Student Teaching Evaluation of Performance (STEP) Template
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:
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:
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:
- 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.
- 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.
- 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: Imagination and Innovation
Unit Title: : How far can a dream take you?
National or State Academic Content Standards: RL9-10.10, RI9-10.10, W9-10.1, W9-10.10, L9-10.4c, and L9-10.5b.
Learning Goal: Reading Skills and strategies, Vocabulary, Word Study, Language, Writing, Speaking, and Listening.
Measurable Objectives:
- Reading independently for 20min.
- Able to use suffixes: -ly, and -est, properly in an argumentative Essay
- Able to discuss and accurately describe the characterization of 2 major characters in the unit reading book.
- Read out loud fluently with expression for 3min.
- Compare and Contrast characters and events in fiction.
- Identify foreshadowing
- Identify Latin and Spanish roots within words.
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.
| GRADE (Pre-unit Assessment)
Vocabulary Choose the word that means the same as the word in bold. 1. A probable cause A. likely B. problem C. questionable D. losing E. noble
2. She finally relented. A. departed B. gave in C. returned home D. apologized E. borrowed money
3. her sensible decision A. romantic B. emotional C. sensational D. foolish E. reasonable
4. the bulk of the task A. remainder B. main part C. beginning D. fine details E. conclusion
5. his fatal mistake A. stupid B. independent C. simple D. deadly E. enormous
6. a great triumph A. success B. trio C. treasure D. disappointment E. disaster
7. Estimate the costs A. enlarge B. send out C. fully explain D. escape E. roughly determine
8. She did it deliberately. A. without worry B. on purpose C. too often D. playfully E. deceptively
9. his amiable companion A. friendly B. resistant C. talkative D. formal E. surly
10. It was obscured. A. obtained B. noticed C. hidden D. possessed E. outdated
11. despite the consequences A. without B. regardless of C. because of D. among E. displeased by 12. as it evolves A. rotates B. sails C. develops D. breathes E. journeys
13. a nearby location A. logging camp B. trunk C. train engine D. lock repair shop E. place
14. I barely believed him A. hardly B. truly C. supposedly D. never E. obviously
15. her artistic talent A. arithmetic B. terrific C. practical D. increasing E. creative
16. The pain will recede. A. progress B. decrease C. return D. expand E. intrude
17. It was monstrous. A. spongy B. dull C. beautiful D. gigantic E. mischievous
18. a firm foundation A. pen B. base C. fountain’ D. contract E. handshake
19. He pondered it. A. watered B. polished C. polluted D. considered E. offered
20. her favorite pastime A. history B. Italian meal C. hobby D. literature E. religious leader
21. prolonged the act A. introduced B. appreciated C. arrested D. promoted E. extended
22. the solitary rider A. lone B. eager C. serious D. concerned E. prepared
23. He is definitely content A. possibly B. absolutely C. determined to be D. rarely E. at all times
24. She emphasized her idea. A. completed B. tackled C. pursued D. stressed E. refused
25. The rug was shabby. A. neat B. long looped C. worn out D. different E. muddy
26. The scouts meandered. A. built a trail B. tied knots C. insulted each other D. wandered aimlessly E. plotted a strategy
27. a quick retort A. retreat B. reply C. review D. exercise E. revenge
28. He will elaborate. A. explain in detail B. work hard C. lay bricks and tile D. inspire E. comfort
29. The change was drastic. A. effective B. severe C. painless D. appropriate E. disturbing
30. an effort to suppress A. influence B. tear down C. startle D. stifle E. get loose
31. There was a lull. A. sea bird B. calm C. partly D. game plan E. hint
32. Her intuition helped her. A. quick insight B. high tolerance C. college education D. financial aid E. investigative skills
33. his agile quality A. ageless B. clumsy C. innocent D. sympathetic E. nimble
34. oppose the changes A. fight B. worry about C. declare untrue D. defend E. agree to
35. three consecutive games A. similar B. alternating C. annual D. successive E. lengthy Sentence Comprehension Choose the word that best fits in the blank. 1. Leah was nervous about taking the ______, even though she had studied for an entire week. A. exam B. classroom C. textbook D. experience E. train
2. The frightened hikers stepped carefully along the ______ path up the steep mountainside. A. runway B. humorous C. generous D. garden E. treacherous
3. A good diet is _____ for your health, but don’t forget the importance of exercise as well. A, attractive B. courteous C. essential D. painful E. normal
4. Jack wanted the new sports car so badly that he couldn’t stop thinking ____ about it. A. playfully B. fearfully C. rapidly D. casually E. obsessively
5. Although I look a lot like my mother, I also ____ my grandfather. A. resemble B. see C. relate D. please E. regard
6. Molly often went shopping at the mall, but she _____ bought anything. A. always B. rarely C. generally D. constantly E. sale
7. In science class we studied trees, flowers, grasses and other types of ______. A. forests B. elevation C. insects D. tides E. vegetation
