Step Template

Student Teaching Evaluation of Performance (STEP)
Template
© 2022. Grand Canyon University. All Rights Reserved. Page 1 of 25

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

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 Digital Classroom.
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 Digital Classroom.
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 Digital
Classroom.

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: Animals, Preschool
Unit Title: Pet Study from Creative Curriculum which is what Poudre School District’s
Early Childhood Program is using.
National or State Academic Content Standards:

Preschool, Standard 1. Number and Quantity. P.CC.A Counting & Cardinality: Know number names
and the count sequence.
Preschool, Standard 1. Number and Quantity. P.CC.D Counting & Cardinality: Compare Numbers
Preschool, Standard 2: Reading for All Purposes. 1. Children understand and obtain meaning from
stories and information from books and other texts.
Preschool, Standard 1. Number and Quantity. P.CC.A Counting & Cardinality: Know number names
and the count sequence.
Preschool, Standard 2. Reading for All Purposes. 3. Print concepts and conventions anchor concepts of
early decoding.
Preschool, Standard 2. Algebra and Functions. P.OA.B Operations & Algebraic Thinking: Understand
simple patterns.
Preschool, Standard 2. Reading for All Purposes. 2. Phonological awareness is the building block for
understanding language.
Preschool, Standard 3. Invent and Discover to Create. 1. Create works of art based on personal
relevance.
Preschool, Standard 3: Writing and Composition. 1. Familiarity with writing implements, conventions,
and emerging skills to communicate through written representations, symbols, and letters.
Learning Goal: The children will be able to identify four animals that can be pets. The children will be
able to identify where these 4 pets live and what these 4 pets eat. The children will be able to identify
how to care for these 4 pets and how pets make you feel.

Measurable Objectives:
The students will, by the end of the 5-day unit, be able to identify four animals that can be pets.
1. Students will state 3 different kinds of ways to take care of a pet, with 80% accuracy.
2. Students will identify 4 places that pets live, with 80% accuracy.
3. Students will identify 4 items they need to care for a pet, with 90% accuracy.
4. Students will identify 3 ways that a pet makes them feel, with 90% accuracy.
If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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.

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%)

8
Proficient
4
(80%-89%)
Partially Proficient
2
(70%-79%)
Minimally Proficient
1
(69% and below)
Pre-Assessment Analysis: Whole Class

15 students took the preassessment. Most of the children were able to tell me what they knew about pets.
Some of the children named some animals that can be pets and some children were able to say how to
care for them and where they lived. The scoring criteria was based on if the children were able to
identify 1 item that they knew about pets. The children who were able to say 2 things were considered
“Highly Proficient”, children who were able to identify 1 thing were considered “Proficient”, children
who were able to identify 1 thing after hearing their peers were considered “Partially Proficient” and
children who were not able to identify anything they knew about pets were considered “Minimally
Proficient”.
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.

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: Preschool

Unit/Subject: Pet Study from Creative Curriculum which is what Poudre School District’s Early Childhood Program is using.
Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning Preschool, Standard 1. Preschool, Standard 1. Preschool, Standard 2. Preschool, Standard 2: Preschool, Standard 3.
Standards Number and Quantity Number and Quantity Algebra and Functions Reading for All Invent and Discover to
Purposes Create.
List specific grade-level P.CC.A Counting & P.CC.A Counting & P.OA.B Operations &
standards that are the focus Cardinality: Know Cardinality: Know Algebraic Thinking: 1.Children understand 1.Create works of art
of the lesson being presented. number names and the number names and the Understand simple and obtain meaning based on personal
count sequence. count sequence. patterns. from stories and relevance.
information from
books and other texts.
Preschool, Standard 1. Preschool, Standard 2. Preschool, Standard 2: Preschool, Standard 3:
Number and Quantity Reading for All Reading for All Writing and
Purposes Purposes Preschool, Standard 2. Composition
P.CC.D Counting &
Reading for All
Cardinality: Compare 1.Children understand 1.Children understand 1.Familiarity with
Purposes
Numbers and obtain meaning and obtain meaning writing implements,
from stories and from stories and 2.Phonological conventions, and
Preschool, Standard 2:
information from information from awareness is the emerging skills to
Reading for All
books and other texts. books and other texts. building block for communicate through

