 of 30

 syllables, syllables, names by the  I will numbers 1
and sort and sort number of remind through 4.
them into them into syllables and students Students will
columns columns talk about our what name an
results syllables are object in the
and then we basket,
will name identify the
each number of
picture, and syllables and
I will have then walk to
individual the correct
students corner of the
clap the room.
syllables in  We will do
the pictures. this whole
These group, by
students their color
will then groups and
come up with one or
and put the two students,
pictures in naming all
the correct the object in
column. the basket.
Multiple Means of ELL students – We ELL students – ELL students –
Representation ELL students – I ELL students – I will clap or otherwise For ELL students, These students will
Differentiation will have ELL will have ELL identify the syllables I will have them be given a familiar
Explain how materials will students name the students name the in ELL students’ name the picture object to name and
be differentiated for each
of the following groups:
pictures, and assist pictures, and assist names in a couple and assist with then identify the
 English Language in helping count in helping count different ways, so they counting the syllables. Students
Learners (ELL) the syllables, if the syllables, if are able to see it syllables if needed. will be given help
 Students with needed. needed. happen more than I will discuss the counting if needed.
special needs Students with Students with once. definition of Students with special
 Students with special needs – I special needs – I Students with special syllables with these needs –These
gifted abilities

© 2021. Grand Canyon University. All Rights Reserved. Page 13 of 30

Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
© 2021. Grand Canyon University. All Rights Reserved.
will have these will have these needs – We will sing students. students will be
students come up students come up and identify the Students with given assistance in
and name the and name the number of syllables of special needs – I naming objects and
picture, with help, picture, with help, these students’ names will help them counting the
if necessary. We if necessary. We in more than one way name the picture syllables.
will then clap or will then clap or for exposure. card, count the Gifted students –
otherwise identify otherwise identify Gifted students – syllables, and put it Gifted students will
the number of the number of Gifted students will be in the correct be harder objects or
syllables together. syllables together. asked to help interpret column, if needed. a word to read and
Gifted students – Gifted students – the graph by Gifted students – then asked to
If there are gifted If there are gifted answering questions Instead of a picture identify the number
students, I will students, I will (what group has the card, I will give of syllables. These
have them read have them read most names? How them a card with a students might be
one and two one and two many more students word on it to read, given words that
syllable words, syllable words, had three syllable count the syllables, have more syllables
showing them the showing them the names than had one and place in the than four as well to
picture as well. I picture as well. syllable names? Etc.) correct column. give them a
will have them For three syllable These students can challenge.
count the syllables words, I will have also tell their peers
in the word and them try and read the correct rule if
with them about the word, but if there is time in the
the different rules unable, I will show lesson.
of counting them the picture.
syllables. I will have them
count the syllables
in the word and
with them about
the different rules
of counting
syllables.
Application of Content
 I will have  I will have  Students will  Students  Student name
a basket a basket be put into 3 will be cards will be
Page 14 of 30
practice, and apply the with with small groups of given their sorted into 1,
content? different different mixed learning own name 2, 3, or 4
realia that realia that levels. card. We syllable
has one or has one, Students will will repeat column and
two two, or be given a the activity displayed for
syllables. three syllable activity from the students to
 Students syllables. in which they day prior, see.
will help  Students will name a with each  I will review
name each will help picture card, student with the
piece of name each count the saying, students the
realia, clap piece of syllables how clapping or placement of
or tap the realia, clap they want and otherwise all of their
syllables, or tap the then put the identifying names.
and sort it syllables, card in the the syllables Students will
on the and sort it correct column in their own then stand on
carpet by on the – one syllable, name. They the carpet
either the carpet by two syllables, will then whole group.
one or two either the three syllables. put their  I will say
syllable one or two  Students will name card different
signs syllable take turns until in the directions,
signs all picture correct like “If your
 During this cards have column. name has one
activity, I been used. We will sing syllable, hop
will express Students will the “Clap a on one foot”
and show then repeat the Friends “If your
students activity again. Name song” name has
different each time, three
ways to but only the syllables,
identify the student who quack like a
number of is called on duck”
syllables. will say  We will do
(clapping, their name this for a few
tapping and clap the turns, and