8. When Derek lost the race, his coach _____ him by saying he did a great job anyway. A. reassured B. resisted C. criticized D. explained E. claimed
9. The _____ swirled about the hot desert like a blizzard. A. Snow B. Ocean C. Sandstorm D. Dress E. Caravan
10. During his speech the nervous student ____ , so the teach asked him to enunciate more clearly. A. fainted B. mumbled C. meditated D. giggled E. blushed
11. Her inclination was to drive her car to school rather than ____ her bike. A. pedal B. steal C. store D. lock E. forget
12. The teacher decided that Kim was ____ to be a tutor for the younger children because she had the necessary skills. A. failing B. never C. explaining D. qualified E. depressed
13. The sunken ship rested deep ____ the water, seen only by passing sea creatures. A. between B. around C. until D. beside E. beneath
14. Matt and Niko thought up many excuses in an attempt to ____ their behavior. A. justify B. condemn C. foretell D. summon E. inherit
15. Even at a strange house, the toddler felt ____ because he could see his mother across the room. A. alone B. sick C. secure D. frightened E. wet
16. Kara is so ____ that she gets upset if she loses even one race. A. intelligent B. lonely C. careful D. competitive E. sanitary
17. The coral acts as a natural ____ between the bay and the ocean beyond. A. torrent B. culture C. barrier D. mutiny E. bureau
18. Alex’s shirt was wet with ____ after he finished playing a hard game of basketball. A. perspiration B. pores C. appreciation D. relaxation E. oxygen
19. The sudden ice storm ____ many problems for drivers who were trying to get home to their families. A. solved B. advertised C. angered D. risked E. created
Listening Comprehension This is on the computer along with the rest of the whole assessment. 17 questions for this section.
Passage Comprehension Read the passage then answer the following questions.
Passage 1 Yellowstone National Park, the oldest national park in the world, is home to many natural wonders. It has more geysers and hot springs than any other area of the world. Grand Prismatic Spring is the largest hot spring in the park. It is a pool with a deep blue center surrounded by pale blue rings. Old Faithful, the most famous geyser in the park, erupts on average every 76 minutes. Old Faithful has not missed an eruption in over 80 years. When it erupts, the geyser sends a stream of boiling water more than 100 feet into the air. At Mammoth Hot Springs, gently flowing waters form beautifully colored terraces. Morning Glory Pool, one of the park’s most beautiful hot pools, has the shape and coloring of a morning-glory flower. 1. Based on the information in the story, which statement describes a geyser? A. A spring that shoots hot water into the air with explosive force. B. A large mass of ice that moves slowly over the land. C. A hard surface resembling limestone. D. A pool of cool water surrounded by trees and morning-glory flowers.
2. Why is Old faithful an appropriate name for the geyser? A. because its stream goes 100 feet into the air B. because it erupts at regular intervals C. because it is the oldest geyser in the park D. because people return to the park many times to see it
3. Which statement is a description of Grand Prismatic Spring? A. A small, bright green pool B. An unpredictable boiling pool C. A colorful, flower-shaped geyser D. A large, blue-ringed pool
4. Why is Yellowstone National Park famous? A. It has many natural wonders. B. It has erupting volcanoes. C. It has been open for 80 years. D. Very few people know about it.
5. What is the purpose of this paragraph? A. to teach a lesson about park rangers B. to promote earth-friendly habits C. to describe the beauty of natural wonders D. to warn about the dangers of boiling water
Passage 2 Born a slave, George Washington Carver was a great American scientist who became famous for his work in agriculture. Carver’s goal was to improve the economy of the South by developing better farming methods. Although he is widely known for his work with peanuts, he also researched ways to conserve soil and improve crop production. Southern farmers had been wearing out the soil by planting the same crops in the same fields year after year. Carver showed them how to use crop rotation to improve the yield of their crops. He demonstrated to the farmers how changing the crops in a field helps to enrich the soil. He took a piece of nonproductive land and planted peas, yielding a richer soil. Then he planted sweet potatoes, and the soil improved even more. Finally, he planted cotton. 6. What problem did George Washington Carver believe crop rotation would solve? A. Farmers were planting only corn. B. The soil was getting worn out. C. No one knew how to plant corn. D. The peanut crop needed to spread to other states.
7. Based on what you know from the story, how does crop rotation work? A. Farmers plant only cotton, because it keeps the soil moist and healthy. B. Farmers always plant the same crops in the same fields. C. Farmers plant different crops in a field over a period of time. D. Farmers don’t plant anything in the field every fifth year.
8. How do you think Carver’s cotton crop turned out? A. Nothing grew in the cotton field because the land was unproductive. B. Only peas and sweet potatoes grew in the cotton field. C. The cotton crop was of poor quality. D. The cotton crop was excellent.
