Ragene Carter Step

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Student Teaching Evaluation of Performance (STEP)
Ragene' Carter
Grand Canyon University

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Table of Contents
Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....4
STEP Standard 3 - Assessment and Data Literacy . Error! Bookmark not defined.
STEP Standard 4 - Unit and Lesson Planning ........ Error! Bookmark not defined.
STEP Standard 5 - Implementation of Instructional Unit .......................................35
STEP Standard 6 - Analysis of Student Learning....................................................43
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........53
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STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part I: Community, District, School, and Classroom Factors
Session A and Session B has been completed and uploaded into the Cloud.
STEP Standard 1 - Contextual Factors: Knowing Your School and Community

Part II: Demographic, Environment, and Academic Factors
Session A and Session B has been completed and uploaded into the Cloud.
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STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal Session A
Unit Topic: Fluency with Addition
National or State Academic Content Standards
Virginia State Learning Standards Second Grade Mathematics:
2.5a TSW recognize and use the relationships between addition and subtraction to solve single step practical problems with whole
numbers to 20.
2.5b TSW demonstrate fluency with addition and subtraction within 20.
2.6b TSW determine sums and differences, using various methods.
2.6c TSW create and solve single-step and two-step practical problems involving addition and subtraction.
Learning Goal:
The students will learn to problem solve. The students will be able to make mathematical reasoning connection. The students will
communicate mathematical and will mathematical reason and make mathematical representations to recognize and use the relationship
between addition and subtraction to solve single-step practical problems, with whole numbers to 20. Students will be able to determine
the missing number in an equation sentence. Students will be able to write facts related for a given subtraction and an addition fact.
Students will be able to demonstrate fluency with both addition and subtraction within 20. Students will demonstrate understanding of
the take from ten strategies. Students will see pattern when making mathematical reasoning connections.
Measurable Objectives
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Students will with eighty percent accuracy recognize and use the relationship between addition and subtraction to solve single-step
practical problems, with whole numbers to twenty. During fluency practice, students build on their prior knowledge of place value
from grade 1 three out of four attempts. Students will use alternative methods to solve mathematical equations three out of four
attempts. Students will demonstrate reasoning connections with eighty percent accuracy. Students will communicate mathematical
with eighty percent accuracy. Students will solve single step practical problems with eighty percent accuracy. Students will determine
the missing number in a math sentence equation with eighty percent accuracy. Students with eighty percent accuracy create and solve
two-step practical problems involving addition, subtraction, or both addition and subtraction.
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal –

Session B
Unit Topic: Number & Number Sense: Place Value
National or State Academic Content Standards
Virginia State Learning Standards Second Grade Mathematics:
2.1a TSW read, write and identify the place and value of each digit in a three-digit numeral, with and without using models.
2.1b TSW identify the number that is 10 more, 10 less, 100 more and 100 less than a given number up to 999
2.1d TSW round two digit numbers to the nearest ten
Learning Goal:
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The students will be able to show understanding by demonstrating the ten-to-one relationship among ones, tens, and hundreds by
using manipulatives. Students will identify the number that is ten more, ten less, 100 more or 100 less than a given number up to 999
by demonstrating the place value. The students will be able to make mathematical reasoning connection by writing numerals and
using models or pictures to show representation. The students will be able to read three digit numbers when shown a numeral, a
pictorial representation of the number or a number model. Students will be able to identify and communicate by writing the place
value of (hundreds, tens and ones) of each digit within a three digit numeral. Students will be able to determine the value of each digit
within a three digit numeral. Students will represent in multiple ways according to the place value with the use of models. Students
will be able to round two digit numbers to the nearest ten.
Measurable Objectives
Students will with eighty percent accuracy when using place value identity the number that is ten more, ten less, one hundred more or
one hundred less than a given number up to 999 over a three day trails. During fluency practice, students build on their prior
knowledge of value from the first grade three out of four attempts Students will demonstrate reasoning connections with place eighty
percent accuracy. Students will communicate mathematical connection by writing numerals and using models or pictures to show
representation with eighty percent accuracy over a three day trail. Students will determine the value of each digit within a three digit
numeral three out of four attempts over a two day trail. Students will round two-digit numbers to the nearest ten on a vertical number
line with eighty percent accuracy. Students will round two digit numbers to the nearest ten using three out of four attempts. Student
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will use various strategies to round two digit numbers to the nearest ten with eighty percent accuracy over a two daily trails. Students
will use a number chart to round two digit numbers to the nearest ten three out of four trails.
STEP Standard 3 - Assessment and Data Literacy Session A

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 Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Copy and paste, or insert a picture of the pre-assessment.
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Scoring criteria used to determine if students exceeds, meets, approaching or falls below the
attended learning goal. The scoring for the pre-assessment is based on a two point score for each
correct answer. The standard based grading system for this pre-assessment is to determine what
students are advance from the grading scale of 90-100%. Meets expectations for the target goals
being measured from 80-89%. Demonstrates partial understanding and able to perform portions
of the targeted goal at 70-79%. Not able to demonstrate mastery or needs more assistance and
time at 60-69%. Lastly not able to demonstrate understanding of attended goals at 59-0%.
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%) 6

Proficient
(80%-89%) 5
10
Partially Proficient
(70%-79%) 4
Minimally Proficient
(69% and below) 4
Pre-Assessment Analysis: Whole Class
Based on the data above, what changes, if any, will you make to your selection of national or state
academic content standards, the learning goal, or measurable objectives?
Based on the data above and the requirements of the state academic content standards there will
not be any changes made to the curriculum that is expected to be taught to the students. There
will be changes to the learning goals in order to ensure that those students that have meet the
attending learning goals continue to thrive. Students that have meet and demonstrate partial
understanding will also have learning goals and objectives that will ensure mastery. As students
that fall below the target learning goal will have objectives that are measurable based upon their
needs. Based on the whole class pre-test data changes to help delivery academic content
standards to ensure learning of all students.
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning,
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delivery, and assessment of your unit.
Based on the date above planning and delivery of the required curriculum will be differentiated and scaffold in order to ensure all
students are reaching their learning goals. Learning groups will be based upon the data. Activities will be based upon the needs of the
individualized student. Key elements that will also be taking into consideration are contextual factors. Other considerations that data
does not show but needs to be factored in considering the planning, delivery and assessment of the unit will motivational levels,
linguistic diversity and developmental skills. Other factors that need to be considered regarding the data are the accommodations and
modifications to the curriculum and learning goals for the class and students individually.
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 the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Copy and paste, or insert a picture of the post-assessment.
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Scoring criteria used to determine if students exceeds, meets, approaching or falls below the
attended learning goal. The scoring for the pre-assessment is based on a two point score for each
correct answer. The standard based grading system for this pre-assessment is to determine what
students are advance from the grading scale of 90-100%. Meets expectations for the target goals
being measured from 80-89%. Demonstrates partial understanding and able to perform portions
of the targeted goal at 70-79%. Not able to demonstrate mastery or needs more assistance and
time at 60-69%. Lastly not able to demonstrate understanding of attended goals at 59-0%.
STEP Standard 3 - Assessment and Data Literacy Session B

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 Exceeds, Meets, Approaches, or
Falls Far Below the learning goal and measurable objectives.
Math Unit Pre-Assessment
Name Date
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Write the correct digit in each blank. (2pts)

134 = ______ hundreds ______tens ______ones
32= ______ hundreds ______tens ______ones
109 = ______ hundreds ______tens ______ones
Model each change on your place value chart. Then, fill in the chart. (1pt)
Whisper the complete sentence: “____ more/less than ____ is ____.”
142 253 412 365
100 more
100 less
10 more
10 less
1 more
Draw the base ten blocks to represent each number (2pts)

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hundreds tens ones
142
16
500
240
74
Round to the nearest ten (2pts)

34 85 50 38 61
The scoring criteria as used to determine if students exceed, meets, approaching or falls
below the attended learning goal and measurable objective governed by the states
standards of learning. The scoring for the pre-assessment was based on a one and two
point score for each correct answer as indicated on the assessment. The standard based
grading system used for this pre-assessment was to determine what students are advance
from the grading scale of 90-100%. What student meets expectations for the target goals
being measured from 80-89%. Students that demonstrates partial understanding and able
to perform portions of the targeted goal at 70-79%. Or not able to demonstrate mastery or
needs more assistance and time at 60-69%. Lastly not able to demonstrate understanding
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of attended goals at 59-0%.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 1
Partially Proficient
(70%-79%) 2
Minimally Proficient
(69% and below) 9
Pre-Assessment Analysis: Whole Class