Purposes understanding written
language. representations,
1.Children understand Preschool, Standard 2.
symbols, and letters.
and obtain meaning Reading for All
from stories and Purposes
information from
3.Print concepts and Preschool, Standard 2:
conventions anchor Reading for All
concepts of early Purposes
decoding.
1.Children understand
and obtain meaning
from stories and
information from
Specific Learning The children will roll The children will be The children will be The children will be The children will be
Target(s)/Objectives the dice, count the able to read the book able to make a pattern able to decide if two able to create their
Based on state standards, dots and identify the “I Want a Pet”. The using markers or dot words rhyme. The own pet rock and fill
identify what is intended to be number. The children children will be able to markers. The children children will be able to out the “Pet Rock”
measured in learning. will use unfix cubes to count the animals on will cut out their snake find the words that worksheet. The
build a tower with the the page and identify pattern. The children rhyme. children will be able to
corresponding the number of pets on will be able to say talk about their pet
number. The children the page. their pattern. rock and how they
will be able to take care of their rock
compare numbers. during large group.
Academic Language Cat Dog Dog Cat Cat
General academic Dog Hermit Crab Snake Dog Dog
vocabulary and content- Fish Frog Chute Fish Toys
specific vocabulary included Lizard Turtles Dashed Bunny Hamster Wheel
in the unit. Frog Snakes Furiously Turtle Leash
Mouse Lizard Shelter Bird Collar
Bunny Birds Carnivore Vegetables Clippers
Turtle Cat Herbivore Treats Brush
Bird Fish Omnivore Food Shampoo
Snake Rabbit Water Bed
Spider Aquarium Bone
Hermit Crab Pen Adventurer

Guinea Pig Kennel Squirmy
Hamster Coop Wandered
Fetch Stable
Gloom Dainty
Allergic Fretted
Domesticated Inspection
Habitat
Unit Resources, -Book: Can I Be Your -Book: Felipe and -Book: Harry the Dirty -Book: What Pet -Book: Maggi and
Materials, Equipment, Dog? Claudette Dog Should I Get? Milo
and Technology -Dice -Copy of the book: “I -Copy of snake page -Set of 20 rhyming -Rocks of varying size
List all resources, materials,
-Unfix Cubes Want a Pet” -Dot Markers cards -Paint
equipment, and technology to -Roll, Count sheets -Stick Puppets -Scissors -Rhyming worksheet -Googley eyes
be used in the unit. -Smart Board -Smart Board -Smart Board -Smart Board -Glue
-Document Camera -Document Camera -Pictures of different -Document Camera -Yarn
-Whiteboard -Computer animals -Computer -My Pet Rock
-Computer -YouTube Video: -Document Camera -Paper Bag Puppets Worksheet
-Flashcards Domestic Animal -Computer -Rhyming Rings -Smart Board
-YouTube Video: Homes & Sounds. -YouTube Video: -Document Camera
House Pets! Herbivores, -Computer
Carnivores and -White Board
Omnivores -YouTube Video: Pet
Study (Self Read) For
Creative Curriculum
Depth of Knowledge I will ask the I will ask the I will ask the I will ask the I will ask the
Lesson Questions following questions: following questions: following questions: following questions: following questions:
What questions can be posed 1.What do you know 1.Where do pets live? 1.What do animals 1.What are two words 1.What is your
throughout the lesson to about pets? eat? that rhyme? favorite pet?
assess all levels of student 2.What does habitat
understanding? 2.What kind of mean? 2.What animals are 2.What does rhyming 2. How do you take
animals can be pets? herbivores? mean? care of a pet?
 Level 1: Recall 3. What makes a good
3.What does home for an animal? 3.What animals are 3.How do pets make 3.What did you learn
 Level 2: Skill/Concepts domesticated mean? omnivores? us feel? about pets?
 Level 3: Strategic
4.Which animals are 4.What animals are
Thinking
domesticated which carnivores?