9. How could you describe the information in the paragraph? A. a historical description of an agricultural scientist’s work B. a humorous tale about a farmer and his stubborn crops C. a mysterious report about crop failures D. a scientific argument against crop rotation
10. What is the best title for this story? A. A Brief History of the Peanut B. Carver’s Contribution to Farming C. George Washington: Our First President D. The History of Cotton Farming
Passage 3 I admit it. My room could have set a world record for the tallest piles of junk and dirty clothes. Now that I can see the floor again, I’m the first to admit that neater is better. But let me explain, and I’m sure you’ll agree: Every pile had its purpose. First, I needed a pile for clothes that I had worn once and didn’t get too dirty. You can’t really put those back in the closet, and if you put them in the wash, you get yelled at for making extra work. Of course, a second pile is for dirty clothes. Except you have to keep out your team practice clothes no matter how dirty they are—when you gotta have’em you gotta have’em. Do I even have to explain the magazines? You pile the ones you are reading or might want to reread by the bed. Old issues you need for your collection are stacked closer to the closet in the hope that they will migrate there on their own, Now the snacks are a sensitive topic. Parents don’t understand that when a growing kid needs food, walking to the kitchen is not an option. The categories here are sweet or salty, celebration foods or consolation foods, foods that must be hidden or foods that distract parents away from your serious hoard (the giant candy bars). I could go on with sports equipment, shoes, collections, toys souvenirs, and so on, but I think you get the picture. The night I heard the rustling of tiny claws in the pile of Krispy Kracker crumbs under my bed, I learned that messiness is next to real terror. The next day, I bought 30 trash bags and cleaned my room!
11. How did the writer sort clothes into piles? A. school clothes, dress clothes, and sports clothes B. not quite dirty, dirty, and dirty but needed anyway C. clean, dirty, and outgrown D. not quite dirty, dirty, and torn
12. Judging from the tone of the story, what is the writer’s main purpose? A. to tell about an amusing situation B. to describe how it feels to set a world record C. to criticize people who have messy rooms D. to complain about unreasonable parents
13. When the writer hears “the rustling of tiny claws,” what do you think might be under the bed? A. clean clothes B. ants C. a mouse D. the family dog
14. Based on this story, which of the following statements do you think the writer would make? A. From time to time, you really should clean up your room. B. You should keep your magazines organized but not your clothes. C. Parents are completely unreasonable. D. Pets belong outside, not inside.
15. What can you tell about the writer from this passage? A. The writer does not like to eat snacks in bed. B. The writer believes all dirty clothes should be washed immediately. C. The writer never reads in bed. D. The writer plays on a team that practices frequently.
Passage 4 Did you ever hear of “singing sand”? This is the kind of sand that makes strange sounds when it is walked on or driven over or when the wind blows across its surface. The sound such sand makes is something between a crunch and a squeak, but it often has a definite musical tone. In the United States, singing sand has been found along the seashore in Massachusetts and in the shifting sands north of Alamosa, Colorado. People in different parts of the world have given these musical sands different names. In South Africa, they are called “crying sands”. In Afghanistan, they are called “drumming sands.” But whatever the sands may be called, scientists have not yet agreed as to what causes them to make such strange sounds.
16. What is the best title for this story? A. Sandstorm! B. Mystery of the Singing Sand C. Music from Many Countries D. The Beautiful Desert
17. Where does the story say that “singing sand” has been found? A. by the sea and inland B. only by the ocean C. on the roads and sidewalks D. only in Africa and America
18. What causes the sand to make sounds? A. There is water beneath the sand. B. The sand is tightly packed. C. Its surface is uneven. D. No one knows for sure.
19. What is the main idea of this story? A. People in different countries argue about the name of the sands. B. Singing sand is a mysterious natural wonder. C. Sand and music are closely related. D. Scientists study all kinds of interesting topics.
20. Which of the following best describes this story? A. a delightful imaginative tale B. a historical account of a famous scientist C. an informative passage about nature D. a serious warning about possible windstorms
Passage 5 “Marcus, how do you suppose a scientist makes an important discovery?” Roberta asked as she peered into the microscope and examined the specimen. “My dad says it’s all luck,” replied Marcus, thumbing through his notes. “It can’t be that simple,” Roberta countered. “My Aunt Natalie is a biologist. She has college degrees hanging in her office. Every day she leaves our apartment to work in her lab. Most days she doesn’t get home until after we’ve eaten supper! When I ask her what she’s working on, she always says, “I’m trying to find answers.” “I have a problem,” interrupted Marcus. “I can’t find my notes, and I need them before the bell rings.” “That’s what we’re talking about, Marcus!” Roberta piped. “Problem solving—that’s what scientists do.” “Well, if you couldn’t find your notes, what would you do?” asked Marcus. “I’ve observed that you’ve only looked for your notes in your notebook. I would look somewhere else. Maybe they fell out where you used them last,” Roberta replied. Marcus sat for a moment thinking quietly. Then he remembered. He got up and walked to the back of the room. “As Aunt Natalie says, ‘You have to explore and look for clues. You go down a lot of blind alleys. You fail sometimes, but you exhaust all the possibilities, an what you find may surprise you!’” said Roberta. “Clues, patterns—I love playing detective and solving riddles!” Marcus exclaimed. Then Roberta heard Marcus call out, “Eureka! We found them!” Roberta turned to see Marcus crawling out from under the tables in the back of the room, a bunch of wrinkled papers in his hand. “You were right!” said Marcus, “I just needed to retrace my steps. Hey do you suppose teamwork has something to do with great discoveries?”
