Student Teaching Evaluation of Performance (STEP)

Template

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning Management
System (LMS).

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address. 
 An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals

Unit Topic: 3rd grade Social Studies

Unit Title: Arizona’s 5 C’s

National or State Academic Content Standards:

3.E1.1 Describe and discuss industries and occupations that have shaped Arizona (Arizona
Department of Education, 2019).
3.E1.2 Identify various forms of earning income in the state of Arizona (Arizona Department of
Education, 2019).
3.H1.1 Utilize a variety of sources to construct an historical narrative exploring Arizona’s
cultures, civilizations, and innovations (Arizona Department of Education, 2019).

Learning Goal:
This unit will teach the students about the history and impact that the Arizona’s five C’s have on
the state’s economy, including cattle, copper, cotton, citrus, and climate.

Measurable Objectives:
Students will accurately identify the 5 C’s for Arizona and why each is important to Arizona’s
economy by creating a travel brochure that describes each of the 5C’s.

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

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 to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
Name_______________________________
1. What are the 5 C’s of Arizona?
a. climate, cactus, copper,
cattle, citrus
b. citrus, cactus, cotton, cattle,
copper
c. copper, cotton, cattle, citrus,
climate
d. cotton, cactus, candy, citrus,
cowboys
This pre-assessment was used to see if the students were able to identify the 5 C’s of Arizona
before being introduced to the topic. Students that were able to choose the correct answer will
be deemed as proficient (Due to it being a multiple choice test, they may have just guessed the
correct answer). A wrong answer of “A” or “B” would be considered partially proficient, and an
answer of “D” would be considered minimally proficient. Multiple choice was used for the
students as to ease the test anxiety that the students get, even though they are aware that the pre-
test is not taken for a grade.

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%) 10

Partially Proficient
(70%-79%) 11

Minimally Proficient
(69% and below) 1

Pre-Assessment Analysis: Whole Class

According to the pre-assessment data, I feel that I would not have to modify my unit lesson for
the students. The Arizona 5 C’s is a new topic for the students and the pre-assessment was
designed to see if the students had any knowledge of them. I plan on using different strategies to
introduce and teach the students about the 5 C’s and the impact they have had on the economy
for Arizona.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge

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 of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
Name_______________________________
1. What are the 5 C’s of Arizona?
_______________________________________________________________________
The post assessment of the students will consist of the Arizona booklet that they are creating of
the 5C’s of Arizona. The booklet will have students showing how the economy is affected by
each of the 5 C’s. The students will be asked a single question of naming the 5 C’s at the end of
the unit.
The scoring rubric for the Arizona booklet will consist of the following:
Criteria 3 2 1 0 Score
Brochure Used Used Used Did not
Page information to information to information to complete any of
complete each complete 3-4 complete 1-2 the pages.
of the brochure brochure pages. brochure pages.
5 pages.
Coloring of Neatly colored Neatly colored Neatly colored Did not attempt
brochure the pictures in the pictures in the pictures in 1- to color any of
the brochure. 3-4 pages of the 2 pages of the the pictures.
brochure. brochure.
Assembly of Assembled the Assembled 3-4 Assembled 1-2 Did not attempt
brochure brochure pages according pages according to assemble the
according to the to the directions. to the directions. brochure.
directions.
Conventions Had less than 8 Had 8-12 Had 13-16 Had more than
convention convention convention 16 convention
errors. errors errors. errors.
Total Score:

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 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: 3rd grade

Unit/Subject: Social Studies/Arizona 5 C’s

Day 1 Day 2 Day 3 Day 4 Day 5

National/State
Learning 3.E1.1 Describe and 3.E1.1 Describe and 3.E1.1 Describe and 3.E1.1 Describe and 3.E1.1 Describe and
Standards discuss industries and discuss industries and discuss industries and discuss industries and discuss industries and
List specific grade- occupations that have occupations that have occupations that have occupations that have occupations that have
level standards that shaped Arizona (Arizona shaped Arizona (Arizona shaped Arizona (Arizona shaped Arizona (Arizona shaped Arizona
are the focus of the Department of Department of Department of Education, Department of Education, (Arizona Department of
lesson being Education, 2019). Education, 2019). 2019). 2019). Education, 2019).
presented.
3.E1.2 Identify various 3.E1.2 Identify various 3.E1.2 Identify various 3.E1.2 Identify various 3.E1.2 Identify various
forms of earning income forms of earning income forms of earning income in forms of earning income forms of earning
in the state of Arizona in the state of Arizona the state of Arizona in the state of Arizona income in the state of
(Arizona Department of (Arizona Department of (Arizona Department of (Arizona Department of Arizona (Arizona
Education, 2019). Department of