 Level 4: Extended animals are wild?
Thinking
Anticipatory Set I will show the I will show pictures of I will show pictures of I will show pictures of I will show the
How will students’ prior
YouTube Video: the different kinds of the teeth of an the different types of YouTube Video: Pet
knowledge be activated as House Pets! I will homes pets have. I herbivore, carnivore food pets eat. Study for Creative
well as gain student interest show pictures of the will show the and an omnivore. I Curriculum. (self-
in the upcoming content? different kinds of pets. YouTube Video: will show the paced)
Domestic Animal YouTube Video:
Homes & Sounds. Herbivores,
Carnivores and
Omnivores
Presentation of Content
Multiple Means of I will use the I will ask the children: I will use the I will use the I will use the computer
Representation whiteboard to write “Where do pets live?” document camera and document camera and and Smart Board to
Describe how content will be
their answers to the I will use the Smart Smart Board to Smart Board to play the YouTube
presented in various ways to pre-assessment Board and document display the pictures of display pictures of the Video: Pet Study for
meet the needs of different activity “What do you camera to display the teeth of an different food’s pets Creative Curriculum
learners. know about pets?”. I pictures of the herbivore, carnivore eat. Before reading (self-paced) and will
will display the word different kinds of and omnivore. I will the story, I will talk about all of the
domesticated on the homes pets have. explain how different display the three Tier things that we have
white board and tell Before reading the the teeth are and why Two words on the learned about pets. I
them what it means. I story, I will display they are that way. I Smart Board with the will write their
will use the document the three Tier Two will also explain what definitions and answers on the KWL
camera to display words on the Smart an omnivore is, an pictures. I will have chart on the
colored animal cards Board with the herbivore and a them repeat the words whiteboard for my
and ask if the animal definitions and carnivore. I will show and definitions. The post-assessment.
is wild or pictures. I will have the YouTube Video: children will listen for Before reading the
domesticated. Before them repeat the words Herbivores, the vocabulary words story, I will display
reading the story, I and definitions. The Carnivores and in the story. I will the three Tier Two
will display the three children will listen for Omnivores. After the point out throughout words on the Smart
Tier Two vocabulary the vocabulary words video, I will display the story about the Board with the
words using the in the story. After the different pictures of words that rhyme. I definitions and
document camera and story, I will show the pets and ask the will use the paper bag pictures. I will have
will have them repeat YouTube Video: children what kind of puppets to help tell the them repeat the words

the words and what Domestic Animal animal they are based story. For the small and definitions. The
the definition is. The Homes & Sounds. For on what they eat. group activity, I will children will listen for
children will listen for the small group Before reading the have laminated the vocabulary words
the vocabulary words activity, the kids will story, I will display pictures of in the story. For the
in the story. After the read the book “I Want the three Tier Two words/pictures that small group activity,
story I will show the a Pet” They will read words on the Smart rhyme and they have the kids are making
YouTube Video: the book and identify Board with the to decide which their own pet rocks
House Pets! For a the number of animals definitions and words/pictures rhyme. and will fill out the Pet
small group activity, on each page. pictures. I will have Rock Worksheet.
the children will roll them repeat the words During large group, all
the dice, count the and definitions. The of the kids will talk
dots, identify the children will listen for about their pet rock to
number and build a the vocabulary words the rest of the class.
tower using unfix in the story. For the
cubes to match the small group activity,
number. the children will use
markers or dot
markers to make a
pattern on the snake
worksheet. After they
have identified the
pattern to the teacher,
they will cut their
snake out.
Multiple Means of English Language English Language English Language English Language English Language
Representation Learners: I will have Learners: In their book Learners: I will show Learners: I will have Learners: I will have a
Differentiation real picture cards with there will be the visual them what a pattern is the picture cards have visual rock and say it
Explain how materials will be
the English and number, the number and will say the colors a real picture and the English and Spanish
differentiated for each of the Spanish word on it and printed in English and in English and in words in English and and demonstrate the
following groups: will work with them Spanish and I will Spanish and work one- in Spanish and work different steps of the
one-on-one. work one-on-one with on-one with them. one-on-one with them. activity. I will work
 English Language them. one-on-one with them.
Learners (ELL) Students that need Students that need Students that need
extra support: These Students that need extra support: I will extra support: I will Students that need
 Students with special
children will have a extra support: These show them how to use rhyming rings that extra support: The
needs
worksheet with children will have a make a pattern using have a picture with the teacher will work one-
 Students with gifted