21. According to the story, what is a scientist most like? A. a relative B. a magician C. a college teacher D. a detective
22. Which sentence tells what the story is about? A. A forgetful boy loses his science notes. B. One person helps another solve a problem. C. A girl has a close friendship with her aunt. D. Two people make a lucky discovery.
23. How are Marcus and Roberta alike? A. They both enjoy solving problems. B. They are both well organized. C. They both live with relatives who are scientists. D. They both think it takes luck to make a discovery.
24. Why did Marcus walk to the back of the room? A. to explore a blind alley B. to prove Roberta wrong C. to ask the teach about the notes D. to go back to the last place he had been
25. What do you know from the story? A. Roberta does not share her aunt’s interest in science. B. Marcus’s father once wanted to be a biologist. C. Natalie and Roberta live in the same home. D. Marcus will grow up to be a detective.
Passage 6 Excerpted from Tom Sawyer Saturday morning had come. All the summer world was bright and fresh, and brimming with life. There was a song in every heart, and if the heart was young the music issued at the lips. There was cheer in every face and a spring in every step. The locust-trees were in bloom and the fragrance of the blossoms filled the air. Cardiff Hill, beyond the village and above it, was green with vegetation. It lay just far enough away to seem a Delectable Land, dreamy and inviting. Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He surveyed the fence. All gladness left him and deep melancholy settled down upon his spirit. Thirty yards of board fence nine feet high. Life to him seemed hollow, and existence but a burden. Sighing, he dipped his brush and passed it along the topmost plank. He repeated the operation and did it again. Tom compared the insignificant whitewashed streak with the far-reaching continent of un-whitewashed fence, and sat down on a tree-box discouraged. Jim came skipping out at the gate with a tin pail, and singing “Buffalo Gals”.
26. When does the story take place? A. on a Saturday morning in fall B. on s Sunday morning in summer C. on a Saturday morning in summer D. on a Sunday evening in spring
27. According to the story, where would Tom rather be? A. in another country B. playing with his friend Jim C. relaxing on a tree-box D. on a hill outside of town
28. After Tom painted the first section of the fence, how did he feel? A. depressed B. exhausted C. puzzled D. enraged
29. What does the “far-reaching continent” refer to? A. the green fields of Cardiff Hill B. the place where Tom lived C. the broad lands of North America D. the section of fence that needed to be painted
30. Why do you think Mark Twain ended the passage with the sentence about Tom’s friend Jim? A. to show how much Jim and Tom were alike B. to contrast Tom’s work responsibilities with Jim’s carefree attitude C. to introduce the reader to a new song D. to prove how much more important work is than play
Highly Proficient GLE score of 8.1 and above
Proficient GLE score of 7.1 ‒ 8.0
Partially Proficient GLE score of 6.1 – 7.0
Minimally Proficient GLE score of 6.0 or below
(The test score for this GRADE assessment is called a GLE score.)
|
| Number of Students | |
| Highly Proficient (90%-100%)
|
8 |
| Proficient
(80%-89%) |
4 |
| Partially Proficient
(70%-79%) |
5 |
| Minimally Proficient
(69% and below) |
57 |
| Pre-Assessment Analysis: Whole Class | |
| Most of the students scored at the Minimally Proficient level and below. We will be modifying the unit and changing the instruction in order for the majority of the class to meet the learning goals we set for them. The assessment scores will help us to adjust who we put in the smaller group for individual instruction, who needs more one-on-one instruction, and which students can work independently. We may not get to all the 9th grade level standards for the unit, but we can improve the students overall GLE score and measure their growth by the different sections of the assessment. | |
| 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. |
| We will use the same GRADE assessment to measure each student’s growth by measuring not only their total GLE score but their individual section score, so we can tell what they still need help with in the following year. Each section (i.e.: Vocabulary, Sentence Comprehension, Listening Comprehension, and Reading Comprehension) has an individual GLE score that helps us determine whether the students met the individual learning goals and measurable objectives. For example, if a student scores 4.1 in vocabulary on the pretest, then scores 5.1 on the post assessment in vocabulary, even though they don’t meet the proficient mark, it measures growth in the learning goals. This assessment will also decide what class and what teacher the student will be placed with the following school year.