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 3.H1.1 Utilize a variety Education, 2019). Education, 2019). Education, 2019). Education, 2019).
of sources to construct
an historical narrative 3.H1.1 Utilize a variety 3.H1.1 Utilize a variety of 3.H1.1 Utilize a variety of 3.H1.1 Utilize a variety
exploring Arizona’s of sources to construct sources to construct an sources to construct an of sources to construct
cultures, civilizations, an historical narrative historical narrative historical narrative an historical narrative
and innovations exploring Arizona’s exploring Arizona’s exploring Arizona’s exploring Arizona’s
(Arizona Department of cultures, civilizations, cultures, civilizations, and cultures, civilizations, and cultures, civilizations,
Education, 2019). and innovations (Arizona innovations (Arizona innovations (Arizona and innovations
Department of Department of Education, Department of Education, (Arizona Department of
Education, 2019). 2019). 2019). Education, 2019).

Specific Learning
Target(s)/Objectiv Learning Goal: Learning Goal: Learning Goal: Learning Goal: Learning Goal:
es Based on state
standards, identify This unit will teach the This unit will teach the This unit will teach the This unit will teach the This unit will teach the
what is intended to be students about the students about the students about the history students about the history students about the
measured in learning. history and impact that history and impact that and impact that the and impact that the history and impact that
the Arizona’s five C’s the Arizona’s five C’s Arizona’s five C’s have on Arizona’s five C’s have the Arizona’s five C’s
have on the state’s have on the state’s the state’s economy, on the state’s economy, have on the state’s
economy, including economy, including including cattle, copper, including cattle, copper, economy, including
cattle, copper, cotton, cattle, copper, cotton, cotton, citrus, and climate. cotton, citrus, and climate. cattle, copper, cotton,
citrus, and climate. citrus, and climate. citrus, and climate.

Measurable Objectives: Measurable Objectives:

Measurable Measurable Objectives: Measurable
Objectives: Students will accurately Students will accurately Objectives:
Students will accurately Students will accurately identify the cotton in the 5 identify the citrus of the 5
identify cattle of identify the copper in the C’s for Arizona. Students C’s for Arizona. Students Students will accurately
Arizona’s 5 Cs. Students 5 C’s for Arizona. will describe what it means will list the three most identify the climate of
will describe how cattle Students will describe that cotton is a major cash popular types of citrus the 5 C’s for Arizona.
ranches have changed two ways that copper is crop in Arizona. Students and how long each takes Students will describe
overtime in Arizona. removed from the Earth will describe ways that to produce fruit. how the climate helps
Students will list types and the importance of cotton is used. Arizona’s economy.
of cattle raised in copper.
Arizona.

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Academic Fertilizing-to make land Transplanted-being
Language General Ranching-to manage or Mines-a place where more productive by adding moved from one place to Precipitation-is rain,
academic vocabulary work on a ranch minerals may be nutrients another snow, sleet, or hail that
and content-specific Ranchers-people that obtained Sprouting-to start to grow Mandarins-a small flattish falls to the ground
vocabulary included work on a ranch Shafts-long, narrow up citrus fruit with yellow- Plateau-an area that is
in the unit. Imported-items brought tunnels dug into the earth orange skin level high ground
from another country Tourism-when people
with intent of selling vacation or visit places
of interest
Petrified-changed into a
stony substance
Region-an area that has
the same characteristics
Unit Resources,
Materials, YouTube video on cattle YouTube video on YouTube video on cotton Reading worksheets (class YouTube video on
Equipment, and in Arizona copper mining in in Arizona set) climate in Arizona
Technology https://www.youtube.co Arizona https://www.youtube.com/ Reading question sheet https://www.youtube.co
List all resources, m/watch? https://www.youtube.co watch?v=7er_jFyFYAA Arizona Interactive m/watch?v=YNsG-
materials, equipment, v=ICdHaKnX_3Y m/watch?v=BucmR- Reading worksheets (class notebook (class set) X1a0og
and technology to be Reading worksheets kWwmo set) Brochure sheet Reading worksheets
used in the unit. (class set) Reading worksheets Reading question sheet Whiteboard (class set)
Reading question sheet (class set) Arizona Interactive Computer Reading question sheet
Arizona Interactive Reading question sheet notebook (class set) Easel paper Arizona Interactive
notebook (class set) Arizona Interactive Brochure sheet Easel markers notebook (class set)
Brochure sheet notebook (class set) Whiteboard Dry erase markers Brochure sheet
Whiteboard Brochure sheet Computer Dry eraser Whiteboard
Computer Whiteboard Easel paper Pencils (class set) Computer
Easel paper Computer Easel markers Easel paper
Easel markers Easel paper Dry erase markers Easel markers
Dry erase markers Easel markers Dry eraser Dry erase markers
Dry eraser Dry erase markers Pencils (class set) Dry eraser
Pencils (class set) Dry eraser Pencils (class set)
Online images of cattle Pencils (class set)
and copper Online images of cattle
and copper
Depth of
Knowledge Lesson How did cattle make How did copper make How is cotton used? How is citrus beneficial to What is climate?
Questions people settle in Arizona? people stay in Arizona? people and cattle?