© 2021. Grand Canyon University. All Rights Reserved. Page 15 of 30


Multiple Means of
Engagement
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)
© 2021. Grand Canyon University. All Rights Reserved.
their chins, syllables. then I will
patting take the
their knees, student name
etc) cards down
and repeat
the
directions.
Students will
then have to
know how
many
syllables their
name has or
be able to
count the
number.
ELL students – I ELL students – ELL students – ELL students – If
ELL students – I will choose objects I will be These students will ELL students do not
will choose objects that I know ELL working with say their own name know syllables in
that I know ELL students know the these students and will clap the their name after I
students know the names for and a if they are syllables in their take the name cards
names for and a few they might not struggling, by name, with help if down, I will first
few they might not to challenge them. helping them needed. I will have have them count the
to challenge them. I will assist them count the them count the syllables, giving help
I will assist them in counting the syllables for syllables in at least when needed.
in counting the syllables in more each picture. I two different ways Students with special
syllables in more than one way for will also assess (clapping, tapping needs – I will assist
than one way for added exposure. I if they are their chin, patting them in counting the
added exposure. I will also repeat the understanding their knees, etc.) to number of syllables
will also repeat the definition of a what syllables ensure in their name, and, if
definition of a syllable with these are by asking understanding. needed, I will leave
syllable with these students, for them the Students with their name card on
students, for reinforcement in definition. special needs – the sorting board for
Page 16 of 30
 reinforcement in this area. Students with These students will them to see.
this area. Students with special needs – also say their own Gifted students –
Students with special needs – I I will also be name, and clap the Will be asked to use
special needs – I will choose easier concentrating syllables in more their last name in
will choose easier objects for on these than one way, with some of the
objects for students to name students to help if needed. questioning, as an
students to name and count syllables make sure they Gifted students – added challenge.
and count syllables with them in more are These students will For example,
with them in more than one way. We understanding. be asked to say Johnny this time you
than one way. We will also talk about I will help their first and last will use your last
will also talk about the definition of count syllables names, count the name, Smith to
the definition of syllables to ensure and put the syllables in both follow the direction I
syllables to ensure understanding. pictures in the and put their give.
understanding. Gifted students – I correct column names in the
Gifted students – I will have them when needed. correct columns.
will have them define what a Gifted students Extension activity –
define what a syllable is first. – I will give If students are
syllable is first. Then have them them the words struggling, we will
Then have them choose an object of the pictures, keep playing this
choose an object and find the word which they can game at morning
and find the word card that matches place beside the meeting or other
card that matches and read the word, correct picture whole group time.
and read the word. if a one or two card in the
I will then have syllable word. I columns. Then
the student clap will then have the gifted students
the syllables and student clap the will have to
ask if they know syllables and ask if count each
what rule is used they know what column and tell
for that particular rule is used for their group
object. For that particular how many
instance, they will object. For pictures they
tell me that instance, they will had in each
“apple” is divided tell me that column.

© 2021. Grand Canyon University. All Rights Reserved. Page 17 of 30

 into syllables “apple” is divided Early finishers
between the two into syllables – if students
“p’s” in the word. between the two finish early,
“p’s” in the word they will get a
piece of paper
and draw two
syllable
pictures on
their paper. If
students are
struggling, I
will make note
and send home
homework
and/or pull
them in a small
group to re-do
the activity.
Assessment of Content
Multiple Means of  Students  Students  Students will  Students  Students will
Expression will stand will stand, be given a will be be divided
Formative and summative in a circle whole syllable given a into two
assessments used to
monitor student progress and I will group, on matching Valentine’s groups, one
and modify instruction. first ask for the carpet. worksheet, in Day sorting group will
the I will label which they worksheet. complete and
definition different have to cut out They will syllable
of what a corners of 8 different say the counting
syllable is. I the room pictures, say name of worksheet,
will write one the name of each and one
student syllable, each picture Valentine’s group will be
answers on two and count the picture, and put on
the board. syllables syllables. Then count the abcya.com to
 We will and three they glue each syllables, use the

© 2021. Grand Canyon University. All Rights Reserved. Page 18 of 30

 then go syllables. picture to the then color Alphabats
around the  I will then right column, in the dot syllable game.
circle, and I say a word, one syllable, with the  I will be
will give students two syllables, correct giving the
each will identify or three number of post
student a the number syllables syllables. assessment
one or two of syllables,  I will group  I will walk for the group
syllable (1,2, or 3) students as to around on the
word and and then who was giving help computer by
ask them to walk to the understanding where pulling them
count it in corner in the best and I needed and one at a time
whatever the room will work asking to complete
way they that has the mostly with students to the
want, correct those who were verbally assessment.
noting number. struggling. I define  Students who
whether it  I will assess will be walking syllables are working
is done which around to all and on the
correctly. I students students, verbally worksheet
will write are able to making sure count three will do it on
down correctly they are able to words that I their own as
names of identify and count syllables give them. I another form
students walk to the correctly and will note of assessment.
who are correct are gluing the which  Then the
struggling, corner. I pictures to the students are groups will
will note right column. struggling switch after
any with the about 15 to
students definition or 20 minutes,
who are counting. so all students
struggling. get the
 We will do assessments
this activity
whole
group, by