abilities numbers 1-5. The book that goes from colored blocks and word displayed on the on-one with the child
Early finishers (those who children that cannot numbers 1-5. The will have them picture card. All of to complete their pet
finish early and may need identify the numbers children who do not displayed in front of the picture cards in rock.
additional sources/support) the teacher will know any numbers, them so they can that ring rhyme and
For children that do
provide flashcards the teacher will work reference back to, to will flip through the
need minimal support:
with the number one-on-one with them complete their pattern. ring saying all of the
They will decorate
written on it as well as to count the number of words.
For the children that their pet rock and will
the number of dots so animals on the page
need minimal support: For the children that fill out their worksheet
they can match the and then read the page
need minimal support: on their own.
numbers on the out loud with them After explaining the
They will use the
worksheet and then inserting the number. activity, they are able For the children that
picture with word on it
build their tower using to complete the pattern finish early and who
For the children that puzzle pieces and find
unfix cubes. on their own and when are gifted/talented:
need minimal support: the rhyming word to
finished tells the They can help the
For the children that They will read the complete the puzzle.
teacher their pattern. other children write
need minimal support, book themselves to the There are 20 sets for
the answers to the
they will roll two dice teacher, identify the For the children that them to complete. For
questions on the Pet
and add the numbers number without finish early, they will example: spider/cider
Rock worksheet.
together and then find counting the animals show the teacher a pieces go together.
that number on the and then write the complex pattern using They will say the
worksheet and build a number on the page. the colored blocks. rhyming words to the
tower using unfix Gifted/Talented teacher when they are
For the children that
cubes. Students: I will have finished.
finish early, they will
For the children that read their book to a them develop a For the children that
finish early, they can partner. complex pattern and finish early and that
assist another child tell the teacher their are gifted/talented:
Gifted/Talented
while doing this pattern. They can go to the
Students: I will have
activity. writing center and
them write their own
write rhyming words
Gifted/Talented story with numbers
on a piece of paper
Students: I will have and animals.
using the word wall.
the children roll both
dice and subtract the
numbers on the dice
and find the number
and build a tower with
the unfix cubes.

Application of Content
Multiple Means of The children will be The children will read The children will be The children will be The children will be
Engagement engaged in the activity the book with the engaged in the activity engaged in the activity engaged in the activity
How will students explore,
because this lesson is a teacher. The children by talking about their by completing the 20 by decorating and
practice, and apply the hands-on activity. The will be engaged pattern to the teacher sets of rhyming painting their own pet
content? children are because they are and to the other puzzles and will talk rock. After they are
recognizing numbers, talking with the children in the small with the teacher about finished, they will talk
counting and adding teacher about reading group. After they are what words rhyme and to the teacher about
numbers while and counting the completed the activity, show their puzzle to their pet and how they
building a tower with animals. The children they will tell the the teacher. will take care of them.
the unfix cubes. The will re-read the book teacher the pattern.
children will talk with back to the teacher by
one another and the themselves.
teacher about how
many towers they
have and how tall they
are.
Engagement Learners: I will have Learners: In their book Learners: I will show Learners: I will have Learners: I will have a
needs
 Students with gifted numbers 1-5. The book that goes from colored blocks and word displayed on the on-one with the child
abilities children that cannot numbers 1-5. The will have them picture card. All of to complete their pet
Early finishers (those who identify the numbers children who do not displayed in front of the picture cards in rock.
finish early and may need the teacher will know any numbers, them so they can that ring rhyme and
additional sources/support) provide flashcards the teacher will work reference back to, to will flip through the
They will decorate
written on it as well as to count the number of

