Student Teaching Evaluation of Performance (STEP)

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

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

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

A. Geographic Location
Riviera Christian School, or RCS as it is referred to by faculty, staff, and attending students and
families, is located in West Hill Community Church is West Salem, Oregon.

B. District Demographics
Although RCS is not directly apart of the Salem-Keizer School District, it is located within the
geographic boundaries that make up this district. The Salem- Keizer School District covers quite
the distance and includes both low income housing and the historical mansions of the capitol city
of Salem. Riviera itself has attenders from all over the Salem-Keizer area.

C. School Demographics
Riviera Christian School is, as it’s name implies, a Christian Private School. However, the
demographics include families that come from a variety of religious, and non-religious,
backgrounds and affiliations. RCS prides itself on having small classes which is a rarity in the
city’s over-crowded Salem-Kezier District. Riviera offers certified classrooms for ages PreK
through 5th grade with a state certified childcare as well.

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
The students within my classroom are four and five years old. There are two separate classes of
17 students in each, and one child that attends both classes making the total of attenders on a
given day 18 and 36 represented on the roster. In the Tuesday/Thursday class there are 7 boys
and 11 girls. In the Monday/Wednesday/Friday Class there are 11 boys and 7 girls. As the school
is a private institution where families have to pay to attend or be on a very competitive
scholarship waiting list, the students are representative of more middle-class and high-class
families. However, we do have a few foster-adopt students who come from harsh, traumatic
backgrounds and homes.

B. Environmental Factors
The environment is developmentally appropriate for the children who attend. The room features
a dramatic play area, a reader’s nook, a sensory table, building areas, two interactive table spaces
for manipulatives and small group activities, and a group time area. Student’s parents are quite
involved in the classes and over the course of the week and a half I’ve been working in the
classroom, there has been one or two parents volunteering most of the days. The classroom is full
of age appropriate activities and learning games and students have access to take home resources
from worksheets to manipulatives to work on specific skills with their families. As of now, there
isn’t access to technology. However, that will be changing over the course of the next few weeks
as my cooperating teacher will be installing a 27 inch flat screen with hook up capabilities to use
technological resources within the classroom.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 0 0 0 2 3 7
Girls 0 0 0 4 1 4
Instructional Accommodations NA NA NA NA Speech Behavior
and Modifications Therapy and
Cognitive

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 (Describe any instructional Help with
accommodations and modifications partnering
regularly used to meet the needs of peers and
students in each subgroup.) teachers.

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.

Over the course of my observation, I have seen how the above academic factors have great
affect on planning, delivery, and assessment of the planned material. It is something I have taken
into consideration in preparing for my lesson plans. Behavioral issues and cognitive delays are
the main factors which need accommodations and modifications. However, differentiation can be
difficult as there are a few advanced and gifted students who get bored easily if things aren’t also
modified for their more advanced needs as well.

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

Unit Topic: I will be preparing the Early Spring Unit.

Unit Title: Early Spring Unit

National or State Academic Content Standards

http://www.oregon.gov/ode/students-and-
family/FullDayK/Documents/ODE_EarlyLearningStandards_final.pdf

Language & Communication: Goal 2: Child shows understanding of word categories and
relationships among words. P-LC7

Print & Alphabet Knowledge: Goal 1: Child demonstrates an understanding of how print
is used (functions of print) and the rules that govern how print works (conventions of
print). P-Lit2

Print & Alphabet Knowledge: Goal 2: Child identifies letters of the alphabet and
produces correct sounds associated with letters. P-Lit3

Comprehension & Text Structure: Goal 1: Child demonstrates an understanding of

narrative structure through storytelling/re-telling. P-Lit4

Comprehension & Text Structure: Goal 2: Child asks and answers questions about a
book that was read aloud. P-Lit5

Writing: Goal 1: Child writes for a variety of purposes using increasingly sophisticated
marks. P-Lit6

Counting & Cardinality: Goal 1: Child knows number names and the count sequence. P-
Math1

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 Counting & Cardinality: Goal 2: Child recognizes the number of objects in a small set. P-
Math2