© 2021. Grand Canyon University. All Rights Reserved. Page 19 of 30

 their color
groups, and
with one or
two
students at
a time.
Multiple Means of ELL students – ELL students – ELL students – I ELL students –
Expression ELL students – With ELL I will be will pay close These students will
Differentiation For ELL students, students, I will use working with attention to ELL be shown how to get
Explain how materials I might show them pictures and also these students students and assist on the program,
will be differentiated a picture of one of have them identify if they are them when Alphabats syllables.
for each of the the objects we the syllables and struggling, by necessary, by For the oral post
following groups: counted in the walk to the correct helping them helping them name assessment, I will
 English earlier activities. I corner by count the a picture they give a little help if
Language will also ask them themselves to syllables for don’t know or needed, but will have
Learners (ELL) to define syllables ensure each picture. I counting syllables to deduct points
 Students with for me, noting if understanding. If will also assess with them if they when help is given.
special needs they understand. struggling, I will if they are need help. For the worksheet, I
 Students with Students with assist them at that understanding Students with will name the
gifted abilities special needs – For moment and then what syllables special needs – I pictures for ELL
Early finishers (those these students I write down their are by asking will assist in students, but that is
who finish early and will use pictures names to be pulled them the naming the all. I want to assess
may need additional from earlier later in a small definition. pictures and whether they can
resources/support) activities if needed. group. Students with counting the count and circle the
I will note if they Students with special needs – syllables if needed. correct number of
are struggling and special needs – I I will also be Gifted students – syllables.
pull them in a will use pictures concentrating These students will Students with special
smaller group for with these students on these be given a needs. – If these
help, if needed. as well and assist students to worksheet with students are unable
Gifted students – I with the counting make sure just words to first to use the computer
will ask for a of syllables. If they are read, then count program, I will let
definition and also need be, I will pull understanding the syllables and them do one of the
have them give me these students in a . I will help write the correct sorting card games,

© 2021. Grand Canyon University. All Rights Reserved. Page 20 of 30

 a rule of how smaller group for count amount of syllables or draw a picture.
syllables are help. syllables, cut on a line. For the worksheet, I
counted. These Gifted students – out the Early finishers – will tell them the
students will also For these students, pictures and These students can pictures, but like the
be given higher I will have word help them glue color the pictures ELL students, I
syllable words to cards for them to to the right on the sheet and want to see what
count. read and ask them column if then play one of they know.
if they know the needed. the syllable sorting Gifted students – no
rule about how to Gifted students games on the floor. change for the
divide the word up – I will give a Struggling students computer program.
into syllables. sheet with the will be written For the worksheet, I
words of the down and then will give them a
pictures in pulled into a more difficult
which gifted smaller group to worksheet to
students will repeat the complete.
have to match worksheet.
to each picture. Early finishers for
Then gifted the worksheet –
students will They can color the
have to count worksheet quietly,
each column or play one of the
and write how sorting card games.
many they had
of each group.
Early finishers
– if students
finish early,
they can turn
their paper
over and draw
three syllable
pictures on the
back of their

© 2021. Grand Canyon University. All Rights Reserved. Page 21 of 30

 paper, labeling
them if they
can.
Extension Activity and/or Homework
Identify and describe any Extension Extension Extension activities – Extension activity Extension activity –
extension activities or activities – pull- activities – Pull- Pull-out groups, if – Pull-out group if after looking at the
homework tasks as
appropriate. Explain how
out groups for out groups for needed for sorting needed to re-do the results of the
the extension activity or those students who struggling students activity. worksheet, and do worksheet and the
homework assignment are struggling. with extra Homework – Syllable a sorting activity. oral post assessment,
supports the learning Homework – have activities. For counting worksheet Homework - none I will put together
targets/objectives. As students bring in a gifted students, I groups of students
required by your
instructor, attach any
one and two will do more to who need extra
copies of homework at the syllable object explain the rules practice with
end of this template. from home to on how words are syllables.
share and put in divided into Homework –
our syllable syllables. Students will
museum Homework – complete the
Students will be Drawing Rainbow
asked to bring a 3 Syllable worksheet
syllable object at home
from home for our
syllable museum.