the number of dots so animals on the page For the children that words. their pet rock and will
they can match the and then read the page need minimal support: fill out their worksheet
numbers on the out loud with them on their own.
After explaining the need minimal support:
worksheet and then inserting the number.
activity, they are able They will use the For the children that
build their tower using
For the children that to complete the pattern picture with word on it finish early and who
unfix cubes.
need minimal support: on their own and when puzzle pieces and find are gifted/talented:
For the children that They will read the finished tells the the rhyming word to They can help the
need minimal support, book themselves to the teacher their pattern. complete the puzzle. other children write
they will roll two dice teacher, identify the There are 20 sets for the answers to the
and add the numbers number without them to complete. For questions on the Pet
together and then find counting the animals example: spider/cider Rock worksheet.
show the teacher a
that number on the and then write the pieces go together.
complex pattern using
worksheet and build a number on the page. They will say the
the colored blocks.
tower using unfix rhyming words to the
cubes. Gifted/Talented teacher when they are
Students: I will have finished.
For the children that read their book to a
them develop a
finish early, they can partner. For the children that
complex pattern and
assist another child finish early and that
Gifted/Talented tell the teacher their
while doing this are gifted/talented:
Students: I will have pattern.
activity. They can go to the
writing center and
write rhyming words
on a piece of paper
numbers on the dice
and find the number
the unfix cubes.
Assessment of Content
Multiple Means of Throughout the lesson, Throughout the lesson, Throughout the lesson, Throughout the lesson, Throughout the lesson,
Expression the teacher will ask the the teacher will ask the the teacher will ask the the teacher will say the teacher will ask
Formative and summative
children what numbers children the numbers children about their two words and the questions about the
assessments used to monitor they found on their that they read and see pattern and what children will have to child’s pet rock. A
worksheet. A if they can tell the comes next. The decide if they rhyme summative assessment

student progress and modify summative assessment teacher what number children will be able to or not. The children would be to answer
instruction. would be to say a is coming next. The identify and say their will complete the 20 questions: What does
number and the kids children will be able to pattern to the teacher. puzzle sets of rhyming your pet rock eat?
try to find the numbers count from 1-10. cards and will tell the How do you take care
around the classroom. teacher the rhyming of your pet rock?
puzzles. Where does your pet
rock live?
Expression Learners: I will have Learners: In their book Learners: I will show Learners: I will have Learners: I will have a
needs
 Students with gifted numbers 1-5. The book that goes from colored blocks and word displayed on the on-one with the child
abilities children that cannot numbers 1-5. The will have them picture card. All of to complete their pet
Early finishers (those who identify the numbers children who do not displayed in front of the picture cards in rock.
finish early and may need the teacher will know any numbers, them so they can that ring rhyme and
additional resources/support) provide flashcards the teacher will work reference back to, to will flip through the
They will decorate
written on it as well as to count the number of words.
For the children that their pet rock and will
the number of dots so animals on the page
need minimal support: For the children that fill out their worksheet
they can match the and then read the page
need minimal support: on their own.
numbers on the out loud with them After explaining the
They will use the
worksheet and then inserting the number. activity, they are able For the children that
picture with word on it
build their tower using to complete the pattern finish early and who
For the children that puzzle pieces and find
unfix cubes. on their own and when are gifted/talented:
need minimal support: the rhyming word to
finished tells the They can help the
For the children that They will read the complete the puzzle.
teacher their pattern. other children write
need minimal support, book themselves to the There are 20 sets for
the answers to the
they will roll two dice teacher, identify the For the children that them to complete. For
questions on the Pet
and add the numbers number without finish early, they will example: spider/cider

