Aiko Stevenson

ECH-485
April 20, 2022

Student Teaching Evaluation of Performance (STEP)

Template

© 2022. Grand Canyon University. All Rights Reserved. Page 1 of 27

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

© 2022. Grand Canyon University. All Rights Reserved. Page 2 of 27

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.

© 2022. Grand Canyon University. All Rights Reserved. Page 3 of 27

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: Time/Math

Unit Title: Time to tell time!

National or State Academic Content Standards:

Arizona Mathematics Standards 1st grade

Measurement and Data (MD): 1.MD.B Work with time and money.

1.MD.B.3a Tell and write time in hours and half-hours using analog and digital clocks. (Arizona
Department of Education, 2016)

Learning Goal: At the end of the unit, students will be able to tell a time on the hour and on the
half hour on an analog and digital clock.
Students will be able to represent a time on an analog clock and identify the minute and the hour
hands.

Measurable Objectives: Students will tell time with 80% accuracy using an analog and a digital
clock.
Students will represent a written time on an analog clock with 80% accuracy.
Students will identify the minute and the hour hand with 90% accuracy.

Arizona Department of Education. (2016). Arizona mathematics standards 1st grade.

https://www.azed.gov/sites/default/files/2016/12/Math%20Final%2001First%20Grade
%20Standards%204_2_2018.pdf?id=58546ee7aadebe13008c1a1d

© 2022. Grand Canyon University. All Rights Reserved. Page 4 of 27

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

© 2022. Grand Canyon University. All Rights Reserved. Page 5 of 27

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.

© 2022. Grand Canyon University. All Rights Reserved. Page 6 of 27

© 2022. Grand Canyon University. All Rights Reserved. Page 7 of 27
 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%)

1

Proficient
0
(80%-89%)
Partially Proficient
1
(70%-79%)
Minimally Proficient
20
(69% and below)

Pre-Assessment Analysis: Whole Class

The pre-assessment was highly useful in determining the current knowledge level about telling time and
about parts of a clock. There were 3 students who were absent, thus did not take the pre-assessment.
*The duration that was dedicated to teaching telling time was two weeks (8 math blocks) due to a
scheduling conflict with another event that was happening for the whole First-grade students. For the two
weeks, the math block was cut short by 30 minutes, and the students did not go to their assigned math
classes (Usually the extended math students go to another class, and some students from other first-grade
classes would join our class) because each classroom had to practice for a play taught by an Artist in
Residence program at different times during math block. That prevented for students to switch for math
classes, and the teachers had decided to do a separate math unit until the play is finished.
The data shows that the students’ knowledge about parts of a clock and telling time was minimal which
was a surprise for me. The students look at and read the daily schedule every morning, and the schedule
has corresponding time written in digital form and on analog clocks. The majority of students did not
answer correctly where they had to write the time by looking at the analog clock. On the daily schedule,
there is an 8 o’clock activity and 2:30 activity, both of which the students read and recite daily by looking
at the schedule. It is interesting that the majority of students did not make a connection to what they do
every morning to the questions on the pre-assessment.
The data of the re-assessment guided me in planning the lesson, and I designed the lesson to explicitly
teach the parts of a clock and identifying two types of clocks: Digital and analog clocks.

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.

© 2022. Grand Canyon University. All Rights Reserved. Page 8 of 27

© 2022. Grand Canyon University. All Rights Reserved. Page 9 of 27
 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 1st Grade

Unit/Subject: Time/Math

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
Arizona Mathematics Arizona Mathematics Arizona Mathematics Arizona Mathematics Arizona Mathematics
Standards 1st Grade Standards 1st Grade Standards 1st Grade Standards 1st Grade Standards 1st Grade
1.MD.B Work with 1.MD.B Work with 1.MD.B Work with 1.MD.B Work with 1.MD.B Work with
time and money. time and money. time and money. time and money. time and money.
1.MD.B.3a Tell and 1.MD.B.3a Tell and 1.MD.B.3a Tell and 1.MD.B.3a Tell and 1.MD.B.3a Tell and
write time in hours and write time in hours and write time in hours and write time in hours and write time in hours and
half-hours using half-hours using half-hours using half-hours using half-hours using
analog and digital analog and digital analog and digital analog and digital analog and digital
clocks. clocks. clocks. clocks. clocks.
(Arizona Department (Arizona Department (Arizona Department (Arizona Department (Arizona Department
of Education, 2016) of Education, 2016) of Education, 2016) of Education, 2016) of Education, 2016)
Students will be able Students will sort Students will tell time Students will review Students will cut and
to identify parts of a types of clocks. to the half hour. the parts of the clock. assemble a paper clock
clock (analog and to take home.
Students will correctly Students will Students will tell time
digital clocks)