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What questions can be
posed throughout the How are cattle ranches Why are some towns in What does it mean that How does citrus connect Describe how the
lesson to assess all different from Arizona’s Arizona are called cotton is a major cash crop Arizona to other states? climate is important to
levels of student early cattle ranches? “ghost towns?” in Arizona? Arizona’s economy,
understanding? and give an example?
 Level 1: Recall How is copper removed
 Level 2: from the Earth today? How does “snow birds”
Skill/Concepts help the Arizona
 Level 3: Strategic economy?
Thinking
 Level 4: Extended
Thinking
Anticipatory Set Students will be asked Students will be asked Students will be asked to Students will be asked
How will students’ I will use a visual in the which of the Arizona 5 which of the 5 C’s from list the 5C’s that we have to discuss the 5C’s that
prior knowledge be form of images of cattle. C’s have we learned Arizona have we learned learned about. have been reviewed
activated as well as I will ask students why about? about. Students will be provided during the week.
gain student interest cattle are important for Students will be Students will be provided a a visual of what citrus Students will be
in the upcoming Arizona. provided a visual of what visual of what cotton looks looks like. I will ask provided a visual of the
content? copper mines looked like. I will ask students students why is citrus climate of Arizona is. I
I have the students like. I will ask students why is cotton important for important for Arizona. will ask students why
record their idea and why is copper important Arizona. climate important for
answers on a sticky note for Arizona. I have the students record Arizona.
and place their note on a I have the students record their idea and answers on
piece of easel paper. I I have the students their idea and answers on a a sticky note and place I have the students
will inform the students record their idea and sticky note and place their their note on a piece of record their idea and
that we will be learning answers on a sticky note note on a piece of easel easel paper. I will inform answers on a sticky
about 1 of the 5 C’s of and place their note on a paper. I will inform the the students that we will note and place their
Arizona. piece of easel paper. I students that we will be be learning about 1 of the note on a piece of easel
will inform the students learning about 1 of the 5 5 C’s of Arizona. paper. I will inform the
that we will be learning C’s of Arizona. students that we will be
about 1 of the 5 C’s of learning about 1 of the
Arizona. 5 C’s of Arizona.
Presentation of Content
Multiple Means of Students will be Students will be Students will be presented Students will receive a Students will be
Representation presented a video on presented a video on a video on cotton in reading worksheet. Will presented a video on
Describe how content cattle in Arizona. copper in Arizona. Arizona. chorally read the sheet climate in Arizona.
will be presented in Students will receive a Students will receive a Students will receive a once. Students will break Students will receive a
various ways to meet reading worksheet. Will reading worksheet. Will reading worksheet. Will into their groups to reading worksheet. Will
the needs of different chorally read the sheet chorally read the sheet chorally read the sheet partner read worksheet chorally read the sheet