together and then find counting the animals show the teacher a pieces go together. Rock worksheet.
that number on the and then write the complex pattern using They will say the
worksheet and build a number on the page. the colored blocks. rhyming words to the
tower using unfix teacher when they are
For the children that Gifted/Talented
cubes. finished.
finish early, they will Students: I will have
For the children that read their book to a them develop a For the children that
finish early, they can partner. complex pattern and finish early and that
assist another child tell the teacher their are gifted/talented:
Gifted/Talented
while doing this pattern. They can go to the
Students: I will have
activity. writing center and
write rhyming words
on a piece of paper
numbers on the dice
and find the number
the unfix cubes.
Extension Activity and/or Homework
Identify and describe any Take a family trip to Take a family trip to The children will go The class will play Each child will receive
extension activities or the pet shop. Each the animal shelter. on a “pattern walk”. rhyming hide and a piece of paper with
homework tasks as child will have a pet Look at all of the The families will ask seek. The teacher will pictures of pets and
appropriate. Explain how the scavenger hunt animals and talk about them to point out hide pictures of foods they typically
extension activity or
worksheet and as they their habitats, why repeating patterns that objects around the eat. The children will
homework assignment
supports the learning
find the items on the they would make good they see on their walk. classroom. Each child create a collage with
targets/objectives. As sheet, they will cross pets and the things you For example: fences, will have a matching their favorite pet and
required by your instructor, them off and will would need to take buildings, sidewalks. rhyming picture the kinds of foods that
attach any copies of share with the class all care of the pet. checklist and will their pet likes to eat.
homework at the end of this of the things that they mark off the rhyming When they are all
template. found at the pet store. pictures they find. finished with their
collages, they will
share them during
large group.

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/YIY1hLGTGBM
Summary of Unit Implementation: During the pet’s unit, the children will be able to identify 4
animals that can be pets, how they take care of their pets, what pets eat and where they live.
Throughout the week, they will learn all about pets and will complete small group activities that
relate to pets. They will read a book about pets and count, they will roll the dice, find the number
and then build a tower, they will decide what words rhyme, make a pattern and create their own
pet rock.
Summary of Student Learning: The teacher asked the children if they remembered what a pattern
is. The teacher demonstrated what a pattern was on a piece of paper. The children made their own
pattern using dot markers. The teacher asked periodically during the lesson what their pattern
was. The paper with the teacher’s pattern on it was displayed in the middle of the table for the
children to reference. After they completed their snake pattern, they told the teacher and then cut
out their snake.
Reflection of Video Recording: The lesson went well and the children were able to keep their
pattern going. The children did a wonderful job. Periodically throughout the lesson, I had the
children tell me their pattern. After their pattern, they put eyes on their snake and cut it out and
told their friends their pattern.

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 8 13
(90%-100%)
Proficient
4 2
(80%-89%)
2 0
(70%-79%)
Minimally
Proficient 1 0
(69% and below)
Post-Test Analysis: Whole Class
Based on my post-assessment data, the majority of the children are in the highly proficient
category and 2 are in the proficient category. The students that were partially and minimally
proficient made significant progress. Based on this information and comparing the pre and post
assessment data, my lesson plans were successful and I only had to make small changes. For
example, when the children were doing the lesson on making patterns and cutting out the snake,
the children need support at the beginning of the lesson with keeping the same pattern going.
Later in the week, I had the children make patterns using the unfix cubes to show me a pattern to
make sure that they remembered the concept of patterns. Every day at the beginning of large
group, I would ask the children what we learned the previous day and wrote their answers on the
white board and had a review session before going onto the next lesson. The children
remembered the Tier 2 vocabulary words from the previous days and I had children in large
group using some of the vocabulary words when telling me a sentence. For example: one of the
vocabulary words was depart and I had a student use it in a sentence and said “I will depart when
I go to the beach”. During one of the lessons, the activity was finding rhyming words to make a
puzzle and during large group the children were rhyming words. I would say a word and they
were able to tell me multiple words that rhymed. My last lesson, creating pet rocks, was a great
activity that brought all of the week’s lessons together. I had children telling me how they will
take care of their pet, where their pet will live, their pets name and how their pet rock makes them
feel. It was great hearing about them talking about the concepts that were taught all week and