© 2021. Grand Canyon University. All Rights Reserved. Page 22 of 30

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://www.youtube.com/watch?v=z--AkJeHG1M

Summary of Unit Implementation:

For this unit on syllables, I believe that the materials and resources that I used were diverse and were age-
appropriate for the Kindergarten students in my student teaching classroom. I used picture cards for a
sorting activity, YouTube videos with Jack Hartmann, and a syllable name game. I also used syllable
counting worksheets, one of which might have been a little advanced for the Kindergarten students. I
conferenced with my cooperating teacher and she thought the worksheet was good practice for the
students but she probably would’ve used it later in the unit. My favorite part of my syllable unit was the
syllable name game, in which students sung a song and got to clap or otherwise physically show the
syllables or parts in each of their names. Then they got to sort their names by one, two, three or four
syllables. At the end of that activity, we counted the names in each row and talked about which row had
the most names. The students loved this part too and were excited to clap and sort their names. I think
one of the things I struggled with was pacing in some spots because students got off task, especially
during transitions. This is something I will keep working on and I will also conference on with my
cooperating teacher. Finally, the activities I planned and used in my syllable lesson were
developmentally appropriate and fun for the Kindergarten students. The picture sorting games, syllable
name game and worksheets were successful in the students learning about syllables. These activities
were aligned with the learning standards for Kindergarten and could be easily modified for ELL and
special needs students, as well as gifted learners.
Summary of Student Learning:
On the pre-assessment test of my syllable lesson, 3 of the 18 students tested were partially proficient,
while the other 15 students were minimally proficient. After the five-day lesson plan, student
achievement in for syllables increased to one student being minimally proficient, two students being
partially proficient, eleven students being proficient, and four students being highly proficient on the post
assessment test. Students were engaged during most of the sorting lessons and YouTube videos.
Students loved to clap, tap, or hop the syllables in their names, which I think also added to their learning
success.

Reflection of Video Recording:

© 2021. Grand Canyon University. All Rights Reserved. Page 23 of 30

In conferencing with my cooperating teacher about my videotaped lesson, she gave me mostly positive
feedback, including saying how engaged all the students were, and how, by letting them put up the cards,
it had them show ownership in their learning. She also said it was beneficial how I counted the cards in
the different rows, because it also incorporated math skills.

© 2021. Grand Canyon University. All Rights Reserved. Page 24 of 30

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 students 10 students

(90%-100%)
Proficient
0 students 2 students
(80%-89%)
Partially Proficient
3 students 1 student
(70%-79%)
Minimally
Proficient 15 students 4 students
(69% and below)
Post-Test Analysis: Whole Class
For this lesson, all students in the whole group did make growth according to the pre-test
and post test data. Three of the students that were minimally proficient on the pre-test
were still minimally proficient on the post test, but they went up at least seven points
between the two assessments. The three students who were partially proficient on the pre-
test were highly proficient on the post test, along with seven of the students who were
minimally proficient. Two students who were minimally proficient on the pre-test moved
up to being proficient on the post test. All in all, the whole group of students did very well.
Four students, 2 of which are ELL, were still minimally proficient, but made at least seven
points growth.

I believe that, for the most part, my instruction for this lesson was successful. The one issue
was that students who missed points on the post-assessment did not know the definition of
what a syllable is, so I will definitely need to go back and re-teach this skill in a different
way. Also, students still were struggling to count words with one syllable because they were
trying to break the words down into sounds, instead of counting the one part of the word.
So, this is another skill that I will have to re-teach and re-evaluate for student success.
Some successes were that four out of six ELL students went from being minimally
proficient, with a score of 0 or 2 on the pre-test, to a proficient or highly proficient score on

© 2021. Grand Canyon University. All Rights Reserved. Page 25 of 30

 the post-test.

Post-Assessment Analysis: Subgroup Selection

For the subgroup section I have chosen to use the data from the ELL students in this class.
The reason for this is because, this school has a higher population of ELL students and this
classroom does not have any students on IEP’s, 504’s or any gifted students. Six of the
seventeen in person students who took part in this lesson are ELL students so that is why I
chose this sub-group.

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 2 ELL students

(90%-100%)
Proficient
2 ELL students
(80%-89%)
Partially Proficient
(70%-79%)
Minimally
Proficient 6 ELL students 2 ELL students
(69% and below)
Post-Assessment Analysis: Subgroup

Based on the data for the six ELL students in this class, I would say that they all made
significant growth, even though two of them only made it to minimally proficient. The two
students who were still in the minimally proficient range, made eleven- and twelve-point
gains. These students struggled with clapping one syllable words and could not define the
word syllable. The other four students made proficient or highly proficient scores, making
at least a seventeen-point gain.