There are a total of twelve students within the special education class that were assessed on the
Virginia Standards of learning and the district curriculum guide for second graders. Three
students are considered low incidence while the remaining of the class have varying learning
modalities.
Based on the data above, what changes, if any, will you make to your selection of national or state
academic content standards, the learning goal, or measurable objectives?
The state academic content standards would not be changed due to district curriculum objectives.
The learning goals based upon the curriculum objectives will remain the same. There will be
changes in the measurable objectives and accommodations made based upon the individual IEP
goals and objectives for each individual student in order to ensure that those students that have
meet the attending learning goals continue to thrive. Those students that have meet and
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demonstrate partial understanding will also have learning goals and objectives modified that will
ensure mastery. Students that fall below the target learning goal will have objectives that are
measurable based upon their needs and IEP goals and objectives. Based upon the above data
there will also be various changes that would be made for three of the twelve students in the
learning goals and measurable objectives that would more appropriately meet their learning
goals and objectives based upon their IEP learning goals and objectives. The three students that
are considered low incidence individual learning goals and objectives do not align with the state
standards of learning for typically developed second graders, or with the other second graders
that are also in their exceptional educational classroom. Those students’ will be assessed based
upon their learning goals and objectives of number recognition and recall for example. The IEP’s
for these three particular students indicate that modifications would need to transpire to meet
their learning goals in needs with that in mind.
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning,
delivery, and assessment of your unit.
Based upon the whole class pre-test data changes to help delivery academic content standards to
ensure learning of all students is needed. The delivery of the lesson of the required curriculum
will need to be differentiated and scaffold in order to ensure that all students are reaching their
learning goals and IEP objectives. The learning groups that will be devised will be based upon
the data and learning skills of each student. The activities that will be planned will be modified
to ensure that the unit lesson is delivered based upon the needs of the individualized student.
Key elements that will also be taking into consideration are contextual factors. Other
considerations that data does not show but needs to be factored in considering the planning,
delivery and assessment of the unit will motivational levels, linguistic diversity and
developmental skills. Other factors that need to be considered for the planning, delivery and
assessment of this unit according to the data are the accommodations and modifications to the
curriculum and learning goals for the class and students individually. For example, the three
students that are considered low-incidence will have lessons modified to meet their IEP goals
and objectives based upon their developmental and learning skills. Number recognition and
matching numbers in the place value is one way that the lesson can be modified to meet their
learning goals while still introducing in and incorporating the state standards of learning
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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 the student Exceeds, Meets,
Approaches, or Falls Far Below the learning goal and measurable objectives.
The scoring criteria as used to determine if students exceed, meets, approaching or falls
below the attended learning goal and measurable objective governed by the states
standards of learning. The scoring for the pre-assessment was based on a one and two
point score for each correct answer as indicated on the assessment. The standard based
grading system used for this pre-assessment was to determine what students are advance
from the grading scale of 90-100%. What student meets expectations for the target goals
being measured from 80-89%. Students that demonstrates partial understanding and able
to perform portions of the targeted goal at 70-79%. Or not able to demonstrate mastery or
needs more assistance and time at 60-69%. Lastly not able to demonstrate understanding
of attended goals at 59-0%. Scoring will also be based upon the individual learning goals
and needs of the student based upon the learning goals and measurable objectives of the
IEP and standards of learning. For student’s that are considered low-incidence or IEP’s
indicate number recognition modifications will be made to assess. For example students
will be given opportunities to match or write numbers. Other modifications such as
highlighting or the use of manipulatives will also be used for students that have
modifications indicated in their IEP’s will also transpire in order to ensure that students
can be assessed and goals can be adequately measured according to their IEPs.
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STEP Standard 4 - Unit and Lesson Planning Session A

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,
Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Mastery of Sums and Taking out ten and Place value Place Value Unit one Assessment
Activity differences to 20 subtracting a single understanding understanding review
Lesson 9 digit from a two digit
multiple of ten ones Lesson 11 Lesson 12
Lesson 10
Standards and SOL(s) 2.5 (a) TSW SOL(s) 2.5 (a) TSW SOL(s) 2.5 (a) TSW SOL(s) 2.5 (a) TSW SOL(s) 2.5 (a) TSW
Objectives recognize and use the recognize and use the recognize and use the recognize and use the recognize and use the
What do students relationship between relationship between relationship between relationship between relationship between
need to know and be addition and addition and addition and addition and addition and
able to do for each subtraction to solve subtraction to solve subtraction to solve subtraction to solve subtraction to solve
day of the unit? single step practical single step practical single step practical single step practical single step practical
problems with the problems with the problems with the problems with the problems with the
whole numbers to 20. whole numbers to 20. whole numbers to 20. whole numbers to 20. whole numbers to 20.
2.5 (b) students will 2.5 (b) students will 2.5 (b) students will
demonstrate fluency demonstrate fluency Student will write the Students will use the demonstrate fluency
with addition and with addition and related facts for a relationship between with addition and
subtraction within 20. subtraction within 20. given addition or addition and subtraction within 20.
subtraction fact. subtraction to solve
Students should use Students will use the single step problems. Students will use the
the relationships relationship between relationship between
between addition and addition and addition and
subtraction and will subtraction and will subtraction and will
solve single step demonstrate the demonstrate the
practical problems. missing number in missing number in
the equation. the equation.
Academic Language The purpose for the The purpose for the The purpose for the The purpose for the The purpose for the
and Vocabulary academic language is academic language is academic language is academic language is academic language is
What academic to have the students to have the students to have the students to have the students to have the students
language will you identify and identify and identify and identify and identify and
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emphasize and teach understand the math understand the math understand the math understand the math understand the math
each day during this words and meanings. words and meanings. words and meanings. words and meanings. words and meanings.
unit? The vocabulary was The vocabulary was The vocabulary was The vocabulary was The vocabulary was
chosen to develop an chosen to develop an chosen to develop an chosen to develop an chosen to develop an
understanding of understanding of understanding of understanding of understanding of
words and their words and their words and their words and their words and their
meaning in the meaning in the meaning in the meaning in the meaning in the
context of the math context of the math context of the math context of the math context of the math
text. text. text. text. text.
Academic Language: Academic Language: Academic Language: Academic Language: Academic Language:
Addition Addition Addition Addition Addition

Subtraction Subtraction Subtraction Subtraction Subtraction
Whole number Whole number Whole number Whole number Whole number
Number bond Number bond Number bond Number bond Number bond
Fact family Fact family Fact family Fact family Fact family
Equation Equation Equation Equation Equation
Number sentence Number sentence Number sentence Number sentence Number sentence
Fewer Fewer Fewer
difference difference
Summary of This lesson will build This lesson will build The lesson will build This lesson will build This lesson will
Instruction and upon prior upon prior upon prior upon prior knowledge review prior
Activities for the knowledge in order to knowledge in order to knowledge in order to in order to connect knowledge to connect
Lesson connect to future connect future math connect future math future math lessons. lessons for the unit
How will the math lessons. The lessons. The review lessons. The student together. This lesson
instruction and foundational skill of of taking out ten given an addition fact The activity will will review and
activities flow? mastery of sums and subtracting a single or subtraction fact review the place assess the master of
Consider how the differences to 20 will digit from a two digit will write the related value understanding sums and differences
students will be discussed. The multiple ten ones will fact. Student will to help develop skills to 20.
efficiently transition student will develop be discussed and have a read aloud of needed to break apart
from one to the next. an understanding of demonstrated. To the math story and tens to ones.
using the relationship have students count visual will be
between addition and on using the number provided. Students
subtraction to solve path to find the will follow along and
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singe step problems. unknown part. discuss math facts