© 2022. Grand Canyon University. All Rights Reserved. Page 10 of 27

measured in learning.
Academic Language
General academic vocabulary
and content-specific
vocabulary included in the
unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
© 2022. Grand Canyon University. All Rights Reserved.
tell time shown on accurately tell the time to the hour and half Students will be able
analog and digital to the hour. hour correctly by to move the hands on
clock to the hour. paying attention to the their paper clock to
room the hour hand is indicate the time
Students will
in. given.
participate in a sorting
game. Students will
accurately label parts
of a clock with correct
vocabulary words.
Clock face, hour hand, O’clock, to the hour, Half hour, 30 minutes To the hour, to the half Clock face, hour hand,
minute hand, analog top of the hour, clock past, half an hour past, hour, 30-minutes, half minute hand,
clock, digital clock, face, hour hand, an hour, half past, clockwise, 1-12
one-thirty, two-thirty,
colon, clockwise, minute hand, analog, o’clock, half hour, “12
etc.
hour’s room digital, schedules, is at the top! 6 is on
hour’s room the bottom!”
Pre-assessment, Chart Movement Song Judy Clock, teacher Laminated Matching Cardstock clock
paper, markers, clock laptop, Smartboard, Time Game, making paper, Judy
Judy Clock, small
parts labels, teacher Video Half Hour, Movement Time Song, clock, whiteboard,
clocks for students,
laptop, BrainPopJr, Worksheet titled, marker, Smartboard,
Online Game, Smartboard, Judy
worksheet with a “Roll it, tell it, cover sample cardstock
Worksheet titled, Clock, teacher laptop,
blank analog clock, it", dice, counters for clock, brads, scissors,
“What Time is it?”, Clock Games
crayons, the worksheet, crayons, hole punch,
teacher laptop,
smartboard/docucam, whiteboard, student Song
Smartboard,
clocks, markers
whiteboard, dry-erase Post-assessment paper
marker (2-sided)
Level 1: What is this? Level 1: Do you Level 1: What time is Level 1: What time is Level 1: What time is
(Point to each part of a remember what the this? this (Mix with to the this (Mix with to the
clock) short hand is called? hour and the half hour hour and the half hour
Level 2: What is half
on Judy Clock)? on Judy Clock)?
What kind of clock is What number is the of 60?
this? hour hand pointing to? Level 2: Who can Level 2: Show me
Level 3: How many
show me 4:30? 2:30 (written and
Level 2: Can you label Level 2: Who can tell minutes is half an
shown, the teacher will
the parts of a clock? Can you change it to
Page 11 of 27
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
© 2022. Grand Canyon University. All Rights Reserved.
Level 3: Why do we me what time this is? hour? 7:30? not say the time aloud)
tell time? on your clock!
Level 3: What time do Level 4: How long has Level 3: How many
Level 4: Where have we have Art? PE? it been since we got to minutes have past Level 3: Which is
you seen analog Lunch? Reading on the class? since 8:30? (Ask at longer, 60 minutes or
clocks? Digital clocks? Thursday? 9:00) 1 hour?”
Level 4: What time Level 4: How many Level 4: It is 9:30
will it be if I turn the times did the minute now. What time will it
minute hand all the hand pass the number be in 30 minutes? One
way around 3 times? 12 since 7:30? hour? In an hour and a
half?
The teacher will The teacher will ask With the Judy Clock, The teacher will start The teacher will tell
explain that the math the students to stand the teacher will ask the by playing Jack the class that she
time is different for the up and push their students to shout out Hartman song because forgot her watch and
next two weeks chairs in because it is the time. she thinks the kids are her phone at home, so
because the students time for Hip Hop sleeping (they are not) she can’t tell what
The teacher will
need to practice for the Around the Clock with and want them to wake time it is. She needs
review and ask the
play. The teacher will Jack Hartman! up and get ready for the students’ help to
parts of a clock
explain that the math. figure out the time.
The teacher will (analog and digital).
students will not
review what the class The teacher will move The teacher assigns a
switch for math The teacher will
learned the day before. and dance and make student who is
classes, and we need introduce telling time
sure everyone is showing great
to learn about clocks to the half hour by
moving their arms to improvement to be the
and how to tell time. moving the minute
go with the song. timekeeper, who needs
hand to 6.
The teacher will give to move the Judy
10 minutes for The teacher will ask Clock to match the
students to complete who can tell what the classroom clock.
the pre-assessment. time is.
The teacher “happens”
to find a stack of
cardstock paper clocks
and decides that
everyone will make a
clock.
Presentation of Content
Page 12 of 27
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
© 2022. Grand Canyon University. All Rights Reserved.
After the pre- The teacher will Students will move the The teacher will point The teacher will show
assessment is over, the review the numbers on minute hand on their to the numbers, the the sample clock that
teacher will play the the Judy Clock. clocks to show half clocks, and where the is assembled already
Brain Pop Jr. video past the hour. hour hand and minute so that students know
The students will say
about parts of a clock. hand are during the what it looks like once
the time in unison as Each student will hold
song. it is put together.
The teacher will ask the teacher moves the up the clock and show
students to come up to minute hand from 12 the time they made. The teacher will show Students have 10-15
the chart paper to label to 12 to pass one hour. laminated cards. There minutes to cut, punch
The teacher will call
parts of a clock. are two types: Ones holes, and assemble
Students will explore on a few students to
with digital time, and the hands onto the
The teacher will show the small clock by share the time and
the other one is with clock face.
the worksheet with a moving the hour and show the clock to the
analog clock showing
blank analog clock on minute hands. class. Once the clocks are
a time.
a docucam and model made, the students will
Students will practice The teacher will show
how to tell the hour by The teacher will hand be able to use that to
making time to the the class that the hour
coloring each hour’s out one type of cards show the time.
hour (1-12 o’clock). hand is still in the
room using two to everyone. The
“room” even when it is Students may color the
different crayons. The teacher will draw teacher will use the
not directly pointing paper clock while
an analog clock, say other set as flash
Students will look at the number. waiting for everyone
the time, and ask cards. The teacher will
the blank analog clock to finish.
students to write it in The teacher will show show one of her cards
and decide which two
digital format. the time with the real to the class, and The teacher will play
colors to use.
classroom clock on the students must look at the song focusing on
The teacher will write
The teacher will model wall and point out that their own card to see if the fact that minute
the time in digital
and write numbers 1- the hour hand is in the the time matches with hand on the 6 means it
format, and students
12 in each hour’s room number’s room. the teacher’s card is 30 minutes past the
will show the time on
to show the hour hand time. hour.
their small analog The teacher will
belongs in the room
clocks. explain that digital The teacher will re- The teacher will pause
and can’t go to the
clock is easier to read distribute both set of the song video as
next room until the Students will count the
because the number cards, so that now needed to point to the
minute hand touches minute marks on the
for the hour stays the students have to find visual in the video.
the 12. Judy clock to find out
same until it gets to their matching partner
there are 60 minutes in The timekeeper
the next hour. with the same time
one hour. student will show a
The teacher will point (Digital 9:00 to analog time on the Judy
Page 13 of 27

Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
© 2022. Grand Canyon University. All Rights Reserved.
Students will jump as to the daily schedule clock showing 9 Clock, and the
they count by tens as and show that students o’clock). students will match the
the teacher points to 2, have been reading the time as shown.
The class will play the
4, 6, 8, 10, and 12 on time written in the
online game together
the Judy clock to end digital form since
on the Smartboard.
with 60. August.
The teacher will use
The teacher will fold a
the laptop to move the
circle paper in half to
game cursor, but the
show half and how it
students have to tell
matches the half hour
the teacher what time
on the analog clock.
to enter or where to
move the clock hands
to indicate the given
time on the screen.
ELL: The video will ELL: The vocabulary ELL: The new words ELL: The laminated ELL: The direction on
have Closed words will be pointed will be repeated cards and online game how to make the paper
Captioning so students out as the words are slowly. The teacher are visual aids, so no clock will be repeated
can hear and see the said aloud. The teacher will review all the differentiation is or translated into
words in the video. can translate the words words as she walks needed. Japanese to make sure
Parts of a clock labels into Japanese if around the room. students’
The teacher will make
are pre-made, so that students are unsure. understanding.
Students with special sure to use vocabulary
students do not have to
Students with special needs: Judy Clock can words often with ELL Students with special
struggle to write in
needs: No be used with students students to solidify needs: None needed.
front of the class.
differentiation needed to manipulate so that their understanding.
Students with gifted
Students with special but can practice longer they can see how the
Students with special abilities: No
needs: No for each time hour hand moves
needs: The teacher differentiation is
differentiation needed. presented. slightly as the minute
will ask students needed.
hand moves to the
Students with gifted Students with gifted which type of cards
number 6, indicating Early finishers:
abilities: They will be abilities: No they would like to use.
30 minutes past the Students may help
asked to read the differentiation needed.
hour. Students with gifted clean up paper scraps
labels of parts of a
Early finishers: abilities: Students will and put them in the
clock. Students with gifted
Students can take turns sort the matching time recycling bin outside
abilities: No
Early Finishers: None erasing the whiteboard pairs in order from 1 of the classroom.
differentiation needed,
needed. as the teacher present
Page 14 of 27
 different times. but the teacher will o’clock to 12 o’clock. If their clock looks
present a time that is rushed, the teacher
not the half hour. will ask the students to
be neat and
color/decorate.
Application of Content
Multiple Means of Students will answer Students will copy the The teacher will model Students will look for Students will
Engagement teacher-directed time the teacher makes with Judy Clock to matching partners manipulate the clock
How will students explore,
questions. on Judy clock and show a time. Ex. 9:30. physically by walking they made.
practice, and apply the match their clocks. around the room and
Students will watch a The students will copy Students will take
content? asking peers what time
video. Students will dance how the teacher turns being the
they have on their
and chant the Hip Hop moved the minute timekeeper so they can
Students will identify card.
song as the time is hand and stopped it at use the Judy Clock.
the clocks in the
shown on the screen. the 6. Students may look at
classroom. Students will quiz
the Judy clock and
Students will answer The teacher will ask each other and check
The teacher will pick move the minute hand
the time by looking at students what time it is for understanding by
students to label parts to figure out what time
the teacher’s clock. by first pointing to the showing their clocks
of a clock. they have on their
number and its room and writing the time in
Students will write the card.
for the hour then digital form on a
time in digital form
pointing to the 6 where Students will “help” whiteboard.
and add the hands on
the minute hand is. the teacher by telling
analog clocks on Students will sing and
her how to move the
paper. The teacher will ask chant the lyrics so they
clock hands on the
the students to say, know that 6 means 30.
Students will play the computer screen to
“Nine-thirty.”
online game against indicate the given
each table group. The teacher will tell a time.
time and ask the
Students will help the The teacher will
students to do it
teacher click on the purposefully make
themselves (I do, We
correct time by mistakes, and students
do, You do).
answering questions. need to identify what
The teacher will show the mistake is and how
the worksheet Roll it, to fix it by raising their
Tell it, Cover it on the hand.
Smartboard to model