|
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: 9th-10th
Unit/Subject: Unit 4/ ELA
| 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. |
RL.9-10.10, RI.9-10.10
W.9-10.4, W.9-10.10, L.9-10.4b, L.9-10.4c, L.9-10.4d, L.9-10.6 |
RL.9-10.10, RI.9-10.10
W.9-10.4, W.9-10.10, L.9-10.4b, L.9-10.4c, L.9-10.4d, L.9-10.6 |
RL.9-10.10, and
RI.9-10.10 |
RL.9-10.10, RI.9-10.10
W.9-10.4, W.9-10.10, L.9-10.4b, L.9-10.4c, L.9-10.4d, L.9-10.6 |
RL.9-10.10, RI.9-10.10
W.9-10.4, W.9-10.10, L.9-10.4b, L.9-10.4c, L.9-10.4d, L.9-10.6 |
| Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. | SWBAT read independently in unit selected text, provide proof of comprehension, organization, and development of writing by answering the given questions about the text and characters. | SWBAT understand the influence of Spanish on English. Acquire domain-specific words, and phrases adequate for writing, speaking, and listening by completing the Word Study practice activity | SWBAT read independently in assigned reading level text. Individually gather vocabulary understanding of words and phrases significant to comprehension or expressions within the text by answering the assigned writing prompt.
|
SWBAT determine meaning of key vocabulary by defining the vocabulary words, and completing a word slam activity. SWBAT compare and contrast characters in the unit reading, and identify foreshadowing. | SWBAT compare and contrast events and characters in fiction. Students will practice using context to understand unfamiliar words by completing the Word Reading 13 assignment. Students will make predictions and identify foreshadowing as we read aloud. |
| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | SWBAT define vocabulary:
Bludgeon glissandos, Assault |
SWBAT determine the root language for: Patio, plaza, rodeo, poncho, canyon, fiesta, and words using the Latin roots of -aud- , -cert-, ceive,-cept-, tri-. | No new vocabulary except what they might run across in their individual reading. | SWBAT define vocabulary: Day of Reckoning,
Judgment Day, and “I saw the Light” |
SWBAT define vocabulary: degrading,
grovel.
|
| Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit. |
iLit program, google classroom, chrome books, No red ink, & a bilingual paraprofessional | iLit program, google classroom, chrome books, No red ink, & a bilingual paraprofessional
|
iLit program, google classroom, chrome books, No red ink, bilingual paraprofessional, pencil, & paper. | iLit program, google classroom, chrome books, No red ink, & a bilingual paraprofessional | iLit program, google classroom, chrome books, No red ink, & a bilingual paraprofessional |
| Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking |
· What connection can you make with Retta or Brenda?
· What can we expect to happen if Estelle appeared to bludgeon the customer? · What can we connect between Retta and her boss? · What are some characterizations we have about Stan?
|
· How can you put the vocabulary words in a sentence?
· Identify the root of the words and what language it comes from? · Can we construct a pattern from the different languages? · Can you apply the concepts of Latin or Spanish roots to create a word? |
· Recall multiple factors about the character and real-life person or about 2 events?
· Using the knowledge of your recall, identify similarities and differences? · Using your recall factors compare and contrast with yourself or events. · When analyzing the characters or events, use characterization factors: personality, dates, experiences. |
· Recalling chapter 2, recite factors we can use to compare and contrast characters or events?
· Using the unit question, “How far can a dream take you?” what can we predict will happen in chapter 3? · We will be looking at all the different aspects of the text that can be compared and contrasted. · Which character do we connect with the most? |
· Recall chapter 3 and use foreshadow to predict the next possible event.
· In what ways does Brenda offer support to Retta? · How do your friends encourage you and support your dreams? · Discuss a time when you discovered a new side to someone that you had a negative or a simplistic impression about. |
| Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
Going over the new vocabulary words the students are asked to guess how they will be used in the story. Students are asked if any play an instrument. | I will ask how many students speak Spanish by a show of hands. Do any of these students recognize the words in English adopted from Spanish? | Students will answer a prompt that requires them to compare and contrast with a character or event in their reading to their real life. | Does anyone recall what happened in chapter 2 that pushed Retta over the edge? What were the cause and effects? What do you predict will happen next? | Who can tell me what the dad was hinting to Retta when he brought up that her aunt doesn’t drive her car anymore? What was one of the things Retta mentioned she needed in chapter 1? |
| Presentation of Content | |||||
| Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners. |
Material will be read out loud in whole group time. I will stop at certain points and ask questions to demonstrate focus and comprehension. The students will follow along with their e-book
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Students will be given instruction on how Spanish has influenced some English words. Then they will work on an activity to reinforce the lesson. I will call on different students to explain the directions in their own words. | Students will read independently personally selected text for first 20min. Then they will have a writing prompt they need to answer making a connection with a character or event. | Material will be read out loud in whole group time. I will stop at certain points and ask questions to demonstrate compare and contrast concepts, and foreshadowing. The students will follow along with their e-book. Connect Songs to My Life assignment. | Material will be read out loud and students can follow along in their e-books. I will stop at certain points to point out the compare and contrast, and foreshadowing in our reading |
| 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) |
ELL students may use Google Translate and bilingual paraprofessional. Special needs students will be put into a small learning group and given extra time. Or they might have a one on one.