presented. Students in
small group
discussion will solve
and write an addition
and subtraction
number sentence
along with number
bonds to match each.
Student will share in
large group sentences
and number bonds.
Differentiation Students will be Students will be Students will be Students will be Students will be
What are the instructed in small instructed in small instructed in small instructed in small instruction as a
adaptations or group teacher station group teacher station group teacher station group teacher station whole.
modifications to the based table on the based table on the based table on the based table on the
instruction/activities misconceptions misconceptions misconceptions misconceptions English language
as determined by the displayed during displayed during displayed during displayed during learners (ELL): I will
student factors or whole group whole group whole group whole group provide additional
individual learning discussion. discussion. discussion. discussion. wait time for student
needs? to have time to think
• English language • English language • English language English language about answers and
learners (ELL): I will learners (ELL): I will learners (ELL): I will learners (ELL): I will give examples.
provide additional provide additional provide additional provide additional
wait time for student wait time for student wait time for student wait time for student •Students that have
to have time to think to have time to think to have time to think to have time to think special needs: I will
about answers and about answers and about answers and about answers and make my words
give examples. give examples. give examples. give examples. spoken clear and
concise in order to
•Students that have •Students that have •Students with •Students that have ensure that my words
special needs: I will special needs: I will special needs: I will special needs: I will are spoken loud and
have students that have students that have students that have students that clear. I will provide a
need to be close to need to be close to need to be close to need to be close to quiet area for
the board due to the board due to the board due to the board due to students that may be
visual or hearing visual or hearing visual or hearing visual or hearing overwhelmed or
needs. I will make needs. I will make needs. I will make needs. I will make easily stimulated by
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words spoken clear my words spoken my words spoken my words spoken others. I will provide
and concise in order clear and concise in clear and concise in clear and concise in the needed wait time
to ensure that my order to ensure words order to ensure words order to ensure that for thinking and
words are spoken are spoken loud and are spoken loud and my words are spoken answering questions.
loud and clear. I will clear. I will provide a clear. I will provide loud and clear. I will
provide a quiet area quiet area for quiet areas for provide a quiet area • Early finishers
for students that may students that may be students that may be for students that may (those students who
be overwhelmed or overwhelmed or overwhelmed or be overwhelmed or finish early and may
easily stimulated by easily stimulated by easily stimulated by easily stimulated by need additional
others. I will ensure others. I will ensure others. I will ensure others. I will ensure resources/support): I
that think pair and that think pair and that think pair and that think pair and will have students
share time as well as share time as well as share time as well as share time as well as work with math
small group is with small group is with small group is with small group is with manipulatives, reflux
diverse learners that diverse learners that diverse learners that diverse learners that math on computer.
are based upon the are based upon the are based upon the are based upon the
dynamics of the dynamics of the dynamics of the dynamics of the class.
class. I will provide class. I will provide class. I will provide I will provide the
the needed wait time the needed wait time the needed wait time needed wait time for
for thinking and for thinking and for thinking and thinking and
answering questions. answering questions. answering questions. answering questions.
• Early finishers • Early finishers • Early finishers • Early finishers

(those students who (those students who (those students who (those students who
finish early and may finish early and may finish early and may finish early and may
need additional need additional need additional need additional
resources/support): I resources/support): I resources/support): I resources/support): I
will have students will have students will have students will have students
work with math work with math work with math work with math
manipulatives, reflux manipulatives, reflux manipulatives, reflux manipulatives, reflux
math on computer. math on computer. math on computer. math on computer.
Required Materials, Race to the top Dry erase board Dry erase board Dry erase board Smart board
Handouts, Text, fluency sheet in math Dry erase markers Dry erase markers Dry erase marker Pencil
Slides, and workbook. Smart board Smart board Math work book Computer
Technology Crayons Number path Number path Computer Post assessment
Pencil template Math workbooks Smart board
Dry erase board Math work book Counters
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Dry erase markers Counters Computer

1 die Number bond
Counters computer
Number bond
template
Smart board
computer
Instructional and Teacher will review Teacher will present The teacher will The teacher will Teacher will review
Engagement the strategy of math concretely with discuss how provide a number place value
Strategies counting on to solve. familiar objects such subtraction number sentence for students understanding and
What strategies are Teacher will give a as counters, bears or sentences use the to solve. math facts of addition
you going to use with number sentence in a disk. Student will same three numbers and subtraction.
your students to keep form of a story. have opportunities to as the addition The teacher will give
them engaged use the manipulatives sentence. student opportunities Teacher will review
throughout the unit of Teacher will ask how to help solve in small cooperative number sentences and
study? many bears came out problems in the way Teacher will have learning groups. number bonds.
to play. that is most effective students compare and
in small collaborative discuss the Teacher will continue
Students will have an learning groups. differences. to showing possible
opportunity to think sequences to the
and share answer. Teacher will have Teacher will invite whole group to solve.
students engage in students to practice
Students will be large group solutions in math Teacher will provide
asked to write the discussion and workbook pages 109- opportunities to think
number sentence and answer math 110. share and pair with a
the number bond for equations on the peer partner solutions
(4+6=) board and use the Teacher will have to math fact.
number paths to help students practice
Students will be solve equations. creating related math Teacher will ask
asked to circle the facts showing inverse students to
solution on their relationships between brainstorm different
boards. the facts. ways to find
solutions.
Teacher will write The teacher will have
and the number student think pair and Student will have
sentence and number share math facts. opportunities to share
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bond on the board and work

and ask the students independently to
what does the 6 stand practice in math work
for? books.
Students will be
called on to answer.
Teacher will ask

additional number
sentences for students
to answer.
Students will discuss

and demonstrate in
large and small group
subtraction sentences
and number bonds.
Formative Students will be Students will be Students will be Students will be Students at the end of
Assessments instructed to instructed to instructed to instructed to the Unit One will be
How are you going to demonstrate learned demonstrate learned demonstrate learned demonstrate learned assessed using
measure the learning concepts in small concepts in small concepts in small concepts in small PowerSchool
of your students group stations, group stations, group stations, group stations, assessments.
throughout the teacher based stations teacher based stations teacher based stations teacher based stations
lesson? and independent and independent and independent and independent
work time practice work time practice work time practice work time practice
sets in math work sets in math work sets in math work sets in math work
books. books. Students will books books
discuss the
connections between
the similarities and
differences of the
problems that they
solved.
Summative, Post- Students will be given an exit ticket that will provide the teacher with data to guide enrichment strategies that might be
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Assessment needed to ensure grade level appropriate learning. Students will be given a post assessment that is a modified version of
What post-assessment the pre-assessment for Unit One. Students will also at the end of the Unit One be assessed using PowerSchool
will measure the assessments. The assessment will include multiple choice questions and TEI questions.
learning progress?
Note: This can be the
same as the pre-
assessment or a
modified version of
it.
STEP Standard 4 - Unit and Lesson Planning Session B

