STEP Standard 6 – Analysis of Student Learning

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Student Teaching Evaluation of Performance (STEP) Template

STEP Standard 1 - Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 - Writing Standards-Based Measurable Objectives and the Learning Goal 4 STEP Standard 3 - Assessment and Data Literacy 5 STEP Standard 4 - Unit and Lesson Planning 7 STEP Standard 5 - Implementation of Instructional Unit 12 STEP Standard 6 - Analysis of Student Learning 13 STEP Standard 7 - Reflecting on Instruction to Improve Student Progress 15

STEP Standard 3- Assessment and Data Literacy

Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.

Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.

Pre-Assessment- Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

Letter Identification and Sounds Assessment

The literacy resources were created to assess students for letter recognition and letter sound assessments. The first assessment would be giving to students at the beginning of the school year and then a post assessment would be giving at the end of the school years.

Follow teacher’s instructions.

I can read:

Pat has a bat.

Mary has three flowers.

$C:\Users\LENOVO\Downloads\download.jpg$

He has a white horse

I can read and draw:

He is happy.

I have a red hat

I love my mother.

Look at the rat.

Match the picture with correct sentence

John has a yellow ball

This is a cow

Assessment Administration Guidelines:

Used the assessment page that is provided for Letter Recognition and Letter Sounds and place another piece of paper to over most pages, so students can only see one line at a time. Administration Directions are provided for each skill.

Assessment #1: Beginning of the School Year Administration
Alphabet Knowledge	Pre-Developing	Developing	Proficient
Alphabet Recognition: Uppercase Letters:	0 correct	1-13 correct	14-26 correct
Alphabet Recognition: Lowercase Letters:	0 correct	1-13 correct	14-28 correct
Letter Sound Identification	0 correct	1-13 correct	14-26 correct

Student Page for Skill 1: Letter Identification: Uppercase Letters

A H S V R P U T N E B M L G J X F Z W I Q K Y O

Student Page for Skill 2: Letter Identification: Lowercase Letters

o n d y h r p l e m t k j f g z w i xq c v a s u b a g

Student Page for Skill 3: Letter Sound Identification

e	l	s	r	u
p	d	o	v	b
j	n	t	c	x
z	w	k	g	q
m	a	f	i	h
y

Student Name: _____________________________ Date of Assessment: ______

Alphabet Knowledge Assessment

Results

Alphabet Recognition – Uppercase Letters

Teacher Administration Directions: Point to the letter and say, “What letter is this?” Teacher circles the letters below that are incorrect and records the correct number in the column.

C A H S V R P U T N E

B M L G J X F Z W I Q

K Y O D

__15__ /26

Alphabet Recognition – Lowercase Letters

Teacher Administration Directions: Point to the letter and say, “What letter is this?” Teacher circles the letters below that are incorrect and records correct number in the column.

o n d y h r p l e m t k j f

g z w i x q c v a s u b a g

__15__ /28

Letter Sound Identification

Teacher Administration Directions: Point to the letter and say, “What sound does this letter make?” Teacher circles the letters below that are incorrect and records score in the column.

*Students are expected to provide the short vowel sounds and the hard sounds of c & g. If students reply with additional sounds of vowels/consonants, note the sound they gave and ask them if they know the other sound the letter makes.

e l s r u p d o v b j n t c x z w k g q m a f i h y

__10__ /26

Optional Teacher Recording:

Teachers may choose to record all three skills on the document below, indicating a + or check if students respond correctly, and recording the incorrect letter or sound response.

	Uppercase Letter Name	Lowercase Letter Name	Letter Sound
Aa		a	a
Bb
Cc
Dd		d d
Ee		E e
Ff		F f
Gg		g g
Hh		H h
Ii		I i
Jj		J j
Kk		K k
Ll		L l
Mm		M m
Nn		N n
Oo		o o
Pp		P p
Qq		Q q
Rr		R r
Ss		S s
Tt		T t
Uu		U u
Vv		V v
Ww		W w
Xx		X x
Yy		Y y
Zz		z z

Pre-Assessment Data: Whole Class- Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessmentdata to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction. *Pre-Test:* Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De Delete” or Insert.”" "
	Number of Students
Highly Proficient (90%-100%)	5
Proficient (80%-89%)	5
Partially Proficient (70%-79%)	5
Minimally Proficient (69% and below)	3
Pre-Assessment Analysis: Whole Class
18

Post-Assessment–Copy and pastethe 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 studentsare Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

Letter and Sound Recognition Assessment FREEBIE! | Kindergarten letters, Kindergarten readiness, Kindergarten assessment

STEP Standard 4- Unit and Lesson Planning

During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.