Gifted students will be allowed to work independently and will have No Red ink assignment to work on. Early finishers will have No Red ink to work on.
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ELL students may use Google Translate and bilingual paraprofessional. Special needs students have a one-on-one paraprofessional or will be put into a small group.
Gifted students will be allowed to work independently and will have No Red ink assignment to work on. Early finishers will have No Red ink to work on. |
ELL students may use Google Translate and bilingual paraprofessional. Special needs students have audio equipment they can use to have their book read to them.
Gifted students will work independently and then work on No Red ink when assignment to done. Early finishers will have No Red ink to work on. |
ELL students may use Google Translate and bilingual paraprofessional. Special needs students have either a one-on-one paraprofessional or put into a smaller learning group.
Gifted students will work independently and then work on No Red ink assignment. Early finishers will work on No Red ink assignment. |
ELL students may use Google Translate and bilingual paraprofessional. Special needs students have either a one-on-one paraprofessional or put into a smaller learning group.
Gifted students will work independently and then work on No Red ink assignment. Early finishers will work on No Red ink assignment.
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| Application of Content | |||||
| Multiple Means of Engagement
How will students explore, practice, and apply the content? |
Students will be asked questions about the characters at certain points during the reading of the book. | There will be a work practice activity on the influence of Spanish on the English language. | Students will be asked to make a connection with a character or event in the book they are reading. | Students will be asked questions about the characters and events at certain points during the reading of the book. | Students will be asked questions about the characters and events at certain points during the reading of the book. |
| 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) |
ELL students will be allowed to use Google Translate for instructions, and have the availability of a bilingual paraprofessional.
Students with special needs will be put in small groups for individual help and instruction. Gifted students will be allowed to work independently, using supplied Chromebook. Early finishers will work on No Red ink assigned through google classroom on the Chromebook.
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ELL students will be allowed to use Google Translate for instructions, and have the availability of a bilingual paraprofessional.
Students with special needs will be put in small groups for individual help and instruction. Gifted students will be allowed to work independently, using supplied Chromebook. Early finishers will work on No Red ink assigned through google classroom on the Chromebook.
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ELL students will be allowed to use Google Translate for instructions, and have the availability of a bilingual paraprofessional.
Students with special needs will be put in small groups for individual help and instruction. Gifted students will be allowed to work independently, using supplied Chromebook. Early finishers will work on No Red ink assigned through google classroom on the Chromebook. |
ELL students will be allowed to use Google Translate for instructions, and have the availability of a bilingual paraprofessional.
Students with special needs will be put in small groups for individual help and instruction. Gifted students will be allowed to work independently. Early finishers will work on No Red ink assigned through google classroom on the Chromebook. |
ELL students will be allowed to use Google Translate for instructions, and have the availability of a bilingual paraprofessional.
Students with special needs will be put in small groups for individual help and instruction. Gifted students will be allowed to work independently. Early finishers will work on No Red ink assigned through google classroom on the Chromebook.
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| Assessment of Content | |||||
| Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction. |
Thumbs up, comprehension questions. Grammar Study Plan assignment. | Thumbs up, comprehension questions. Word Study practice activity. | Answer journal prompt with a written paragraph. A sentence frame will be provided. | Thumbs up, comprehension questions. Connect Songs to My Life assignment. | Thumbs up, comprehension questions. The Word Reading 13 assignment. |
| 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) |
ELL students may use Google Translate for instructions only. The assignment must be produced in English.
Students with special needs can use talk to text to do the assignment, but must go back and make any necessary corrections. Gifted and Early finishers will go over assignment and make necessary corrections. Then work on No Red ink.
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ELL students may use Google Translate for instructions only. The assignment must be produced in English.
Students with special needs can use talk to text to do the assignment, but must go back and make any necessary corrections. Gifted and Early finishers will go over assignment and make necessary corrections. Then work on No Red ink.
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ELL students may use Google Translate for instructions only. The assignment must be produced in English.
Students with special needs can use talk to text to do the assignment, but must go back and make any necessary corrections. Gifted and Early finishers will go over assignment and make necessary corrections. Then work on No Red ink.
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ELL students may use Google Translate for instructions only. The assignment must be produced in English.
Students with special needs can use talk to text to do the assignment, but must go back and make any necessary corrections. Gifted and Early finishers will go over assignment and make necessary corrections. Then work on No Red ink. |
ELL students may use Google Translate for instructions only. The assignment must be produced in English.