Counting & Cardinality: Goal 3: Child understands the relationship between numbers
and quantities. P-Math3

Counting & Cardinality: Goal 5: Child associates a quantity with written numerals and
begins to write numbers. P-Math5

Learning Goal
The Early Spring Unit covers letters V, W, Y, & P. This unit also focuses on recognition and
counting of number 1-20. Literacy and numeric studies will be done via themes including a focus
on: Dr. Seuss, St. Patrick’s Day, and Easter/Spring Time. In this Unit, we also will be doing
appropriate writings, book readings, dramatic play, and scientific explorations relating to our
literacy and numeric focuses. Finally, this unit also includes planning and facilitating the
brainstorming and group creation of a classroom School Auction Art Piece and Auction Item up
for bid.

Measurable Objectives
1. Students will recognize letters V, W, Y, P.
2. Students will be able to hear a differentiate between words that start with V, W, Y, P.
3. Students will recognize use of V, W, Y, P (by both spoken and written word) their names
and in everyday words and conversation.
4. Students will be able to count 1-10
5. Students will be able to write crude representations of upper and lowercase letters V, W,
Y, P.
6. Students will understand the relationship between number and quantities.
7. Students will understand the correlation between the number’s name and the number’s
symbol.
8. Students will count objects, saying the number names, and will ultimately pair each
amount of objects with correct number.
9. Students will be able to count 20 items in a row.

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STEP Standard 3 - Assessment and Data Literacy
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.
For a Pre-Assessment, we completed 3 small group verbal assessments over the course of a few
days where we used small group games to assess each student’s prior knowledge of letters V, W,
Y, P and numbers 1-20.

Scoring Criteria: If students could recognize letters V, W, Y, P and numbers 1-20 each time we
determined they Exceed. If students could recognize letters V, W, Y, P and numbers 1-20, 2 out
of the 3 times we determined they Meet. If students could recognize some of letters V, W, Y, P
and numbers 1-20 out of the three times we determined they Approach. If students couldn’t
recognize letters V, W, Y, P and numbers 1-20 any out of the 3 times we determined they Fall
Below.

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

Exceeds 5

Meets 4

Approaches 16

Falls Far Below 11

Pre-Assessment Analysis: Whole Class

Based on the above data recorded from the verbal pre-assessment, I do not think any of my previously
stated objective or state standards need to be modified for my unit of study.
Based on the results found by doing our pre-assessment, it is show that most of the students are in the
“approaches” category in relation to recognize letters V, W, Y, P and numbers 1-20. This means
that this topic is prevalent to what most of that students need to learn. The difficulty that comes
with this, is that 9 out of the 35 students that will participate in this unit, either exceed or meet
the expectation of recognizing letters V, W, Y, P and numbers 1-20. This could cause for these
students to get board and disengage from the activities and learning that will take place during

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 this unit. On the other hand, 11 of the 35 students fall below the standard that is set for this unit,
and this also may cause difficulty if they don’t feel engaged. Ultimately, this means that in
planning and implementing the lesson plans for this unit, I will need to effectively differentiate
to meet all learning levels of the students present in the classroom during this unit.

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.
For a Post-Assessment, we will complete 3 small group verbal assessments over the course of a
few days where we use small group games to assess each student’s current knowledge of letters
V, W, Y, P and numbers 1-20.

Scoring Criteria: If students can recognize letters V, W, Y, P and numbers 1-20 each time we will
determine they Exceed. If students can recognize letters V, W, Y, P and numbers 1-20, 2 out of
the 3 times we will determine they Meet. If students can recognize some of letters V, W, Y, P and
numbers 1-20 out of the three times we will determine they Approach. If students can’t recognize
letters V, W, Y, P and numbers 1-20 any out of the 3 times we will determine they Fall Below.