© 2022. Grand Canyon University. All Rights Reserved. Page 15 of 27


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)
© 2022. Grand Canyon University. All Rights Reserved.
how to play the game. The teacher will keep
a score of each table
The teacher and the
group to add
students will play two
excitement to the
rolls together to make
online game.
sure students know
how to play. Students can draw
hour hand and minute
Students will play
hand on blank analog
independently.
clocks and write the
time in the digital
form.
ELL: The teacher will ELL: No ELL: No ELL: The YouTube ELL: Students can
speak slowly and if differentiation on the differentiation needed videos can be played learn the song and
needed, she will speak materials, but students since all the activities with closed captioning chant after the teacher
Japanese to ensure may take extra time to are visual. The teacher and with slower speed writes the lyrics. No
students understand answer questions. will support in if needed. differentiation needed
what is being asked. Students may show Japanese as needed. for the crafting part.
Students will be
their clock to answer
The students may Students with special placed in teams with Students with special
rather than saying the
answer in Japanese if needs: The teacher grade-level-math peers needs: If students do
time. Students will be
they are not sure of will check on students so they can work not want to dance,
encouraged to repeat
words in English. closely during “I do, together and help each they are asked to sing
after the teacher to
We do, You do” other. along. If they do not
Students with special answer.
activity. want to sing, they
needs: The teacher Students with special
Students with special must move their arms
will make sure the Students with gifted needs: No
needs: The teacher to indicate the half
students have a chance abilities: The game differentiation is
will support by hour times shown in
to participate as they board will have times needed for online
pointing to the hour the video.
tend to get upset when and clocks with half games.
hand’s number when it
they are not called on. hour, quarter hour, and Students with gifted
is time to answer. Students may pair up
on the hour to make it abilities: Students may
Students may sit in with analog to analog
Students can move the challenging. help others who might
their desired spot to card, not analog to
hour hand to answer need help cutting a
watch the video. Early finishers: They digital if necessary.
the questions. curved line or
will be asked to play The teacher will
Students may re-watch punching a hole on the
Students with gifted again with a partner. reinforce the
the video on a student hour/minute hands.
abilities: No connection between
computer.
Page 16 of 27

Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
© 2022. Grand Canyon University. All Rights Reserved.
Students with gifted differentiation is the analog clock’s
abilities: They may needed, but the teacher time to the digital time
share additional will present more by saying the numbers.
vocabulary or facts questions.
Students with gifted
about clocks and time.
Early finishers: The abilities: Students may
Early finishers: teacher will ask them use a dry-erase marker
Students may be “the to show a time and to change the time on
helper” to call on quiz each other with the laminated cards
students. time to the hour. and find matching
time pairs.
Assessment of Content
Students will recite Students are observed Observation during the The students will be Students will take a
vocabulary words. by the teacher and the whole group lesson observed throughout post-assessment that
cooperating teacher to will be utilized to the lesson for has 21 questions. 10 of
Students will label
make sure they are check for participation and the questions are the
parts of a clock by
saying the correct time understanding. accuracy of their exact ones from pre-
placing the correct
for each time answers. assessment.
words on the chart The teacher will check
presented.
paper. the students’ game Students who keep
Students will write board as she walks making mistakes on
Students will identify
down the time in around the room. the half hour time will
each part of a clock
digital form on be reminded to look at
when the teacher Students will tell time
whiteboards or on their colored clock
points to a part. when asked by the
paper. with ‘rooms’ so that
teacher verbally or by
they have a visual
Students can check moving the clock
reminder of what time
with table mates to hands.
‘room’ the hour hand
make sure they have
is still in until it is on
the correct time and
the next number.
placement of
minute/hour hands. The teacher will keep
a score of table groups
Students can sing
when they answer the
along with the video to
online game questions.
say the correct time.
Page 17 of 27

Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
© 2022. Grand Canyon University. All Rights Reserved.
Students can correct
the teacher when she
makes mistakes on
purpose.
ELL: The students ELL: The online ELL: Students are ELL: Students are ELL: The purpose and
may point to the game’s direction will encouraged to say the given more time to the direction of the
vocabulary words. The be repeated and time correctly and by answer questions. post-assessment will
students will be explained in Japanese moving the hands on Students may point to be explained in
encouraged to say the if needed. The the analog clock. a time or the clock to Japanese.
words correctly by direction to complete indicate their answer.
Students may indicate Students may answer
repeating after the the worksheet will be
the time by saying Students with special in Japanese if more
teacher. clarified in Japanese if
what activity we have needs: Observation comfortable.
needed.
The students may scheduled. will be used to
Students with special
draw to show parts of Students with special determine the
Students with special needs: More time is
a clock. needs: Students may participation and
needs: Students can given if needed to
use a different color to check for
Students with special tell the teacher what complete the post-
indicate which one is understanding. The
needs: The students time is shown on the assessment. The
the hour hand when teacher will verify
may share what they clock individually. direction can be
drawing on the analog with the students if it
know if they raise their repeated.
clock worksheet. Students can play the is hard to tell which
hands. The students
game with the teacher hand is the hour hand Students with gifted
can look at pre-made Students can use the
or a partner. and which is the abilities: No
labels closely. sheet from the day
minute hand. differentiation needed.
before to refer to each Students with gifted
Students with gifted
hour’s room. abilities: The teacher The teacher can pause Early finishers: The
abilities: They may tell
will make a note when the online game while teacher will remind
the actual time by Students with gifted
students are the students are them to check all the
looking at the abilities: Students may
identifying half hour thinking for their answers before turning
classroom clock on the draw their own clock
and quarter hour answer. The teacher it in.
wall. and label the parts of
correctly. will support by
the clock and share
Early finishers: offering the
their drawings with Early finishers:
Students can practice vocabulary words
early finishers. Students may help
with a partner to when students answer.
others who need help
identify parts of a Early finishers:
in finding the correct Students with gifted
clock. Students may help
time on the game abilities: Students may
other who are
Page 18 of 27

Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.
© 2022. Grand Canyon University. All Rights Reserved.
completing the board. play another game
worksheet and/or with a partner while
using the small clock, the rest of the class is
quiz each other by doing a game. The
telling the time and teacher will ask for a
moving the hour hand. printout of the game
result to check for
accuracy.
Extension Activity and/or Homework
Students are asked to Students will be asked Students will be asked The links to online When finished with
look for analog and at random throughout to write down what games and district post-assessment,
digital clocks at home the day to say the time they are doing at 4:30, approved websites will students may choose
and count how many and what activity is 5:30, 6:30, and 7:30 in be shared with to color the paper
they have found. They next on the daily the evening. They are families so that they clock or copy down
will share where each calendar. to share with the may explore the sites the daily schedule that
clock is located in teacher during snack with their students to includes the digital
This will connect the
their house. break the next day. review. time and the activity
time to real life
for that time.
experience that applies The teacher will
to each student to encourage families to
further their discuss why we need
understanding of to know how to tell
telling time. time.
Page 19 of 27
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/JYMWdk2LrwQ

Summary of Unit Implementation:

The planning of the Time Unit was a bit chaotic at the beginning because of the special event/practices
the whole First-grade was scheduled to participate. It was an unusual two weeks where Math time was cut
short and students did not go to their regular math classes.
Once all the First-grade teachers have agreed to do a unit on time during this 2-week period, it became
easy to plan. It worked out perfectly for me to plan the 5-day unit plan so I could implement the pre-
assessment, analyze the data, and plan the lessons.
Pre-assessment results showed me that my students did not connect their prior knowledge to what was
being asked in the assessment. Students have been looking and reciting the daily schedule since August
according to my Cooperating Teacher. The daily schedule is posted in the middle of the big board which
lists the time in digital form, shows the analog clock with corresponding time, and the name of the
activity.
The first lesson went well, and the students memorized the parts of the clock fairly quickly. Using a
poster chart, Judy Clock, and student clocks to reinforce the concept of time moving forward in clockwise
direction was successful, and by the third lesson, all students were able to tell the time to the hour
correctly.
When it was time to teach the time to the half hour, I was unsure where to start. I started by showing there
are 60 minutes in one hour, and half of 60 is 30. I used a paper cut in a circle and folded it in half, and I
explained that it matches the half of the clock. I should have used cubes or counters so students could
actually count to 60, then dividing that into two equal parts by making two piles.
The hardest part for some of the students was mixing up the hour hand’s position for half hour. For
example, if they saw an analog clock showing 7:30, some of them said 8:30 because they looked at the
next number that was close to the hour hand. I should have emphasized each number’s room more while
teaching.
I tried incorporating various engagement strategies to capture students’ attention. I knew that videos were
better than teacher-directed instruction, but there were so many videos and songs, it was hard to choose
which ones would engage students the most.
Overall, I believe the unit implementation was successful because the post-assessment results are very
consistent in proficient level for the majority of the students.

© 2022. Grand Canyon University. All Rights Reserved. Page 20 of 27

Summary of Student Learning:
The student learning was very high, and their engagement was great as well. They were eager to
participate in games, independent worksheet activities, partner work, and making a paper clock. Once the
students have understood that they can read the numbers on the digital clock to say the time, they started
to make connections with what they have been saying all along. It was great to see the “Aha!” moment
when they figured out the role of the hour hand and the minute hand.
Next week, when the special play/performance is over on Tuesday, we go back to the regular math
classes, where students go to different classroom for their leveled math class. I believe the short time we
had to teach the time unit was perfect as we could focus only on time. Now that they have the basic
knowledge, I can integrate telling time in other daily activities. At every transition, I can ask my students
what time it is and start introducing the quarter hour to prepare for 2 nd grade standards. I am satisfied with
how the unit implementation went.
Reflection of Video Recording:
Watching myself talk is not something I enjoy; however, for the purpose of self-reflection and growth, I
watched the video a few times. One thing I noticed myself doing is changing my mind about something
mid-sentence or mid-thought. That must be very confusing to the students, and I can see how I could lose
their attention during those pauses. I also kept moving in front of the chart paper to get things from the
desk where my things are kept, and I should have prepared all the things I needed to be within reach so I
didn’t have to go back and forth.
For future lessons, if I am having students come up and put a label, I will have the cards on the chart or
the board so that all students can see what each card says and they don’t have to grab it from my lap. I
thought that was not well planned, which I did not even think about until it was time to have students
come up. It also seems that I wasted a lot of time getting pieces of tape so the labels would stick to the
chart paper. I should plan better for the next time.