using them to describe their pet rock.
At the beginning of the week, I did a pre-assessment using the KWL chart and asked the children
what they already knew about pets. I wrote the children’s responses on the whiteboard. I
performed the same KWL chart for my post-assessment and wrote the answers to the question:
“What did we learn about pets?” The pre-assessment data showed that children would name
animals that could be pets and only a few of them knew how to take care of pets. The post-
assessment data showed that most of the children were able to tell me what they learned about
pets: “We take care of it” “We feed our pets and water” “They need lots of space”. The pet rock
lesson is where they were able to tell me about their pet and was able to incorporate what they
learned all week and could tell me all that they learned. The children at the beginning of the
week, when asked what is a pet, they named all different kinds of animals. We then discussed
what domesticated means and that some of the animals that they mentioned were animals that
they would see at the zoo. After the discussion, they were able to identify animals that can be
pets. Another lesson that I had the children do, was to read the book “I Want a Pet”. This is a
repeating book and when we first started the lesson, I had to provide some support to the children
but then they were able to read the book by themselves. The next day, as an assessment, the
children read the book to me by themselves. During the whole week during small group
activities, I performed assessments on the activities the children were doing and wrote them in a
notebook so that I can reflect on it and talk with my mentor teacher at the end of the week.
Post-Assessment Analysis: Subgroup Selection

The subgroup that I chose for my post assessment was gender. I chose a group of 4 girls and had
them create a pattern using the dot markers to make a snake which was our small group activity.
I recorded the 4 girls’ responses to the KWL chart and after the small group activity, I asked them
what they learned about pets. Three of the girls were able to tell me about what animals can be
pets, how to care for pets, what pets eat and where certain types of animals live (cage, aquarium,
dog house).
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
(90%-100%)
Proficient
3 1
(80%-89%)
0 0
(70%-79%)
Minimally 0 0
Proficient

(69% and below)
Post-Assessment Analysis: Subgroup
Based on the post-assessment data, the girls were able to complete a pattern using the dot markers to make
their snake. Three of the girls in the group where able to perform a complex, repeating pattern and another
child was able to perform a simple, repeating pattern. The one child that was doing a simple pattern was
saying the repeating colors as she completed her pattern. One of the girls in the group started off with a
complex pattern and followed it for a while and then she wanted to add random colors. These girls were
able to talk about all of the target objectives that we had covered in large group. One of the girls needed
reminders and clues about the objectives that we have learned about pets.
The effectiveness of my lesson was great. Before we started the pattern lesson, I assessed the children to
see if they knew what a pattern was. After the assessment, I demonstrated on my paper a simple, repeating
pattern and asked the children if they could tell me a pattern. They were able to tell me a simple pattern.
Based on the data before the children started their pattern, 1 child was highly proficient and the other three
children were proficient. For the one student that started off with a complex pattern and then was doing
random colors, I had her tell me her pattern by telling me the colors. I then asked her which color should
come next. She was then able to correct and continue her pattern. The following days during calendar
time, I had a complex pattern and with some scaffolding, she was able to say the complex pattern by the
end of the week. I then worked with her one-on-one using unfix cubes to show me a repeating, complex
pattern. I believe the effectiveness of my lesson was great based on the data. After the lessons that were
taught 3 out of 4 girls showed improvement based on the KWL chart (What did you learn about pets?).
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
(90%-100%)
Proficient
1 2
(80%-89%)
2 1
(70%-79%)
Minimally
Proficient 1 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
Both the subgroup and the rest of the class showed growth when comparing the KWL pre-assessment and
the post-assessment results. I had 11 out of 15 children that were in the highly proficient category and
none of the children were below proficient. The effectiveness of my lessons and instruction was great. A
lot of the children knew something about pets before beginning the unit of study. By the end of the week,