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STEP Standard 4 - Unit and Lesson Planning
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 Letter Vv Letter Vv Learn About: Letter Ww Letter Ww
Activity Introduction Conclussion Dr. Seuss Introduction Conclusion
Standards and  Students will recognize letters V.  Students will be  Students will recognize letters W.
Objectives  Students will be able to hear a able to hear  Students will be able to hear a
What do students differentiate between words that start rhyming sounds. differentiate between words that start
need to know and with V.  Students will be with W.
be able to do for  Students will recognize use of V (by able to create  Students will recognize use of W (by
each day of the both spoken and written word) their rhymes. both spoken and written word) their
unit? names and in everyday words and  Students will be names and in everyday words and
conversation. able to count 1- conversation.
 Students will be able to write crude 10  Students will be able to write crude
representations of upper and lowercase  Students will representations of upper and lowercase
letters V. understand the letters W.
relationship
between number
and quantities.
 Students will
count objects,
saying the
number names,
and will
ultimately pair
each amount of
objects with
correct number.

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 Academic Volcano, eruption/erupt, mountain, lava, Title, author, Weather words: cloud, thermometer,
Language and ashes, fire, heat, lava flow, rock, orange, illustrator, wind, snow, blizzard, precipitation,
Vocabulary cloud, crater, volcano, volcanologist, evaporation, temperature, condensation,
What academic veterinarian, violin, vegetable, vision water cycle,
language will you
emphasize and
teach each day
during this unit?
Summary of Free Choice: Free Choice: Free Choice: Free Choice: Free Choice:
Instruction and 1.Craft: V is for 1.Craft: Vroom 1.Craft: Thing 1, 1.Craft: W is for 1.Craft: School
Activities for the Volcano Race Car Track Thing 2 Worm Auction Craft
Lesson 2. Dramatic Play: Painting 2. Dramatic Play: 2. Open Ended Art: 2. Open Ended Art:
How will the My Littlest Pet 2. Dramatic Play: Pooh Bear Play Gummy Worm Windblown Paint
instruction and
Shop Veterinarian 3. Math/Science: 1 Free Paint Free Paint
activities flow?
Consider how the 3. Math/Science: Pretend Fish, 2 Fish 3. Math/Science: 3. Math/Science:
students will Pipe Cleaner Bead 3. Math/Science: Counting Uno Card Counters Count to Build
efficiently transition Counting with Uno Shape 4. Literacy: 4. Literacy: Letter 4. Literacy: Magnet
from one to the Cards Transportation Magnetic Letter W I Spy Letter Forming
next. 4. Literacy: Letter Creations 5. Engineering: 5. Engineering: 5. Engineering:
V I Spy 4. Literacy: Building with Red Building with Building with
5. Engineering: Magnetic Letter Solo Cups (Cat in Connects Blocks
Building with 5. Engineering: the Hat Stacking) 6. Sensory: Yarn 6. Sensory: Yarn
Magnets Building with 6. Sensory: Rock Web Play Web Play
6. Sensory: Vehicle Legos Study
Sensory Bin 6. Sensory: Rock Clean Up Clean Up
Study Clean Up Campfire: Campfire:
Clean Up Table Work: Classroom Sing Herman the
Campfire: Clean Up Cutting out our Fox Discussion & Worm
Classroom Campfire: in Socks Sock Group Writing: Classroom
Discussion & Classroom What Did you Do Discussion &
Group Writing: Discussion & Circle Time: this Weekend? Group Writing:

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 What Did you Do Group Writing & 1. Book What Lives Way
this Weekend? Corresponding Vocabular Table Work: Down Deep in the
Graph: What Discussion Letter Ww Deep Blue Sea?
Table Work: Vegetables do you 2. Who was Dr Worksheet
Letter Vv like? Seuss Table Work:
Worksheet 3. Read: Green Circle Time: Letter Ww
Table Work: Eggs & Ham 9. What begins Worksheet
Circle Time: Letter Vv 4. Special with the letter
1. What begins Worksheet Helper: W discussion Circle Time:
with the letter Sharing and group write 13. 5 Little Ducks
V discussion Circle Time: 10. 5 Little Song
and group 5. Letter Vv Monkeys & 14. Way Down
Campfire:
write Reminder Mister Deep in the
Classroom
2. 5 Green & Discussion Alligator Song Deep Blue Sea
Discussion &
Speckled Frog 6. V is for Vision: 11. Weather Book Walk Through
Group Writing &
Song Bible Story of & Vocabulary 15. Special
Corresponding
3. Volcano Book Joseph Walk Through Helper:
Graph: Taste test:
& Vocabulary 7. Group Letter 12. Special Sharing
Do You Like Green
Walk Through Matching Helper:
Eggs and Ham?
4. Special Mitten Game Sharing
Snack
Helper: 8. Special
Reading: Wiggle
Sharing Helper:
Snack Snack Waggle
Sharing
Reading: Reading Reading: Diary of
Snack Buddies with 2nd a Worm Recess
Reading: Rhyming Snack Graders – Dr. Seuss Table Work:
Dust Bunnies Reading: Who Books Recess Scissor Practice
Broke the Vase? Table Work: Packet
Recess Recess Weather Packet
Table Work: Recess Table Work: Closing:
Volcano Packet Table Work: Decorating Fox in Closing: 15. Letter to our

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 Winter Worksheet Socks - Sock 12. Letter to our friends about
Closing: (measuring ice) friends about what we
1. Violin Book Closing: what we learned today.
Walk through Closing: 8. Letter to our learned today. 16. Worship Song
& Discussion 5. Letter to our friends about 13. Herman the of Kids Choice
2. Letter to our friends about what we worm Song 17. Worm Video
friends about what we learned today. 14. Weather Video
what we learned today. 9. Read: Fox in
learned today. 6. Pete the Cat: Socks
3. Slippery Fish School Shoes 10. Sing: 5 Little
Song Song Ducks
4. Volcano Video 7. Violin Video 11. Dr. Seuss
Video

Differentiation To adapt and differentiate in order to meet the needs of each student, I will use visuals, environmental print,
What are the and hands on materials. These will include the use of large 11x17 laminated visuals for stories, white boards
adaptations or for group writing and chart making, puppets for songs, large print books, and the use of a classroom tv for the
modifications to the technology piece. We also will do things together as a group and pair students who need extra help with other
instruction/activities students. We also have specialized scissors for cutting projects and finger grips for writing assignments.
as determined by
the student factors
or individual
learning needs?
Required Letter V Worksheet Letter V Worksheet Books: Green Eggs Letter W Letter W
Materials, Volcano Packet Winter Packet & Ham and Fox in Worksheet Worksheet
Handouts, Text, Books: What is a Books: Picture Bible, Socks Weather Packet Scissor Cutting
Slides, and Violin, Volcanoes, & Who Broke the Vase, Materials for Free Books: Weather Packet
Rhyming Dust & Pete the Cat Choice Time & Sock Book. Diary of a Books: Way Down
Technology
Bunnies Materials for Free for Fox in Socks Worm Deep in the Deep
Materials for Free Choice Time Activity Materials for Free Blue See, Wiggle
Choice Time Video on Violins Eggs, Food Coloring, Choice Time Waggle
Video on Volcanoes Ham, Skillet Video on Weather

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 Video on Dr. Seuss Materials for Free
Choice Time
Video on Worms
Instructional and In order to engage with students, I will use materials listed above in the differentiation section to make sure to keep
Engagement kids interested as well as meet each student’s needs. I also have planned the day with whole body activity breaks in
Strategies between focused group discussion. This will help with students remaining focused during discussions. Another strategy
What strategies are I will use is using different kinds of teaching: writing, reading, singing, acting, drawing, watching, and technology.
you going to use
with your students
to keep them
engaged throughout
the unit of study?
Formative Letter Worksheets and Themed Packets are specifically created and implemented to gage student
Assessments understanding of what is taught each day – throughout the day.
How are you going
to measure the
learning of your
students throughout
the lesson?
Summative, Post- The Daily Letter to Our Friends about What We’ve Learned at the end of the day is a verbal assessment of
Assessment what students have learned. We complete this where we go around the circle so every student gets to share
What post- one thing they learned and one thing that they liked.
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

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

Summary of Unit Implementation: (some pictures included)