© 2022. Grand Canyon University. All Rights Reserved. Page 21 of 27

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 (22) Number of Students (24)
Pre-Test Post-Test

Highly Proficient 1 20
(90%-100%)
Proficient
0 3
(80%-89%)
Partially Proficient
1 1
(70%-79%)
Minimally
Proficient 20 0
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
I was impressed with how much the students improved over the 6 days to learn the parts of a
clock and telling time to the hour and the half hour. There were 20 students who were in
Minimally Proficient level at the beginning of the unit, and after the implementation of the
lessons I created, 23 students are Proficient or above in identifying and telling time. I can say with
certainty that the student learning outcome is high and that students are ready to move onto telling
time to the quarter hour.
When looking at an analog clock which shows 8 o’clock, many students wrote 8:12. They knew
to look at the numbers the hour and the minute hand were pointing, but they did not know how to
write 8:00 on paper. By the second day of the lesson, the students have understood that when the
minute hand is pointing to 12, they say “o’clock” and write is as :00. Telling time to the hour was
mastered by all students by Day 3 lesson, and it was evident that the students have made a
connection to the classroom calendar they read and follow every day.
Only one student was placed in Partially Proficient level after the post-assessment. Her mistakes
were all on telling the time to the half hour. I will continue to use the vocabulary words
throughout my time in the classroom to review the hour’s ‘room’ concept.

© 2022. Grand Canyon University. All Rights Reserved. Page 22 of 27

 Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
My instruction was highly effective as evidenced by the post-assessment results. Only 4% of the
students (1 student out of 22) scored Proficient or higher on pre-assessment. After 6 days of
hands-on practice using clocks and instructions on how to tell time to the hour and half hour, 95%
of the students (23 students out of 24) scored Proficient or higher on the post-assessment.
Reviewing the academic vocabulary daily and practicing with clocks on online games helped
students understand the parts of a clock and how to identify the hour and the minutes on analog
and digital clocks.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
I chose a subgroup of female students. I wanted to see if there was a learning difference between
girls and boys. There are 13 girls in the classroom; however, only 11 of the girls took the pre-
assessment (2 girls were absent). 13 girls were present for post-assessment.

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 8 ( +2 who were absent for pre-

0
(90%-100%) assessment)
Proficient
0 2
(80%-89%)
Partially Proficient
0 1
(70%-79%)
Minimally
Proficient 11 0
(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
I was impressed with the post-assessment data. I see that 12 girls scored Proficient or higher on the post-
assessment, which shows a mastery of telling time and identifying parts of a clock. The 12 girls met the
Time unit objectives. 100% of the girls were able to correctly identify the time to the hour by writing
down the time in digital form and by drawing the hour and the minute hands on analog clocks.

© 2022. Grand Canyon University. All Rights Reserved. Page 23 of 27

 Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
I believe that using a Judy Clock with gears to show how the minute hand and the hour hand moved in
relation to each other supported students’ understanding of telling time to the hour and the half hour. I
supported the subgroup in the same way as the remainder of class with emphasis on hands-on learning for
ELL students. The class reviewed the parts of a clock daily and referred to a chart paper with parts of a
clock during math time to solidify their understanding. Overall, the student learning was very successful,
and the students were engaged in daily activities, review worksheets, and centers. There is one student
who is at Partially Proficient level (76% on Post-assessment), and I will support her by reviewing the
vocabulary and the strategy to find out where the hour hand is pointing when the time is half-hour past the
hour. Her misconception is evident on three of her answers. She was off by one hour when the times were
9:30, 10:30, and 1:30, and she answered 10:30, 11:30, and 2:30 respectively. She was correct on some of
the half hour times, so that tells me she needs additional practice to make sure she understands where the
hour hand is.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 1 10
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
1 0
(70%-79%)
Minimally
Proficient 9 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
Overall, the instruction was very effective over the course of 6 math lessons. The majority of the class
were Minimally Proficient at the beginning of the unit, and by the end of the unit, the data shows almost a
complete switch to the majority of students placing in Proficient or higher.
The subgroup and the remainder of class have similar data, which tells me that there were no clear learning
differences between girls and boys. Frequent reviews, referring to the daily schedule with analog and