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,
Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson Writing Three Digit All About Rounding Two- Let’s Round to the Unit Module 3
or Activity Number Names Identifying Digit Numbers Nearest Ten Assessment
Three Digit
Lesson 19 of Unit Numbers Lesson 21 of Unit Lesson 22 of Unit
Module 3 Lesson 20 of Module 3 Module 3
Unit Module 3
Standards and SOLs 2.1 (a) SOLs 2.1 (a) SOL 2.1 (d) SOL 2.1 (d) SOLs 2.1 (a)
Objectives The student will read, The student will The student will The student will round The student will read,
What do write and identify the read, write and round two digit two digit numbers to write and identify the
students need to place value of each identify the place numbers to the the nearest ten. place value of each
know and be digit in a three digit value of each nearest ten. digit in a three digit
able to do for numeral with and digit in a three numeral with and
each day of the without using models. digit numeral without using models.
unit? 2.1 (b) with and without 2.1 (b)
The student will using models. The student will
identify the number 2.1 (b) identify the number
that is 10 more, 10 The student will that is 10 more, 10
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less, 100 more, and identify the less, 100 more, and
100 less than the given number that is 10 100 less than the
number up to 999. more, 10 less, given number up to
100 more, and 999.
100 less than the 2.1 (d)
given number up The student will round
to 999. two digit numbers to
the nearest ten.
Academic The purpose for the The purpose for The purpose for the The purpose for the The purpose for the
Language and academic language is to the academic academic language is academic language is academic language is
Vocabulary have the students language is to to have the students to have the students to have the students
What academic identify and understand have the students identify and identify and identify and
language will the math words and identify and understand the math understand the math understand the math
meanings. The
you emphasize understand the words and meanings. words and meanings. words and meanings.
vocabulary was chosen
and teach each to develop an math words and The vocabulary was The vocabulary was The vocabulary was
day during this understanding of words meanings. The chosen to develop an chosen to develop an chosen to develop an
unit? and their meaning in the vocabulary was understanding of understanding of understanding of
context of the math text. chosen to words and their words and their words and their
develop an meaning in the meaning in the context meaning in the
Academic Language: understanding of context of the math of the math text. context of the math
words and their text. text.
Add meaning in the Academic Language:
Subtract context of the Academic Language: Academic Language:
Whole number math text. Rounding
Digit Add
Rounding Add
More than Subtract
Academic Add Subtract
Less than Whole number
Language: Subtract Rounding
Number sentence Digit
Whole number Whole number
Fewer More than
Add Digit Digit
More than Less than More than
Subtract
Less than Number sentence Less than
Whole number
Number sentence Fewer Number sentence
Digit
More than Fewer Fewer
Less than
27
Number sentence
Fewer
Summary of This activity will build This activity will This activity will This activity will build This activity will
Instruction and upon the prior build upon the build upon the prior upon the prior build upon the prior
Activities for knowledge of place prior knowledge knowledge of place knowledge of place knowledge of place
the Lesson value by teaching of place value by value by teaching value by teaching value by teaching
How will the students to write three- teaching students students to read, students to read, write students to read, write
instruction and digit numbers using to read, write write and and demonstrate and demonstrate
activities flow? number names. and demonstrate demonstrate understanding of understanding of
Consider how understanding of understanding of three-digit numbers three-digit numbers
the students will Students will be three-digit three-digit numbers using number names. using number names.
efficiently presented with a numbers using using number names.
transition from numbers chart on the number names. Students will rename The fluency activity
one to the next. white board that The bell ringer tens in the bell ringer reviews the place
consists of hundreds, Write 120, 130, activity prepares activity. value understanding
tens and one’s place 780 and 207 on students for the and rounding of two
value. Students are the board. Ask rounding Review the students digit numbers to the
presented a range of the students to incorporated in the know that the rules nearest ten.
numbers. Students will write about these lesson. Students will stand regardless of the
turn and talk to partner four numbers on rename in the bell size of the number
and think about each a sheet of paper. ringer tens. Example: involved.
of the numbers. Ask "Which of write 8 tens and say
Students will discuss these numbers is the number: 80. Students will use 1-
where each digit will largest? Which Students will 100 chart and
go on the chart. number is the continue to sequence transparent counters
Students will justify smallest?" the following 10 tens, students will count by
their reasoning. 30 tens, 63 tens, and tens to 100 and place a
Students will be 98 tens. transparent counter on
28
Students shown 50 on the each number stated as

will watch place value chart Student will watch a whole group aloud.
place chart and students will video on rounding:
video be asked to say https://www.youtube. Students will be told
•https://ww the number and com/watch?v=CMdc to find the number 28
w.youtube. then say the k80SHnw and count by tens and
com/watch number that is place counters to
?v=CRqV5 one more than 52 Teacher will discuss demonstrate
Ssx0f4 and display it on how to round a understanding.
the number number to the nearest
Students will be chart. ten by using the Students will be
instructed in small Students will be number line or 1-100 instructed to clear
group at the teacher given a place charts. Students will chart and find the 38
stations. Students will value disk to hear a discussion on on the number chart.
be asked how do count from 50 to how to round a Place the counter.
patterns in the place 59 and using a number that has a The students will be
value system help us complete five or more in the directed to find the
read, write and sentence to ones place. number that is closet
compare whole demonstrate on the number line and
numbers. Students will understanding. Teacher will let the place their counter.
be asked to identity, Students will be students know that Students will be asked
read and write the given series of the place of the digits to justify their
place values. numbers to use is important in answers.
the language of rounding and share
tens for the the following rules Class discussion on
various problems with the students which ten each
and repeat the about rounding to the number that is given
process. nearest ten: for the students to
1.) If the digit in the round to will transpire.
Students will be “ones” place is
instructed to between 0 and 4, Students will be given
model problems round down to the opportunities to
on the place nearest ten. demonstrate
29
value chart, fill 2.) If the digit in the understanding in

in the blanks and “ones” place is guided practice
circle all that between 5 and 9, activity in math
apply. round up to the workbook.
nearest ten.
Students will
have
opportunities to Tell the students that
demonstrate the rules stand
knowledge with regardless of the size
brain pop of the number
activities. involved.
https://jr.brainpop.
com/math/number Student will
sense/placevalue/ demonstrate their
understanding by
rounding numbers to
the nearest using 100
number chart and
number lines
following teachers
examples.
Students will
complete practice set
in math workbooks.
Differentiation Students will be Students will be Students will be Students will be Students will be given
What are the instructed in small instructed in instructed in small instructed in small instruction as a whole.
adaptations or group teacher station small group group teacher station group teacher station
modifications to based table on the teacher station based table on the based table on the Unit concepts will be
the instruction misconceptions based table on misconceptions misconceptions reviewed based upon
/activities as displayed during the displayed during displayed during the types of
determined by whole group misconceptions whole group whole group misconceptions
30
the student discussion. displayed during discussion. discussion. displayed on exit

factors or whole group tickets.
individual Students will be discussion. Students be given Students will have
learning needs? instructed to use ten more time and opportunities to share Additional time and
base blocks to make Students will be opportunities the use and discuss with use of manipulatives
the number from the instructed to use of modes to partner strategies to such as base ten
fewest to the largest. ten base blocks demonstrate the value round to the nearest blocks, 1-100 chart,
to make the of each digit in a two ten using the highlighter and
Students will use number from the to three digit number. manipulatives. transparent counters
models to demonstrate fewest to the will be given based
the value of each digit largest. Students will be Students be given upon individual
in a two to three digit given more time to more time and learning needs.
number. Students will use use number line and opportunities the use
Students will use color color coded 0-100 chart to round of modes to English language
coded place value place value chart numbers to the demonstrate the value learners (ELL): I will
chart to reference and to reference and nearest ten. of each digit in a two provide additional
compute numbers. compute to three digit number. wait time for student
numbers. Students will be to have time to think
Students be given shown a variety of Students will be given about answers and
more time and Students be patterns in the place more time to use give examples.
opportunities the use given more time value to help us find number line and 0-100
of modes to and opportunities 10 more or ten less chart to round • Early finishers
demonstrate the value the use of modes (100 more and 100 numbers to the nearest (those students who
of each digit in a two to demonstrate less) then a number. ten. finish early and may
to three digit number. the value of each need additional
digit in a two to Students be given Students be given resources/support): I
Students will be given three digit more time and more time and will have students
more time to use number. opportunities the use opportunities the use work with math
number line and 0-100 of modes to of modes to manipulatives, reflux
chart to round Students will be demonstrate the value demonstrate the value math on computer.
numbers to the nearest given more time of each digit in a two of each digit in a two
ten. to use number to three digit number. to three digit number.
• English language line and 0-100
31
learners (ELL): I will chart to round Students will be Students will be given
provide additional numbers to the given more time to more time to use
wait time for student nearest ten. use number line and number line and 0-100
to have time to think 0-100 chart to round chart to round
about answers and • English numbers to the numbers to the nearest
give examples. language nearest ten. ten.
learners (ELL): I
• Early finishers will provide • English language • English language
(those students who additional wait learners (ELL): I will learners (ELL): I will
finish early and may time for student provide additional wait provide additional wait
need additional to have time to time for student to have time for student to have
resources/support): I think about time to think about time to think about
answers and give answers and give
will have students answers and give
examples. examples.
work with math examples.
manipulatives, reflux • Early finishers • Early finishers (those • Early finishers (those
math and iready on (those students students who finish students who finish early
computer. who finish early early and may need and may need additional
and may need additional resources/support): I will
additional resources/support): I have students work with
resources/support) will have students work math manipulatives,
I will have with math reflux math and iready
students work manipulatives, reflux on computers.
with math math and iready on
manipulatives, computers.
reflux math and
iready on
computers.
Required Bell Ringer Sprint Unlabeled Value Bell Ringer sprint in Smart board Smart board
Materials, sheet in math fill chart in math math workbook. Math journals Pencil
Handouts, workbook. workbook. Math journals Crayons Computer
Text, Slides, Smart board Math journals Crayons Highlighters Hundreds chart
and Computers/laptops Smart board Highlighters Crayons Number line
Technology Place Value fill chart Laptops Crayons Math workbook Base ten blocks
in math workbook. Notecards with Math workbook Number line highlighters
32
Crayons the numerals 0-9 Number line 100 number chart Post assessment
highlighters written on them 100 number chart Base ten blocks
Pencil Crayons Base ten blocks Computers/laptops
Dry erase board highlighters Video on rounding: Transparent counters
Dry erase markers Pencil https://www.youtube. Two column counters
1 die Dry erase board com/watch?v=C (red/yellow)
Counters Dry erase computers/laptops Red and blue crayons
Base ten blocks markers
Cups and straws 1 die
Smart board Counters
Computer template chart
Place value video Base ten blocks
Cups and straws
Smart board
computer
Instructional Words spoken will be Words spoken Words spoken will be Words spoken will be Teacher will review
and clear and concise in will be clear and clear and concise in clear and concise in place value
Engagement order to ensure that concise in order order to ensure that order to ensure that understanding and
Strategies my words are spoken to ensure that my my words are spoken my words are spoken various strategies for
What strategies loud and clear. I will words are loud and clear. I will loud and clear. I will rounding two-digit
are you going to provide a quiet area spoken loud and provide a quiet area provide a quiet area numbers to the nearest
use with your for students that may clear. I will for students that may for students that may ten.
students to keep be overwhelmed or provide a quiet be overwhelmed or be overwhelmed or
them engaged easily stimulated by area for students easily stimulated by easily stimulated by
throughout the others. I will provide that may be others. I will provide others. I will provide
unit of study? the needed wait time overwhelmed or the needed wait time the needed wait time
for thinking and easily stimulated for thinking and for thinking and
answering questions. by others. I will answering questions. answering questions.
provide the
Students will have needed wait time Students will be Students will be
opportunities to use for thinking and shown how to use an encouraged to use
base ten blocks, cups answering array of models to manipulatives and
and straws and to questions. demonstrate the value demonstrate ways with
33
identify and of each digit in a two a partner ways to solve