Grade Level: K5

Unit/Subject: Literacy: Print Concepts

	Day 1	Day 2	Day 3	Day 4	Day 5
National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented.	Kindergarten: CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right, top to bottom, and page by page	CCSS.ELA-Literacy.RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters.	CCSS.Literacy.RF.K1.C Understand that words are separated by spaces in print.	Kindergarten: CCSS.Literacy.RF.K.1.D Recognize and name all upper and lowercase letters of the alphabet	CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.	Reading text left to right and top to bottom.	Recognizing spoken words are represented in written language in sequences of letters.	Understanding words are separated by spaces in print.	Recognizing that names are all upper and lowercase letters of the alphabet	With prompting and support, ask and answer questions about key details in a text.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.	Children should pronounce different letters and letter sounds.	Words associated with certain English language arts topic (e.g., A,B, C)	By describing about how they commemorate their anniversaries, students will be required to identify action verbs.	By describing about how they spend their birthdays, students will be required to indentify and give examples of action verbs.	Read and pronounce all vowels and write their symbols in class.
Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit.	Big Book Jim Hartman Learning Video Level Reader Books	Jim Hartman Learning Videos Activity Worksheet	Big Book Level Reader Books	Jim Hartman Learning Video Flashcards Alphabet worksheet	Big Book Paper, crayons Video about the story
Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking	Who were the characters in the text, what were their emotions, where did the events take place, and how they felt about the story.	What is the rules when writing different letters?	What would you use to write different names of people and objects?	Are you able to recognize different images and letters?	What are the steps to make a peanut butter and jelly sandwich.
Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?	Use of an analogy to activate prior knowledge	Searching as Strategic Exploration	Comparing the Researching Process to Putting Together a Puzzle	Make a puzzle image on the on the board	Ask students, "How do you start a puzzle?" when class begins.
Presentation of Content
Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners.	Implement texts and images to display different letter(uppercase and lower case )	Implement Canvas. This will aid in presenting slides and notes.	Provide multiple means of action and expression	Provide recognition network.	Providing materials that will interest the students.
Multiple Means of Representation Differentiation
Application of Content
Multiple Means of Engagement How will students explore, practice, and apply the content?	Students will make multiple plants (a garden) out of plant parts that would otherwise be discarded.	Students will make an all-natural bird feeder that will be hung near the school to feed birds throughout the year.	Integrate videos, into lecture offerings. Make learning spaces that are fun and comfortable for students. Implement different learning centers for students to explore different things that pertain to ELA.	Make learning spaces that are both fun and exciting that will motivate students to learn.	Accept tasks in any medium (oral, written, or graphic).
Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities Early finishers (those who finish early and may need additional sources/support)	English Language Learners (ELL) I will incorporate different tools into the class.	Students with special needs will incorporate technology and special units to handle different academic problems.	Students with gifted abilities: Allow gifted students to help ELLs
Assessment of Content
Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction.	Students will try to recognize familiar objects in and around the classroom using their senses.	Students will be required to work as a class, with pairs, and on their own.	For students who may want additional support, this course includes changes and ongoing suggestions.	Students will write, draw, listen, perform, and speak during this class.	The class includes both individual and group activities.
Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities Early finishers (those who finish early and may need additional resources/support)	Students with special needs will work on various simple means of expression differentiation using simple images.	Students with gifted abilities will allow the disabled practice on various pronunciation Students with disabilities: By differentiating ELA.	Allow ELLs to draw their answers (i.e. matching emotions OR opposite emotions)	Students with gifted abilities: Allow gifted students to help ELLs and/or special needs if they wish. If not, they should create a scene that illustrates one or more emotion	Early finishers (children who complete their studies early and may require extra resources or support): Encourage early finishers to create a tale or scene that incorporates three or more emotions.
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

STEP Standard 5- Implementation of Instructional Unit

You will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://youtu.be/vSHxXm6ocBA

Summary of Unit Implementation: The summary of unit for Wonders is a comprehensive Prek-6 Literacy Curriculum for all learners and is designed to meet the challenges of today’s classroom and reach all learners. The Wonders Reading Program includes 10 units, and a variety of materials that will allow teachers to differentiate instruction, guide whole group, small group learning and writing.

Summary of Student Learning: Summary of student learning demonstrates students being able to understand the concept of text print that consists of the different parts of the book, reading left to right, and top to bottom, and being able to identify the different punctuation at the end of each sentence. Students are able to engage and discuss that the text was about as well as answer question that the teacher may ask about the story. This strategy is building their comprehension and understanding of the story or text. Students are also learning and recognizing upper and lowercase letters and letter sounds. The foundational skills are students learning, recognizing sight words and building their own word bank

Reflection of Video Recording: The reflection of my video recording has allowed me to evaluate my student teaching skills and areas that I may need to continue to work on. It has also taught me to not be afraid and come out of my comfort zone. It also gives me confidence that I’m about to teach young minds to become great students. I’ve learned how it is very necessary to have a lesson plan before teaching in order to make sure I stay on task and not become all over the place with any type of direction as well my students becoming confused on what is taught and what they have to learn.