© 2022. Grand Canyon University. All Rights Reserved. Page 24 of 27

 digital illustrations, and engaging activities to tell time all aided most students in achieving the unit
objectives of identifying parts of a clock and telling time to the hour and half-hour.
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.
I will keep working with one student who is almost Proficient in telling time to the half-hour. I can call on
her and assign her the Timekeeper in the class so she has opportunities to read the time for the class.
The next objective (2.MD.C7) that would build upon this unit is for students to tell and write time from
analog and digital clocks to the nearest five minutes, using a.m. and p.m. (Arizona Department of
Education, 2016).
Arizona Department of Education. (2016). Arizona mathematics standards Second Grade.
https://www.azed.gov/sites/default/files/2016/12/Math%20Final%2002Second%20%20Standards
%204_2_2017.pdf?id=58546f14aadebe13008c1a22

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 want to add a 10-minute Telling
Time Tuesday activity every week to
solidify students’ understanding of
how to tell time to the half hour using
an analog clock.
development, research on the Internet,
observation of a veteran teacher, etc.)
I will ask my cooperating teacher if our
schedule allows a ten-minute Telling Time
Tuesday activity. If we can find a good time
for the short review sessions, I will
implement it right away. I will focus on
reviewing how to tell time to the half hour
because that is where some students made
mistakes on the post-assessment, and they
will benefit from reviewing where the hour
hand is pointing.

2. Plan more ways for students to engage
in telling time activities.
I will observe two other first-grade teachers
when they review their Telling Time unit. I
will compare our plans to see the difference
in activities, and I will ask the teachers what
activities were popular with their students. I
will ask the teachers’ ideas for differentiating
between ELL students and the rest of the

© 2022. Grand Canyon University. All Rights Reserved. Page 25 of 27

 class.

3. I want to find a better solution when I
need to group students into small
groups. When the majority of the class
is at the grade-level learning
readiness, it was difficult to separate
the students into small groups.
I will seek my cooperating teacher’s opinion
about grouping students so they are not too
chatty during group work time. Based on my
teacher’s input, I will make sure each small
group has students who are good at writing,
reading, sharing, and keeping the group on
task.

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: I will join the district’s Collaborative Inquiry Team to be part of
school improvement plan. When I learn and grow as an educator, the students learn
better.
Rationale: Why did you choose this goal? How I chose this goal because I want to learn how
do you expect it to improve the outcomes of your to improve students’ learning outcome. The
future students? district is in the “soft rollout” phase of school
improvement plan, and they are just starting
to invite teachers to be the future leaders of
the Collaborative Inquiry Team. The district
will be introducing the improvement plans in
the next school year, and to be selected as the
leader of the team, the teachers must be able
to transfer the teacher-driven ideas to each
school site to implement strategies.
End Date: By when do you expect to accomplish By the end of the school year 2023-2024.
this goal?
Action Timeline: What steps will you take to 5/2/2022 Attend the Collaborative Inquiry
complete this goal, and by when will you take Team meeting.
them? Example:
7/25/2022 Attend the summer professional
1/31/18: Join AACTE development session.
End of 2022-2023 school year—I will be
selected to be in the Collaborative Inquiry
Team.
2023-2024 school year, I will meet with team
members from all schools in the district to

© 2022. Grand Canyon University. All Rights Reserved. Page 26 of 27


Resources: What resources are available to assist
you in accomplishing your goal?
brainstorm, gather data, learn strategies,
implement strategies, reflect, analyze data,
and reflect on a monthly basis or as needed.
The school principals from all district schools,
the school site mentor teacher.

© 2022. Grand Canyon University. All Rights Reserved. Page 27 of 27