demonstrate Students will to three digit number. and simply to the
knowledge. have Students will be nearest ten.
opportunities to given opportunities to
If students are having use base ten think and share.
difficulties identifying blocks, cups and
which place value is straws and to Students will have
being charted the identify and opportunities in small
students will be demonstrate group instruction to
instructed to circle, knowledge. use blocks to
highlight, or underline demonstrate two to
the number or the If students are three digit numbers.
numbers being written having
in each chart section. difficulties
identifying
which place
value is being
charted the
students will be
instructed to
circle, highlight,
or underline the
number or the
numbers being
written in each
chart section.
Formative Students will be Students will be Students will be Students will be Students at the end of
Assessments instructed to instructed to instructed to instructed to the Unit Three will be
How are you demonstrate learned demonstrate demonstrate learned demonstrate learned assessed using a post
going to concepts in small learned concepts concepts in small concepts in small assessment with
measure the group stations, teacher in small group group stations, group stations, teacher accommodations in
learning of your based stations and stations, teacher teacher based stations based stations and place for PowerSchool
34
students independent work time based stations and independent independent work time assessments.
throughout the practice sets in math and independent work time practice practice sets in math
lesson? work books. work time sets in math work work books.
practice sets in books.
Exit ticket of practice math work Students will complete
set in math workbook books. an exit ticket on page
will be reviewed to 240 of their math
determine the workbooks. Rounding
understanding of to the nearest ten using
concepts that were the number line model
presented and what of thinking.
planning and
modifications need to
be made for future
lessons that will
effectively meet the
needs of each
individual student.
Summative, Students will be given an exit ticket after each lesson that will provide data to guide enrichment strategies that might
Post- be needed to ensure grade level or developmental appropriate learning. Students will be given a post assessment that
Assessment is a modified version of the pre-assessment for Unit Three. Students will also at the end of the Unit Three be
What post- assessed using PowerSchool assessments. The assessment will include multiple choice questions and TEI questions.
assessment will
measure the
learning
progress? Note:
This can be the
same as the pre-
assessment or a
modified
version of it.
35
STEP Standard 5 - Implementation of Instructional Unit Session A

Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, 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.
Video Recording Link: RCarter STEP Standard 5 Video.url

https://mygcuedu6961-
my.sharepoint.com/:u:/g/personal/rcarter04_my_gcu_edu/EYbsKz8LWGFLokflJSDRE44BE-kj-
BlQuzBI8TD_mdGaVA?e=5xXFLn
https://www.youtube.com/watch?v=RfgSgsSyw3o&feature=youtu.be
Summary of Unit Implementation:
The objective of the unit was based upon the Standards of Learning that the student would recognize the
relationships between addition and subtraction in order to solve single step practical problem with whole
numbers up to twenty. The objectives were also for students to demonstrate the fluency of both
subtraction and addition within the sum of twenty. Each lesson was to scaffold upon prior learned content
knowledge.
On the first day of the unit lesson students did a bell ringer to start the lesson off. The students took turns
with a partner in rolling die and stated double facts and recorded it on a graph. During the focused
instruction students with dry erase boards would be given a statement and the students had to write a
number sentence and number bond based upon the information heard. Students continue to hear different
stories in which they would create and solve number sentences and number bonds. Students had
opportunities to work together to create other number sentences, number bonds and solve and share
solutions. Independently students were provided with two number sentences in which they solved the
© 2019. Grand Canyon University. All Rights Reserved. Page 35 of 57

36
problem. Students were brought together to review while reflecting on active processing of the experience
of the lesson.
Day two, three and four continue to reflect the curriculum and standards of learning. Opportunities for
instruction transpired to sequenced lessons that were built upon not only prior knowledge and or making
connections to future lessons. Opportunities in each lesson were also given to address the common
misconceptions that could occur with students applying content knowledge. For example if students
confused how to write or rewrite the missing parts of problems using addition and subtraction. Or if
student were not able to understanding how to problem solve, or misapply the procedure for regrouping
for adding and subtracting.
Strategies that were used to help foster learning goals included and were not limited to direct instruction.
Other strategies included large group discussion, partner sharing and learning stations. Developing the
key questions as to what the student may learn along with the possible misconceptions that the students
may face were other strategies used to foster learning goals.
Summary of Student Learning:
Students summary of learning for this lesson overall went well. Many of the students grasped the
content knowledge being taught and were able to demonstrate that knowledge. It is important
that I ensure that all the students are able to demonstrate that understanding and content
knowledge is being achieved. Having accommodations in place is essential for students need to
be aligned or matched between classroom instruction and standards. This I believe was done.
Two of students that have IEP’s for example instruction had to be modified in order to meet their
needs. The classwork needed to be modified in order to accommodate the needs of the student.
Another accommodation that transpired for students that struggled with content was more direct
instruction.

37
One student in particular did not understand the concept of creating a number bond to solve a
problem. For example, students were to create a number bond and math sentence to solve the
problem 70-6=’s. The student’s had to tell demonstrate their knowledge of creating the number
bond. This student was unable to put break 70 into a number bond to solve the problem. This
indicated that more direct instruction was needed to provide the student with opportunities to
demonstrate understanding once achieved. The student was then given direct instruction. Student
was also given an opportunity to work with a think and pair partner to build upon prior
knowledge and scaffold understanding.
Reflection of Video Recording:
The video is an excerpt of part of the unit lesson in which we were reviewing learned content
material. Students were asked questions in regards to the steps needed to solve the problem and
solutions. Students were reviewing number bonds and number sentences using the method that
Richmond Public schools curriculum has been developed and expected to implement. On
reflecting on the video in regards to my teaching performance I would state that there is room for
growth. Many of the students were engaged although I did not have the attention of the whole
class. Also reflecting on the video I find it important to scaffold material for all students to be
able to participate and engage. Other concerns would be placement of students. Having the
students come to the carpet gave students an opportunity to engage with one another. It is
important that I place myself in which all students can see content, engage easily and be free
from things that may be distracting during the course of the lesson. Other videos were taken
during this process. Other areas of growth that this video may not show but I am concerned with
are ensuring that all students are able to demonstrate the comprehension and content knowledge
when sequencing lessons. It is important to establish opportunities in more teacher table station