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learners. once. Students will break once. Students will break once. Students will break and answer questions. once. Students will
into their groups to into their groups to into their groups to partner break into their groups
partner read worksheet partner read worksheet read worksheet and answer to partner read
and answer questions. and answer questions. questions. worksheet and answer
questions.
Multiple Means of English language English language English language learners English language learners English language
Representation learners (ELL): No learners (ELL): No (ELL): No differentiation (ELL): No differentiation learners (ELL): No
Differentiation differentiation on the differentiation on the on the reading worksheet, on the reading worksheet, differentiation on the
Explain how reading worksheet, since reading worksheet, since since it was read aloud to since it was read aloud to reading worksheet,
materials will be it was read aloud to it was read aloud to students. Will reread sheet students. Will reread sheet since it was read aloud
differentiated for each students. Will reread students. Will reread to students as groups begin to students as groups to students. Will reread
of the following sheet to students as sheet to students as to work and will be begin to work and will be sheet to students as
groups: groups begin to work groups begin to work available if students need available if students need groups begin to work
 English and will be available if and will be available if additional support. additional support. and will be available if
Language students need additional students need additional students need additional
Learners support. support. Students with special Students with special support.
(ELL) needs: Students will be needs: Working together
 Students with Students with special Students with special located towards front of as a class, none needed. Students with special
special needs needs: Students will be needs: Students will be room to be closer to needs: Working
located towards front of located towards front of whiteboard for video and Students with gifted together as a class, none
 Students with
room to be closer to room to be closer to easel work. Subtitles will abilities: Working needed.
gifted
whiteboard for video and whiteboard for video and be utilized during the video together as a class, there
abilities
easel work. Subtitles will easel work. Subtitles will for students. will be no differentiation Students with gifted
Early finishers (those
be utilized during the be utilized during the needed for students. abilities: Working
who finish early and
video for students. video for students. Students with gifted together as a class,
may need additional
abilities: Working together Early finishers (those there will be no
sources/support)
Students with gifted Students with gifted as a class, there will be no students who finish early differentiation needed
abilities: Working abilities: Working differentiation needed for and may need additional for students.
together as a class, there together as a class, there students. resources/support):
will be no differentiation will be no differentiation Working together as a Early finishers (those
needed for students. needed for students. Early finishers (those class, no additional students who finish
students who finish early resources needed. early and may need
Early finishers (those Early finishers (those and may need additional additional
students who finish early students who finish early resources/support): resources/support):
and may need additional and may need additional Working together as a Working together as a
resources/support): resources/support): class, no additional class, no additional
Working together as a Working together as a resources needed. resources needed.
class, no additional class, no additional
resources needed. resources needed.

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 Application of Content
Multiple Means of Students will work on Students will work on Students will work on the Students will work on the Students will work on
Engagement the cattle worksheet. the copper worksheet. cotton worksheet. citrus worksheet. the climate worksheet.
How will students Students will utilize Students will utilize Students will utilize think, Students will utilize think, Students will utilize
explore, practice, and think, pair, share to think, pair, share to pair, share to answer pair, share to answer think, pair, share to
apply the content? answer comprehension answer comprehension comprehension questions comprehension questions answer comprehension
questions from the questions from the from the worksheet. Will from the worksheet. Will questions from the
worksheet. Will then worksheet. Will then then pose depth of then pose depth of worksheet. Will then
pose depth of knowledge pose depth of knowledge knowledge questions to the knowledge questions to pose depth of
questions to the questions to the classroom, for students to the classroom, for knowledge questions to
classroom, for students classroom, for students discuss in their groups. students to discuss in their the classroom, for
to discuss in their to discuss in their groups. students to discuss in
groups. groups. their groups.
Multiple Means of
Engagement English language English language English language learners English language learners English language
Differentiation learners (ELL): One learners (ELL): One (ELL): One student in class (ELL): One student in learners (ELL): One
Explain how student in class is ELL, student in class is ELL, is ELL, however, does not class is ELL, however, student in class is ELL,
materials will be however, does not need however, does not need need a differentiated does not need a however, does not need
differentiated for each a differentiated a differentiated worksheet. differentiated worksheet. a differentiated
of the following worksheet. worksheet. worksheet.
groups:
 English Students with special Students with special
Language Students with special Students with special needs: Students will be needs: Students will be Students with special
Learners needs: Students will be needs: Students will be able to sit closer to the able to sit closer to the needs: Students will be
(ELL) able to sit closer to the able to sit closer to the whiteboard and the teacher whiteboard and the able to sit closer to the
 Students with whiteboard and the whiteboard and the during whole class teacher during whole whiteboard and the
special needs teacher during whole teacher during whole instruction. class instruction. teacher during whole
 Students with class instruction. class instruction. class instruction.
gifted
abilities
Early finishers (those Students with gifted Students with gifted Students with gifted
who finish early and Students with gifted Students with gifted abilities: Will be asked an abilities: Will be asked an abilities: Will be asked
may need additional abilities: Will be asked abilities: Will be asked additional DOK question: additional DOK question: an additional DOK
sources/support) an additional DOK an additional DOK What economic benefit What economic benefit question: What
question: What question: What does cotton have for does citrus have for economic benefit does
economic benefit does economic benefit does Arizona? Arizona? the climate have for
cattle have for Arizona? copper have for Arizona?
Arizona?