most of the children were able to identify animals that can be pets by being able to remember what
domesticated means. Some of the children in the pre-assessment were naming any kind of animal.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
Each child will bring a stuffed animal from home. I will have pet-related objects for the kids to use to
show me how they will take care of their pet. We will talk about how we can care for our pets. The
learning objective would be that the children could name 3 ways they can take care of their pets. As a
large group, the kids will play a game about caring for their pets using their stuffed animals. The teacher
will say a command like feed your pet and the children must find the object that is in the center of the
circle (dog food, cat food, etc.) that they would use to feed their stuffed animal. After the game is
complete, I will ask the children what they learned about caring for their pets. I will take notes as the
children play the game to make sure that they are selecting the right items for each command.
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. Work on my grouping of children I will observe my mentor teacher in how she
based on similar learning styles and groups the children together. I will also get
levels. Putting children together that to know the children and their learning needs
are similar during small groups. before the lessons so that I can group them
Taking into consideration, behaviors together based on similar learning levels and
and children that will and will not needs. I will also perform a pre-assessment
before the lesson to be able to group the
work well together.
children together.
2. I will plan better extension activities I will read the book before I do in front of
based on the lesson of the day. For the class so that I know what is happening
instance, the book “What Pet Should I and can plan for better activities. I just
Get?” at the end the children walk out skimmed the book. I will be more prepared
of the pet store and the children don’t and can adjust my small group or extension
know what pet they picked. I am activities from this. I observed my mentor
teacher reading the book beforehand to know
going to have an activity were the kids
what to expect.
have to make a prediction of what pet
they got by drawing a picture and
writing the words to go along with the
picture.

3. During large group activities, I will I observed my mentor teacher having the
give all of the children the opportunity children raise their hands if they wanted to
to answer questions regarding the participate in the discussion so that everyone
story or recalling information taught has a chance to share. Otherwise, all of the
the day before. children are talking at the same time and
some children get frustrated because the
teacher can not hear all of the answers.
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: Focus on incorporating literacy in my preschool classroom to fit with
the existing curriculum.
Rationale: Why did you choose this goal? How The curriculum that is currently being used in
do you expect it to improve the outcomes of your the school district does not have a literacy
future students? component with it and I feel that teaching the
children letters and letter sounds is very
important during the preschool years. I am
going to find things to supplement with in the
classroom daily. I will make sure that they
know their letters and letter sounds and will
be able to write their names and start to sound
out words on their own to spell and read.
End Date: By when do you expect to accomplish I want to accomplish this goal by the end of
this goal? the school year.
Action Timeline: What steps will you take to I signed up to take Heggerty training from the
complete this goal, and by when will you take school district on March 17. This training is
them? Example: for supporting instruction for Tier 1 in
1/31/18: Join AACTE phonological and phonemic awareness. I am
also going to take an online professional
development training from Heggerty on
March 18.
Resources: What resources are available to assist I will purchase the Pre-Kindergarten
you in accomplishing your goal? Curriculum Phonemic Awareness Book to use
daily during large group to teach the children
the literacy skills they need. I will also
continue to take professional development
classes to continue my knowledge in phonics.


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Student Teaching Evaluation of Performance (STEP)

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

Part II: Demographic, Environment, and Academic Factors

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

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Unit Topic: Animals, Preschool

National or State Academic Content Standards:

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Highly Proficient (90%-100%)

Pre-Assessment Analysis: Whole Class

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Grade Level: Preschool

Day 1 Day 2 Day 3 Day 4 Day 5

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Video Recording Link: https://youtu.be/YIY1hLGTGBM

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Post-Assessment Analysis: Subgroup Selection

Number of Students Number of Students

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Post-Assessment Analysis: Subgroup

Number of Students Number of Students

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STEP Standard 7 – Reflecting on Instruction to Improve Student

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

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