38
based instruction to assist student’s learning outcomes is another way to differentiate instruction
is another area that I would have modified more.
Overall students received instruction based upon curriculum requirements. Students were
involved in activities that allowed for engagement. Students were also placed in groups that were
modality mixed and tiered based. Classwork and assessments given were based upon curriculum
instruction and accommodations for students there were needed.
The major area of improvement that I would work on is placement of students during large
group. Engaging students at their desk during large group helps deter some behaviors and
distractions. I would like to find ways to keep students fully engaged when they come together as
whole on the carpet that keeps behaviors and distractions to a minimum. As well as finding
various activities that will fully engage and build upon content knowledge that can be
demonstrated by the students.
STEP Standard 5 - Implementation of Instructional Unit Session B

Video Recording Link: If you are turning your video in through OneDrive, just note it here.
https://mygcuedu6961-
my.sharepoint.com/:u:/g/personal/rcarter04_my_gcu_edu/EQnjEUublKBHhDjkfd45EuABq2qaI
PBc8AHKnxmc5Sb6wA?e=TYKtCO
https://youtu.be/D6-YGEtQAto
Summary of Unit Implementation:
The overall objective of the lessons in this unit was based upon the schools district
second grade math curriculum and the Virginia Standards of Learning that the student would
read write and identify the place value of each digit in a three digit numeral wit and without the
use of models. It was also based upon the Standards of Learning in which students would

39
identify the number that is ten more, ten less, one hundred more and one hundred less than a
given number up the 999. Lastly the objective was based upon the Standards of Learning where
students would round a two-digit number to the nearest ten. Each lesson was to scaffold upon
prior learned content knowledge. Each daily lesson was differentiated based upon the needs and
development of each student. The lessons that were executed had to be modified daily and
accommodations made to the lessons based upon the exit tickets and demonstration of
understanding of material. Modifications and accommodations transpired in time allotments to
the use of visual aids, the use of manipulatives and grouping of students based upon skill set and
understanding.
On days one and two the objective was to build upon prior knowledge of place value by
teaching students how to add and subtract ten to one hundred. Using place value, students
identified the number that was ten more, ten less, one hundred more, and one hundred less than a
number given up to 999. The goal was to unpack the standard by having a conversation about the
meaning of behavior, condition and criteria.
Days three and four consisted of given bell ringers that helped prepare students for
rounding in those lessons and in anticipation of the work the student round numbers to the
nearest ten and hundred on the number line or 0-100 number chart. Activities were based upon
embedded knowledge and skills. This activity also build upon the prior knowledge of place value
by which students read, wrote and demonstrated an understanding of three-digit numbers using
number names.

40
On day five students were assessed upon student’s knowledge and ability to demonstrate
learned knowledge. The activity also provided students with the opportunity to read, write and
demonstrate understanding of three-digit numbers using number names.
There were a variety of strategies used to help students and foster the goals of learning.
Students were given review of materials in whole group instruction. Students watched videos as
visual aids to curriculum instruction. Instruction was differentiated and time allotments were
based upon the needs and understanding of the students. Students were given manipulatives and
models to assist in seeing patterns of the place value number system, how to use the number line
and how to count apply the procedure for counting tens and ones. Students were grouped upon
common misconceptions and understanding of learning objectives. Based upon their
demonstration of content knowledge students were guided in small group instruction in teaching
stations. Students worked in pairs and individually to demonstrate patterns in the number value
system. Students were given opportunities to demonstrate understanding of the place value with
the use of models. Students were given number lines and 0-100 charts to round numbers to the
nearest tens. Students were given highlighters to assist with visual aids on tens. The exit tickets
were used to provide data to guide and determine what scaffolding suggestions would be used to
meet the needs of all the students. Students were instructed in a small group at the teacher table
based upon the types of misconceptions that were displayed on their exit tickets.
Summary of Student Learning
In order to ensure access to grade level appropriate learning enrichment activities and the
learning objectives were scaffold for students based upon their individual needs and skillset. The
overall perception of the student’s learning is individually based upon those needs, development
and skill set of each student as well as the IEP goals and objectives of each student did well.

41
Some learning material and objectives had to be reviewed and implemented daily in order for
students to demonstrate their understanding or address any common misconceptions any student
had in applying understanding.
Students were assessed based upon the bell ringer activities that were implemented to
have students demonstrate understanding of scaffold material. Exit tickets were also used to
provide additional data to guide what scaffolding questions need to be asked and what materials,
accommodations and modifications were needed to implement instruction while meeting the
needs of students. Based upon the observations of each measured used in formal and informal
assessments student were instructed in small group teacher table stations based upon
misconceptions displayed.
One student struggled daily with the ability to verbally demonstrate the value of each
digit in a two to three digit number. The use of models and manipulatives that were given aided
the student in demonstrating each value of each digit. Two other students demonstrated their
ability to how to read, write and compare whole number with using models. Based upon some of
the student’s responses plans were rethought on how to implement instruction. Small group
instruction and opportunity to display understanding with verbal and visual cues were needed in
addition to the use of a variety of models and manipulatives that were incorporated more in each
daily lesson as a result. There were two students whose developmental skill and IEP needs
allowed for the use of aids such as a calculator in order to add and subtract large numbers. This
was incorporated in lessons that called for the adding ten more or ten less and one hundred more
and one hundred less.

42
The response to the student was based upon the student and other’s needs, development
and skill set. The goal was to help that student and the students reach their learning goals and
objectives. It is important to modify or make accommodations to assist in that process. Providing
the student with various opportunities to demonstrate understanding and having a variety of
materials in which they can solve and find solutions was necessary in ensuring that
misconceptions were addressed appropriately. In doing so it provides an opportunity to improve
in their progress and scaffold instruction that would meet the needs and learning objective. It was
also imperative to provide opportunities for instruction transpired to sequenced lessons that were
built upon not only prior knowledge and or making connections to future lessons.
Reflection of Video Recording:
The video is an excerpt of part of the unit lesson in which the students were in small group
instruction. Students were instructed at a teacher table station based upon the various types of
misconceptions displayed on the bell ringer and previous exit tickets. In the video submitted
students were being instructed and guided on the place value understanding to identity the place
value of two to three digit numbers. Students had to show their understanding of the place value
concept by reading and writing the appropriate place value.
One area in which I would like to improve on is my ability to instruct in a small group
teaching station by which I ensuring that other small group or learning stations are collectively
learning and engaging appropriately. There are times where I am at a small group teacher station
and my focus is centered directly on those students. I still need to be able to access other centers
and ensure that learning is also meeting their needs and learning expectations. An area that I feel
that I do well but want to continue to build upon is finding various activities that will fully

43
engage and build upon content knowledge that can be demonstrated by the students. Using a
variety of resources is one way in which I can continue to provide activities.
STEP Standard 6 - Analysis of Student Learning Session A
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 7 10
Proficient
(80%-89%) 1 3
Partially
Proficient
0 3
(70%-79%)
Minimally 2
10
Proficient
(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 student
learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
Based upon the whole class analysis post-test data the interpretation is that there was overall growth and
learning of learning concepts for students. Test results showed an increase of understanding on all learning
level modalities including those students that scored highly proficient to minimal. For example six out of
the seven students that scored highly proficient with a test score in the low ninety’s still increased their
grade with three or more points. Students that scored minimally also increased their scores significantly.
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.
According to the Educational Testing Service (2003) assessments are an essential tool used to gage and

44
understand the effectiveness of a student’s learning. Based upon the whole class post-test data results the
strategies and action tools used to monitor students learning and progress an action plan was established
on how to conduct instruction based upon the pre-assessment data. Students were identified according to
their strengths and weakness. Instruction was scaffold and differentiated based upon the formal and
informal assessments of the students. Students worked in learning stations that helped developed
understanding on content knowledge. Instruction was devised based upon possible misconceptions that
students could face with content. Instruction was also devised based upon standard of learning and
materials, handouts and technology was used to support the student’s needs. Opportunities were also given
to the students to engage and demonstrate knowledge. Exit tickets transpired daily during the unit lessons
to provide additional data to gage and guide additional strategies that would help meet the appropriate
learning of students.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis.
Provide a brief rationale for your selection (1-3 sentences).
The subgroup that was chosen to analyze was focused upon students of the ELL population. The
reasoning for choosing the ELL population was to monitor the effectiveness of the teaching effectiveness
and the students learning.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Highly Proficient
(90%-100%) 4 5
Proficient
(80%-89%) 0 0
Partially
Proficient
0 2
(70%-79%)
Minimally
Proficient
3 0
(69% and below)
Post-Assessment Analysis: Subgroup