Students with special needs can use talk to text to do the assignment, but must go back and make any necessary corrections. Gifted and Early finishers will go over assignment and make necessary corrections. Then work on No Red ink.
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| Extension Activity and/or Homework | |||||
| 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. | Any work not completed in class can be worked on at home, or in a special class designed to help with class-assignments. Students that consistently don’t do the work at home will be recommended for this class. | Any work not completed in class can be worked on at home, or in a special class designed to help with class-assignments. Students that consistently don’t do the work at home will be recommended for this class. | Any work not completed in class can be worked on at home, or in a special class designed to help with class-assignments. Students that consistently don’t do the work at home will be recommended for this class. | Any work not completed in class can be worked on at home, or in a special class designed to help with class-assignments. Students that consistently don’t do the work at home will be recommended for this class. | Any work not completed in class can be worked on at home, or in a special class designed to help with class-assignments. Students that consistently don’t do the work at home will be recommended for this class. |
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/CdloHefUw0Y
Summary of Unit Implementation: The unit is a 9-week unit; however, the unit is for a regular 9th and 10th grade level class, therefore it will take the rest of the year to complete the whole unit with the mixture of levels in our class. We are expecting a few weeks left to work on a final essay and administer the end of the year GRADE assessment. Though it doesn’t show it on my video, we took 20 minutes for all the students to complete the definitions of all ten vocabulary words. Then we gave them 10 minutes to complete the word slam, which was an online program through iLit to match the words into a sentence using the context of the sentence to help them figure out what word to use. Our special needs students were put in a small group to work with the paraprofessional. The last 20 minutes of class was used to read the unit selected text chapter 3. We stopped 3 times during the reading to go over what was happening and to compare and contrast the characters and events. We also identified some foreshadowing within the text.
Summary of Student Learning: The students were able to define key vocabulary that is used in the unit reading text by researching the meaning of the vocabulary words. Next the students learned to study the context of a sentence to determine the meaning of unfamiliar words. Following the reading the students learned to compare and contrast characters and events. Finally, the students learned to catch the clues in the text to identify foreshadowing.
Reflection of Video Recording: I don’t feel that 5‒10 minutes is a very good depiction of all the work I did with the students. Part of the instruction includes walking around the room with the other teacher and paraprofessional to check if any students need some extra help with the assignment or No Red ink. We also make sure they are staying off their phones and staying on task. I don’t have enough permission slips yet to allow any of these students on the video.
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.
| Number of Students
Pre-Test |
Number of Students
Post-Test |
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| Highly Proficient (90%-100%) | 8 | 55 |
| Proficient
(80%-89%) |
4 | 5 |
| Partially Proficient
(70%-79%) |
5 | 1 |
| Minimally Proficient
(69% and below) |
58 | 14 |
| Post-Test Analysis: Whole Class |
| 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.
The post data supports the effectiveness of our instruction. The data shows that most of the students are grasping the concepts and are able to apply them. However, I still have 14 students at the minimally proficient stage. According to Amy Burton, “Student learning was defined as progress toward identified learning targets”. Even though I have the objectives written on the board, I lacked the need to explain the learning target and the expectations. This is where I think I failed. Those 14 might have done better had I gone over the learning target(s). I would like to get these students at the proficient level by the time this unit ends. Some students still need to finish the assessment. The assessment score will tell me where these students need help and what we need to reteach. The goal is to find what went wrong, what I can do to make it better, and how can I help these students get up to the proficient level. Burton A. (2020). How do I Know my students are learning? The Learning Professional: The Learning Forward Journal 41(2) Retrieved from https://learningforward.org/journal/beyond-the-basics/how-do-i-know-my-students-are-learning/
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| Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.” |
| 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 choose to focus on the boys because they make up more than half the student count. I wanted to see how many in this group stayed minimally proficient and how many greatly improved.
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| Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.) |
| Number of Students
Pre-Test |
Number of Students
Post-Test |
|
| Highly Proficient (90%-100%) | 5 | 35 |
| Proficient
(80%-89%) |
1 | 3 |
| Partially Proficient
(70%-79%) |
3 | 1 |
| Minimally Proficient
(69% and below) |
37 | 7 |
| 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.
The subgroup preformed very similar to the whole class. Most of them improved greatly a few struggled but still improved and then there is the 7 that didn’t do well at all. The 35 that performed really well have mastered the learning target. The three proficient and the one partially proficient have learned, but not all targets were met. The seven that fall into the minimally proficient range have not shown any progress, and we may have missed what motivates them or how they learn. |
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| 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.