Of these six ELL students, all made significant growth from pre-test to post- test. Four of
these students were in the minimally proficient range on their pre-test, and scored
proficient or highly proficient on their post-assessment. Because of this data, I would say
my instruction for syllables was successful for this sub-group. To be highly successful, I will
have to go back and re-teach and work with the two students who were still minimally
proficient on their post-test. These two students still need to work on what the definition of
a syllable is, as well as being able to count the syllables in words. This is especially true for
one syllable words, downfall for a few other students in the class. I will have to re-teach
these skills by working with these students in a small group and practicing the definition

© 2021. Grand Canyon University. All Rights Reserved. Page 26 of 30

 and clapping or otherwise identifying the syllable in one syllable words. We would also
work on not breaking down the words into their sounds, which is what most students were
trying to do, but just recognizing and identifying the one part or syllable.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 8 students
(90%-100%)
Proficient
(80%-89%)
Partially Proficient
3 students 1 student
(70%-79%)
Minimally
Proficient 8 students 2 students
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Based on the data from both groups, 66 percent of the ELL subgroup were highly proficient
or proficient, while 72 percent of the remainder of the class were in the same categories on
their post-test. Only 33 percent of the subgroup were minimally proficient, while 18 percent
of the remainder of the class were in that category for their post-assessment. So, I would
say that my instruction for this syllable lesson was successful, but could be improved by
focusing more on what students were struggling with during the five days of lessons. I
should have focused more on the definition of what a syllable is and also how to identify the
syllables in one syllable words. I now know that this is something that Kindergarten
students struggle with and that they need actions or movement to help in learning things
like definitions.
For this lesson, I would say the next steps are to keep reviewing syllables with all students to
make sure they still understand the concepts. For those students that are highly proficient
or proficient, I will start introducing different rules for dividing syllables, such as the
double consonant rule. This is a higher-level skill and will provide a challenge for those
students who are in the proficient or highly proficient category. For those students who are
still partially proficient or minimally proficient I might expose them to these rules, but I will
also keep working on the skills they are struggling with, such as the definition and counting
one syllable words. I will find different games and activities in which I can pull these
students and work with them in a smaller group.

© 2021. Grand Canyon University. All Rights Reserved. Page 27 of 30

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
1. I will look into different and diverse
strategies in educating ELL students.
development, research on the Internet,
observation of a veteran teacher, etc.)
Talk with and observe instructors of ELL
students to obtain different and new ideas,
research the internet – paying attention to
teacher blogs on the subject.

2. To actively use self-reflection as a
way to ensure that I am providing
students and their families with the
best education possible.
I will take time to write down ideas and
thoughts from lessons that I teach, for
instance what worked in the lesson and
what didn’t. I will also ask colleagues for
their opinion on my lessons, taking into
consideration what strengths and
weaknesses they saw and making a plan to
improve my teaching.

3. To develop and enforce effective I will research different programs and

classroom management strategies.
ideas on the internet for effective
classroom management ideas. I will also
employ the assistance of more experienced
teachers, asking them for ideas of what
works in their classroom. I will use these
strategies to ensure my students are
engaged and learning in the classroom.

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: My long-term goal is keep learning different strategies for
differentiation that are engaging and fun for students, while meeting them at their

© 2021. Grand Canyon University. All Rights Reserved. Page 28 of 30

 individual learning levels – taking into consideration gifted learners, as well as those who
might have special learning needs, or be English language learners.
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?
© 2021. Grand Canyon University. All Rights Reserved.
The reason I chose this goal is because I
know that hitting all learning levels
students might have is very important.
Gifted or higher learners need to be
challenged, while those students who are
ELL need lessons that are modified for
their success as well.
This goal might be an on-going goal for me,
but I plan to have many good strategies in
place in at least two to three years.
Step 1 – Now: Start researching techniques
for good differentiation, also start looking
at state learning standards for the grade
level that I am hired for and the standards
for the grade level lower and higher.
Step 2 – Starting now – Talk with veteran
educators about the ideas they use in their
classroom for differentiation of different
learners. Read teacher blogs on
differentiation to become familiar with
diverse strategies.
Step 3 – After getting ideas on
differentiation, start creating games,
activities and projects that can be modified
and used for different levels of learners.
Step 4 – Get hired and create a classroom
environment that is fun and engaging with
these activities. Keep modifying and
adding ideas as needed.
This will be an on-going process, because I
know the needs of my students will change
every year. I will keep evolving and getting
better every year with my teaching.
For resources I will use the knowledge of
veteran classroom educators, as well as
those who teach ELL, special needs , and
gifted and talented students for ideas.
I will use teacher blogs, and other online
resources, such as: TeacherPayTeacher
and Pinterest fir differentiated activity
Page 29 of 30
 ideas, as well as educational websites for
added information.

© 2021. Grand Canyon University. All Rights Reserved. Page 30 of 30