45
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.
Based upon pre and post assessment data that was analyzed it can be interpreted that students
learning was achieved and understanding was demonstrated according to the results. Students that
achieved high proficient scores on their pre-test increased score five or more points. Students that
received low minimally proficient scores all raised their scores to partially proficient to high
proficiency.
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.
Based upon the subgroup class post-test data instruction was given in both large and small
groups. Students had opportunities to demonstrate learned concepts in small group stations and
independent work practice set with in their workbooks that were checked for understanding daily.
Students were given opportunities to discuss similarities and differences of concepts such as ways
to solve the problem in large group, peer partnering and at teacher stations. Instructional
strategies included and were not limited to reviewing daily counting on to solve, presenting math
with familiar objects for students to make connections and modeling how to subtract using
number sentences and creating number bonds. Additional wait time was also provided for ELL
students to thinks and answer questions.
Two students did not master the objectives. These students in the future will have preferential
seating and visual aids to assist with making the connection to learning concept. Student will also
be provided with quieter areas to assist with limiting the amount of stimulation that may come
from others. Small groups will consist of diverse learners that can model strategies for solving
problems. Additional wait time will be provided to assist with misconceptions of material.
Instruction will be clear and concise to limit the errors and misconceptions of the learning
objectives as well as objectives to obtaining answers.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test

46
Highly Proficient
(90%-100%) 3 5
Proficient
(80%-89%) 1 3
Partially
Proficient
0 1
(70%-79%)
Minimally
Proficient
7 2
(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 findings from your analysis.
Based upon the data of the subgroup and the remainder of the class students in the high proficiency group
each did well and increased scores three or more points to demonstrate mastery of learning concepts. In
comparing the subgroup that had no students that were proficient pre-test to post test the remainder of the
class classified and made growth on this scale. There were no ELL students that fell within the proficiency
level pre or post assessment. There were also no students in any group that were partially proficient from
the pre-test however there was growth for each sub and remainder class members. There was a large
amount of students that fell at minimally proficiency in comparison to the only one student within the
subgroups.
Findings within the data show growth in all categories based upon pre and post assessments. This is
largely due with the instruction being differentiated. Modifications and adaptations in the instruction and
activities were done daily. Students were instructed in small teacher based stations to assist students with
misconceptions displayed during large group, peer partnering or small group activities and learning
stations. Lessons were based upon prior knowledge and foundational skills to assist students with
mastering concepts. For example, students had to demonstrate the foundational skills of mastery of sums
to the differences of twenty. Then students were provided with an opportunity to develop understanding of
using the relationship between subtraction and addition single solving step problems. Lastly, visual aids,
additional wait time and quiet work areas were also provided as strategies to effectively instruct lessons.
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.

47
Based upon the analysis of the students learning the next step for instruction would include and not be
limited providing opportunities for students to demonstrate learned concepts in small group, learning
stations and during independent work to practice and discuss connections of material. Another step for
instruction is to build upon the learned concepts to differentiate and scaffold concepts. Concepts will be
reviewed to ensure understanding while students will engage with others by manipulating materials and
discussing the relationships between the related concepts. Bell ringers activities will be done daily to help
student prepare to learn new concept, make connections and reinforce learned concepts that are aligned
and scaffold. Exit tickets will lastly be used during instruction to provide data to guide and help determine
which scaffolding suggestions are needed to meet the needs of the students.
STEP Standard 6 - Analysis of Student Learning Session B
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.
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 2
Proficient
(80%-89%) 1 5
Partially
Proficient
2 3
(70%-79%)
Minimally
Proficient
9 2
(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 student
conclusion.
The interpretation of the analysis of the post-test data based upon the class as a whole is that there
was growth and learning of concepts overall. The post test results show an increase of

48
understanding for students on all learning level modalities. Evidence of growth according to the
proficiency scores of all students that there was an increase from minimally to significantly
proficient. The data for example indicates that seven out of nine students that previously scored
minimally proficient of 69% or below increased their score to partially proficient of 70%-79% or
better.
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 effectiveness of the instruction and assessment and effect on student learning is based upon
the data of the whole class post test results. According to the Educational Testing Service (2003)
assessments are a tool that is essential in gaging and understanding the effectiveness of a
student’s learning. The students growth overall as a whole class is indicated in the post-test
results. The evidence of the effectiveness of instruction and assessment and effect on student
learning is shown in the increase of growth reflected on the data. The effectiveness of that growth
is based upon the strategies and action tools were developed and used based upon pre-assessment
data. The strategies, modifications, and accommodations consisted of and not limited to tools
used in accordance to their IEP goals and objectives along with their strengths and weakness
identified by the pre-assessment data. Instruction therefore was scaffold and differentiated based
upon the students IEP goals, developmental skill sets and information obtained through formal
and informal instruction. Strategies and actions tools were also implemented in order to monitor
students learning while modifying instruction and incorporate accommodations based upon
development and skill level according to IEP goals needs and objectives. It was also used to
monitor the student progress. Students were taught in both whole and small teacher table based

49
instruction. Instruction was devised upon the student’s developmental skill set and possible
misconceptions that the students faced with the content. Instruction was also devised upon the
states Standard of Learning, IEP goals and objective, learning material, manipulatives,
accommodations, handouts and use of technology that was incorporated to support the student’s
needs. Learning stations were devised to help with understanding of content knowledge.
Opportunities were provided for the student engagement and demonstration of knowledge. Exit
ticket were also used daily throughout the lesson unit to provided additional data to gage and
guide strategies, scaffold material and provided effective feedback to help meet the appropriate
learning of students. The effectiveness of the instruction and assessment is one of growth and had
appropriate effect on student learning based upon the post-test results and tools used to implement
instruction.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1, select one subgroup population to focus on for this
analysis. Provide a brief rationale for your selection (1-3 sentences).
In using the information that is obtained in Standard One the one subgroup population that will be
the focus of analysis is the ELL population. This population was chosen due to the fact that all the
students in the academic factors are of the same gender and have an IEP. Another reason for
choosing the ELL population was to monitor the effectiveness of the teaching effectiveness and
the students learning.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test

50
Highly Proficient
(90%-100%) 0 1
Proficient
(80%-89%) 1 0
Partially
Proficient
0 1
(70%-79%)
Minimally
Proficient
1 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
conclusion.
It can be interpreted that based upon the pre-assessment and post-assessment test that the students
learning were achieved and according to the student’s assessments results demonstration of
understanding also achieved. The students in the subgroup increased their scores significantly.
One student for example had a pre-assessment score of proficient of 80%-89% to high
proficiency of 90%-100%. The other student that received low minimally proficient raised scores
to partially proficient.
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 subgroup based upon the class post-test data instruction was effective in regards to
instruction and effect on student learning. Based upon the pre-assessment test data instruction that
increased scores was given in both large and small teacher table based instruction groups. The

51
students’ instruction was delivered in accordance to the strategies developed and scaffold based
upon the needs of each student. Both students were given additional wait time to think and answer
questions to demonstrate knowledge or misconceptions of learning material. Students were given
opportunities to discuss the similarities and the differences of the concepts to solve problems in
small and large learning groups, peer partnering and teaching stations. Students were provided
educational aids such as visuals and manipulatives and modeling was provided for students to
help understand material based upon their needs and objectives that aligned with the states
Standard of Learning and IEP goals and objectives. Other teaching strategies that were proven to
be effective were providing quieter areas to assist with limiting the amount of stimulation that
may come from others, preferential seating in order to assist with making the connections of
learning concepts. Each student increased their scores significantly from their pre-assessment
result to post-assessment results with the aid of strategies, accommodations, modifications that
were used during instruction that enabled students to demonstrate knowledge and previous
misconceptions of learning concepts.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 1
Proficient
(80%-89%) 0 5
Partially
Proficient
2 2
(70%-79%)
Minimally
Proficient 8 2
(69% and below)