The post-test data of the remainder of the class shows 67% of the students scored in the highly proficient range. This is compared to the 6% that scored in this range on the pre-test. That means that 61% of the subgroup were able to grasp the learning objectives and apply them. This however leaves 23% that never left the minimally proficient range. The effectiveness of my instruction and assessment caused 23% of this subgroup unable to grip the learning objectives. In the future days I plan to reteach the vocabulary clues in the comprehensive context as we read our current unit selected book together. I will ask the students to write the context clues that help lead to the understanding of the vocabulary words. I feel I need to make all of my students’ great detectives to find the clues that tell them what the vocabulary words mean. I will adjust who goes into the small group and who needs more personal instruction from myself. I know from the individual scores who to focus on and who will benefit more in the smaller group. I will adjust the seating chart so that the highly proficient can sit next to those that still need a little help grasping the vocabulary comprehension. I can re-assess the students on vocabulary concepts after we finish the book and see how many of those students did well with my strategy adjustments.
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| Post-Assessment Data: Remainder of Class
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| Number of Students
Pre-Test |
Number of Students
Post-Test |
|
| Highly Proficient (90%-100%) | 2 | 20 |
| Proficient
(80%-89%) |
3 | 2 |
| Partially Proficient
(70%-79%) |
3 | 1 |
| Minimally Proficient
(69% and below) |
22 | 7 |
| Post-Assessment Analysis: Subgroup and Remainder of Class
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| 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.
If I measure the post-test data of the subgroup, I find that 75% of this group is highly proficient next to the 67% of the remainder subgroup. One out of every four students are missing the objectives. 25% of the students are falling behind because of my teaching methods. This calls for a look at what I can do better academically to bring up this average. I can research different methods, strategies, and my personal instruction. I may not get to 100% effectiveness, but I can come close which would be an improvement. My kids deserve better than 75% effectiveness. Strategies can be adjusted, personal academic instruction can be shifted, and small groups can be modified and better regulated. |
| 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.
It is a proven scientific principle that new ideas are learned when they are based on a foundation of already accrued knowledge therefore projecting them into a student’s long-term memory (Bruno, 2015). The next steps would be to make necessary adjustments and regulate small group instruction to improve the students score on the post-test by going over context clues while reading unit assigned book. I also want to move forward to teach sentence and passage comprehension. My next learning objective will be for students to comprehend sentences using surrounding text. Students will comprehend passages using the clues in the topic sentence and main idea contained in the body of the passage. I am still using the concept of being a detective in using the context clues to comprehend sentences and whole passages.
Bruno, P. (2015) How People Learn: An Evidence-Based Approach retrieved from https://www.edutopia.org/blog/how-people-learn-evidence-based-paul-bruno
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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.
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Short-Term Goal |
Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.) |
| 1. Multi means of engagement – I want to have more strategies and ideas of how to keep my students engaged in the lesson.
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Reaching this goal, I will take cues from my mentor teachers. The lesson should relate to my students lives and their experiences in the present. I have gotten some ideas from my fellow classmates. I plan to research the Internet to find what my age kids are into, ask them about it and research new ideas to bring real world scenarios into my lessons.
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| 2. Transitioning – I need to learn how to transition from lecture to activity to second activity. To make a smooth transition.
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I plan to reach this goal with tips from my mentor teachers. I might want to try different methods like having a timer near me, or splitting up the period into equal parts so that everyone can know when the transition is coming, and researching ways to transition from the Internet. |
| 3. Differentiate – My lessons need more differentiated instruction. I would like to know more about differentiation to accommodate more learning styles among my students.
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Plans for reaching this goal include: reading the articles provided by my professor, asking my mentor teachers, asking some retired veteran special ed teachers, and research on the Internet. I always try to meet the auditory, and visual learners, but the hands-on learners I feel need more than I am providing. |
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: To become a Board Certified Advocate in Special Education | |
| Rationale: Why did you choose this goal? How do you expect it to improve the outcomes of your future students? | I chose this goal because the information an advocate should know can be overwhelming for adult special education students who need to advocate for themselves. The sea of information can drown even the best of parent advocates as well. My future students will learn to advocate for themselves, and they will have me as a resource and an advocate if needed. This will guarantee that my students have the best knowledge and best outcomes as they transition to adulthood and real-world situations. |
| End Date: By when do you expect to accomplish this goal? | I expect to accomplish this goal by the end of January 2026. |
| Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example:
1/31/18: Join AACTE |
February 22, 2022, join NASET (National Association of Special Education Teachers) as a student. By 2/21/23 join NASET as a teacher. Save up enough money to attend the Board Certified Advocate in Special Education programs through NASET by the end of July 2024. I plan to do this by putting $50 aside each month. The program is 30 units divided into 6 modules each module cost $195. If it takes 3 months to do a module, it will take a year and a half to complete. My end goal can be reached by January 2026 |
| Resources: What resources are available to assist you in accomplishing your goal? | The Internet will be a great resource in helping me reach this goal. The National Association of Special Education Teachers is an immense resource. There are books on planning and saving for a big event. I have a friend that is a retired special education teacher that will help me too. |