Letter Vv

Dr. Seuss

Letter Ww

The unit of study consisted of two days focusing on the letter Vv, one day focusing on Dr. Seuss,
and two days focusing on the letter Ww. Each day began with a free time that included activities

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for the children to choose from in regards to each topic of the day (i.e. for the V focused days,
the activities revolved around things that began with V). From there we transitioned to campfire
where we sang a song as a group and then focused on a related discussion question. We also
worked on a group writing. Next, we moved to a small group table activity (i.e. practicing our
letter Ww). After our table activity, we moved to our group time where we had a themed
discussion, a book walk through, letter review, patterns and counting group activity, and personal
sharing. Then comes snack and our recess time. After recess, we would move into another time
of small group table activities (i.e. scissor practice). Finally, the day would end with some music
and movement and a review group writing where every student shared what they learned that
day.

I felt that over all the lesson went very well. Each day functioned along the same schedule and
routine which allowed for the students to know what was coming next. This helped with keeping
student engagement. My most favorite times of the day are campfire, group time, and the end of
the day. These times are the times where I feel like I not only get to share openly with my
students but they share their excitement for learning as well. I’ve realized throughout this student
teaching experience that I’m a teacher who likes creating routine and transition through song.
This is something I find to be effective in keeping engagement with most of my students.

Summary of Student Learning:

Overall, I think that my students learned much over the course of this unit. My assessment of this
was taken specifically at two separate times of the day. My first observation of student
understanding and learning was during the free times at the beginning of each day. I made
myself available at each of the stations for a brief period of time throughout the allotted time,
striking up conversation, asking thought provoking questions, and engaging on a personal level
with each student. My second observation of understanding and learning took place at the end of
the day where each student got to share what they learned that day. We turned it into a group
writing session where I would write each students name and their response on the board.

I have one student who has a very difficult time focusing. I tried to be intentional in engaging him as
much as possible. I have found some difficulty in this as my cooperating teaching has specific routines in
place that have put some limitations on my ability to engage him fully. For example, my cooperating
teacher has created a schedule where each student gets a whole day of being a special helper. This is a
great concept. However, I came to a realization that if I use this specific student as a special helper, he is
fully engaged, fully focused, and fully well behaved. This is where there is some issues that can even be
seen in my video recording. The specific day of the recording was not his day to help and so much of the
campfire time he was causing disruption and moving all about the room not paying attention. I feel like if
I could give him a specific task each time I’m teaching, he would be better engaged and learn more.

Reflection of Video Recording:

The video recording provided is of the campfire time on the second w focused day. I don’t enjoy
watching myself recorded. I’m sure many people feel the same. I found myself appearing
awkward and stumbling over words in places which is not normal for me, but I would assume is
because I knew I was being recorded. I know my biggest weakness, especially with this age

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group, is student engagement and keeping them all engaged at the same time. I also know that I
am hard on myself because this age group is rarely all engaged at once. However, this is
something I’d like to grow more in and become better at. I think I did a decent job with using the
song as transition and getting and giving feed back for the campfire. I’m disappointed that my
recording didn’t keep going as I felt much stronger during my group time after the Ww Practice.
Ultimately, I want to better build on my classroom management skills. I have found this to be
especially challenging as I don’t feel like this class has ever been managed especially well, even
with their normal teacher. I felt like this has created even more of a challenge for me. As I have
about two weeks left with them, I am hoping that my management skills will only improve as I
go forward.

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STEP Standard 6 - Analysis of Student Learning

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

Exceeds 5 5

Meets 4 15

Approaches 16 9

Falls Far Below 11 6

Post-Test Analysis: Whole Class

Based on my analysis of the whole class, I would surmise that the majority of students learned
according to the age appropriate standards and met objectives. This can be seen based on the
number of students who we at the “Approaches” landmark prior to the instruction and who moved
to the “meets” landmark after. The analysis was seen while conducting an observational
assessment both in a group and one on one. My data was also collected through pointed
conversations and group activities to assess both student’s prior knowledge and what they had
learned.