52
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 findings from your analysis.
In analyzing the data of the subgroup as compared to the remainder of the class each group did
well overall. Based upon the data of the subgroup and the remainder of the class each increased
scores and many showed understanding and mastery of learning concepts. There were many
student that fell well below the minimally proficiency in comparison of the subgroup in which
only one student fell in the subgroup fell below. Only one student in the subgroup fell in the
proficient level of 80%-89% in the pre-assessment and increasing to a high proficiency in
comparison to the remainder of the class. The data findings show growth in all categories based
upon the pre-assessment and post-assessment scores. This is due largely in part to the instruction
being differentiated and scaffold learning concepts. The modifications and accommodations that
were in place to meet the needs of the student and were aligned with the states Standards of
Learning and IEP goals and objectives were effective for the instruction that transpired based
upon the analysis findings for both the sub group and remainder of the class. All lessons were
based upon prior knowledge, developmental and foundational skills, opportunities for small group
instruction, individualized instruction, and teacher based instruction. Opportunities for
engagement with peers in learning stations were done daily in order to effectively deliver
instruction based upon the needs of the sub group and remainder of the class.
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.
The next step for instruction based upon the analysis of student learning would include and not be

53
limited to continually align the Standards of Learning with the objectives and goals of the
student’s IEP, development and skill sets. Opportunities for instruction would be given in large,
small and teacher table based instruction. Students would also be given opportunities to
demonstrate understanding of knowledge and learned concepts in small group, learning stations,
class discussions, peer grouping and independent work time. Another step for instruction would
include instruction that would build upon the learned concepts to differentiate and scaffold
concepts for students based upon their needs and learning objective. Daily bell ringers and exit
tickets would be provided to help students prepare to learn a new concept, make connections and
reinforce learned concepts to help guide and determine how to meet the needs of the students and
the learning objective.
STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress Session A
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.
Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Create more level lesson learning I will create a learning intention with the
goals for students with a balanced set core mathematical concept that students will
of success criteria according the core have an understanding at the end of the math
mathematical standards of learning. lesson. I will create learning lessons goals
that are both procedural and higher level
learning. I will use research, observation of
veteran teachers and use criteria according to

54
standards of learning to create I can

statements. Statements provided will consist
of and not be limited to I can solve; I can
identify; I can model to provide and create a
balance learning goals. Evidence will consist
of student’s work product, veteran teacher
and principal observations and comments
and self-reflection.
2. Provide adequate and appropriate I will provide student(s) with formative

responsive action based on evidence feedback. I will provide further instruction to
collected that will engage students in students when evidence collected shows gaps
more critical thinking and problem in what they know and learning goal. I will
solving in mathematics to help provide feedback on misconceptions of
students learn a new math concept. concepts while engaging students in rigorous
learning activities. I will attend and
implement Rigor and Relevance training,
researching and research various methods
that will engage students in critical and
problem solving skills in math. Evidence
collected will consist of self-reflection and
student’s work, observation of responses and
responses to exit tickets.
3. Will use formative assessments that I will measure the various strengths of
consist of pre and post assessments to success and weakness to create and modify
study the students learning to embed lessons that meet the need of the students. I
more effectively practices of will meet with team members and reflect on
assessments in instruction daily in students’ assessment data and I will research

55
order meet the needs of the student various techniques to assist effectively
embedding practices of assessment into daily
instruction. Evidence collected will include
observation of students, the student work and
student and teacher self-reflection of lessons.
Other indicators of success will include and
not be limited to classroom the student work
sample product, analysis of the students’
assessment data, engagement of students
observed and self-reflection.
STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress Session B
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.
Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Create more developmental and level I will create a learning intention with the
lesson learning goals for students with core mathematical concept in order for the
a balanced set of success criteria students to connect prior knowledge or
according the core mathematical connect to future. I will build lessons based
standards of learning. upon prior knowledge for an understanding
at the end of the math lesson. I will create
learning lessons goals that are both
procedural and higher level learning. I will
provide learning activities based upon
developmental and level learning goals.
I will use research, observation of veteran

56
teachers and use criteria according to

standards of learning to create I can
statements. Statements provided will consist
of and not be limited to I can solve; I can
identify; I can model to provide and create a
balance learning goals. Evidence will consist
of student’s work product, veteran teacher
and principal observations and comments
and self-reflection.
2. Maximize student engagement in I will provide lessons that are engaging.

mathematics by providing more Lessons will be created to keep students
adequate and appropriate lessons that interested and focused on the content
allow for responsive feedback based student(s) with formative feedback. I will
on evidence collected. Lessons that provide further instruction to students when
will engage students in more critical evidence collected shows gaps in what they
thinking and problem solving in know and learning goal and provides
mathematics to help students learn a opportunities for student engagement in the
new math concept. process. Feedback will be provided on
misconceptions of concepts while engaging
students in various rigorous learning
activities. I will attend and implement Rigor
and Relevance training, researching and
research various methods that will engage
students in critical and problem solving skills
in math. Evidence collected will consist of
self-reflection and student’s work,
observation of responses and responses to
exit tickets.

57
3. Provide formative assessments that I will develop key questions that will be
consist of pre and post assessments to asked during the day’s instruction to measure
study the students learning to embed the various strengths of success and
more effectively practices of weakness to create and modify lessons that
assessments in instruction daily in meet the need of the students. I will prepare
order meet the needs of the student for what are common misconceptions might
be addressed as a guide during formative
assessments. I will read through the
curriculum framework and common
assessments for the objective(s) that will be
covered to see how students will be assessed.
I will provide an exit ticket to be used to
scaffold instruction and determine how do
they align with the unit common assessment?
I will I will meet with team members and
reflect on students’ assessment data and I
will research various techniques to assist
effectively embedding practices of
assessment into daily instruction. Evidence
collected will include observation of
students, the student work and student and
teacher self-reflection of lessons. Other
indicators of success will include and not be
limited to classroom the student work sample
product, analysis of the students’ assessment
data, engagement of students observed and
self-reflection.

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1

Student Teaching Evaluation of Performance (STEP)

Grand Canyon University

Student Teaching Evaluation of Performance (STEP)

Student Teaching Evaluation of Performance (STEP) Template ..............................1

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

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

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

National or State Academic Content Standards

Virginia State Learning Standards Second Grade Mathematics:

2.6b TSW determine sums and differences, using various methods.

STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal –

National or State Academic Content Standards

Virginia State Learning Standards Second Grade Mathematics:

2.1d TSW round two digit numbers to the nearest ten

will be able to round two digit numbers to the nearest ten.

STEP Standard 3 - Assessment and Data Literacy Session A

Highly Proficient (90%-100%) 6

Pre-Assessment Analysis: Whole Class

academic content standards, the learning goal, or measurable objectives?

standards to ensure learning of all students.

delivery, and assessment of your unit.

STEP Standard 3 - Assessment and Data Literacy Session B

Write the correct digit in each blank. (2pts)

Draw the base ten blocks to represent each number (2pts)

hundreds tens ones

Round to the nearest ten (2pts)

of attended goals at 59-0%.

Highly Proficient (90%-100%) 0

Pre-Assessment Analysis: Whole Class

STEP Standard 4 - Unit and Lesson Planning Session A

Day 1 Day 2 Day 3 Day 4 Day 5

Addition Addition Addition Addition Addition

singe step problems. unknown part. discuss math facts

• Early finishers • Early finishers • Early finishers • Early finishers

Dry erase markers Counters Computer

bond on the board and work

Teacher will ask

Students will discuss

STEP Standard 4 - Unit and Lesson Planning Session B

Day 1 Day 2 Day 3 Day 4 Day 5

Students shown 50 on the each number stated as

value chart, fill 2.) If the digit in the understanding in

the student discussion. displayed during discussion. discussion. displayed on exit

identify and of each digit in a two a partner ways to solve

STEP Standard 5 - Implementation of Instructional Unit Session A

Video Recording Link: RCarter STEP Standard 5 Video.url

Summary of Unit Implementation:

© 2019. Grand Canyon University. All Rights Reserved. Page 35 of 57

for adding and subtracting.

may face were other strategies used to foster learning goals.

Summary of Student Learning:

© 2019. Grand Canyon University. All Rights Reserved. Page 36 of 57

knowledge and scaffold understanding.

Reflection of Video Recording:

© 2019. Grand Canyon University. All Rights Reserved. Page 37 of 57

is another area that I would have modified more.

instruction and accommodations for students there were needed.

demonstrated by the students.

STEP Standard 5 - Implementation of Instructional Unit Session B

Summary of Unit Implementation:

© 2019. Grand Canyon University. All Rights Reserved. Page 38 of 57

understanding of material. Modifications and accommodations transpired in time allotments to