Based on the whole class post-test data, I would surmise that my instruction and assessment were
effective in reaching the students. This can be seen in the data as students moved from “Falls Far
Below” and “Approaches” to “Meets”. An example that shows this is the interaction I had with
one of my students. Prior to my lesson, both my one on one and group assessment, showed this
student between what I’d consider “Falls Below” and “ Approaches”. After discussing my
findings with my cooperating teacher, I made it my mission to differentiate enough to really gain
this student’s attention. Knowing that this student doesn’t have any learning problems other than
not being motived, I had hoped with enough intentionality he would engage and learn. And this is
exactly what happened.

Post-Assessment Analysis: Subgroup Selection

I chose to focus on those with behavioral and cognitive delays for the subgroup population piece.
I did this because I feel like this is significant ratio of the class, 15 out of 35 students. This
subgroup made both planning and executing lessons difficult as each of these students need
specific assistance and so have to be accounted for in both planning and in implementing.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

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 Number of Students Number of Students
Pre-Test Post-Test

Exceeds 1 2

Meets 1 3

Approaches 2 4

Falls Far Below 11 6

Post-Assessment Analysis: Subgroup

Based on my analysis of the behaviorally and cognitively delayed students, I would surmise that a
portion of these students grew in their understanding. As can be seen by the numbers alone, we
went from 11 falling far below to only 6 falling far below.

Based on the subgroup class post-test data, it is apparent that I wasn’t able to fully meet the needs
of all the behaviorally and cognitively delayed students as the data shows not a huge
improvement. This is one area I need to work more on in working better to meet their needs. Over
the course of the next few days, I’m hoping to continue to try to build on their previous
knowledge through repetition and one on one conversation. I also have implemented a game
where the students interact with one another while finding and discussing letters: matching
lowercase with uppercase and corresponding sounds. I know that key to learning at this age is a
lot of repetition.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 4 3

Meets 3 12

Approaches 14 5

Falls Far Below 0 0

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 Post-Assessment Analysis: Subgroup and Remainder of Class

Overall, I would say the instruction was successful. If I could do it over again, I would want to
allow for more time of repetition and not so much moving from one thing to another. I also saw
that partnering comprehending students with those who are behind helps student growth. I have
found that I would like to do a bit more research on working with those with developmental and
cognitive delays. In my past experience I’ve only ever had one or two students. But, with this
class there are 15 of them and this definitely played a huge role in the implementation of my
lesson plans. I know I would like to improve in learning how to engage such a wide range of
students. I would say was the weak point of my lesson implementation. I also think that with this
age group, it is hard to assess after nearly one week of a lesson. For pre-K it is all about laying the
groundwork which means lots of repetition and taking data after one week of lesson plans doesn’t
always show academic growth the way it would with older kids.

The next step following this unit would be continued repetition of what we have learned while adding in
new letters and their corresponding sounds as well as more numbers and counting higher. The true test of
whether students in the pre-K age bracket have completely comprehended A concept or letter or sound or
number, is to bring it up in an unrelated setting. That is what I can tell a student fully grasps something
that was taught – when he or she can point out a letter that we’ve learned weeks prior and something every
day. Or when a parent comes then saying their child had a discussion with them about what their dogs
name starts with. After introducing letters and there sounds, the next step is to bring correlation between
those letters and sounds and the words they form. That would be my next goal- to string age appropriate
words together, begin sounding things out, and recognizing rhyming and let her repetition in certain
words.

STEP Standard 7 – Reflecting on Instruction to Improve Student

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

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

Short-Term Goal
1. Strategic planning to stay ahead of
power struggles with students.
development, research on the Internet,
observation of a veteran teacher, etc.)
Some personal reading
1. Defusing Power Struggles With Your
Most Difficult Students And Parents By:
James Burns
2. Power Struggles: Successful Techniques
for Educators By: Allen & Brian
Mendler

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 2. Better differentiation plans for Taking a professional development class
working with students on the autism online over Spring Break: Learning Strategies
spectrum or with cognitive delays. for Special Education

3. Gaining tricks of the trade to keep Research on the Internet and meeting with a
student engagement. teaching coach.

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