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 Early finishers (those Early finishers (those Early finishers (those Early finishers (those
students who finish early Early finishers (those students who finish early students who finish early students who finish
and may need additional students who finish early and may need additional and may need additional early and may need
resources/support): and may need additional resources/support): resources/support): additional
Students will be able to resources/support): Students will be able to Students will be able to resources/support):
complete other work as Students will be able to complete other work as complete other work as Students will be able to
needed or is able to read complete other work as needed or is able to read needed or is able to read complete other work as
silently at their desk. needed or is able to read silently at their desk. silently at their desk. needed or is able to
silently at their desk. read silently at their
desk.
Assessment of Content
Multiple Means of Throughout the lesson, Throughout the lesson, Throughout the lesson, Throughout the lesson, Throughout the
Expression students will take part students will take part students will take part in students will take part lesson, students will
Formative and in formative in formative formative assessments in formative take part in formative
summative assessments such as assessments such as such as think-pair-share assessments such as assessments such as
assessments used to think-pair-share think-pair-share discussions and the think-pair-share think-pair-share
monitor student discussions and the discussions and the reading comprehension discussions and the discussions and the
progress and modify
reading reading worksheet and the reading comprehension reading
instruction.
comprehension comprehension activity brochure sheet. worksheet and the comprehension
worksheet and the worksheet and the activity brochure sheet. worksheet and the
activity brochure activity brochure activity brochure
sheet. sheet. sheet.
By the end of the
week, students will
have a completed
Arizona activity
brochure discussing
the 5 C’s.
Multiple Means of English Language English Language English Language English Language English Language
Expression Learners and Students Learners and Students Learners and Students Learners and Students Learners and
Differentiation with special needs will with special needs will with special needs will with special needs will Students with special
Explain how be provided an outline be provided an outline be provided an outline be provided an outline needs will be
materials will be for their activity sheet. for their activity sheet. for their activity sheet. for their activity sheet. provided an outline
differentiated for each Students with gifted Students with gifted Students with gifted Students with gifted for their activity
of the following abilities or Early abilities or Early abilities or Early abilities or Early sheet.
groups:
finishers have the finishers have the finishers have the finishers have the Students with gifted

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  English opportunity to write in opportunity to write in opportunity to write in opportunity to write in abilities or Early
Language their Arizona their Arizona their Arizona interactive their Arizona finishers have the
Learners interactive notebook interactive notebook notebook on whether interactive notebook on opportunity to write
(ELL) on whether being a on whether being a working on a cotton whether being a farmer in their Arizona
 Students with rancher would be a miner would be a good field would be a good for citrus would be a interactive notebook
special needs good occupation. Why occupation. Why or occupation. Why or why good occupation. Why on why they think
 Students with
or why not? why not? not? or why not? climate plays an
gifted
abilities
important part in
Early finishers (those Arizona’s economy.
who finish early and
may need additional
resources/support)
Extension Activity and/or Homework
Identify and describe No extension activity, No extension activity, No extension activity, No extension activity, Students will go
any extension students are working students are working students are working on students are working on home to ask their
activities or on the brochure in on the brochure in the brochure in class the brochure in class family if they know
homework tasks as class only. class only. only. only. what the 5C’s are for
appropriate. Explain
Arizona.
how the extension
activity or homework
assignment supports The homework
the learning activity is allowing
targets/objectives. As the students to
required by your explain to their
instructor, attach any family the content
copies of homework at that they have learned
the end of this over the past week.
template.

© 2020. Grand Canyon University. All Rights Reserved. Page 13 of 21

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:

The video link is password protected to protect the privacy of the students, please utilize the
password GCU to be able to access the video at https://vimeo.com/393213629.
Summary of Unit Implementation:
The unit was designed to meet some of the 3rd grade Arizona standards for social studies.
The students learned about the importance of the 5 C’s; cattle, copper, cotton, citrus, and climate,
that have shaped the economy for Arizona. Throughout the lesson, students were able to watch
videos on the different 5 C’s of Arizona. Students utilized think-pair-share to discuss concepts. I
used a mix of direct instruction, group work and individual work for the students. During times
that we read an article on one of the 5 C’s, the students choral read with me. This ensured that
the students were following along and also provided the differentiation for the students that
struggle with reading. Students also worked in their cooperative groups to work on the activity
sheet. The activities were cumulative throughout the unit. Students created a brochure that
consists each of the 5 C’s. The students worked on it daily to have a complete brochure by the
end of the week. This unit was a continuation of the previous week’s unit lesson introducing the
Arizona government and constitution for the students. Overall, the lesson implementation went
fairly well for the students. There were a few days that as a class, we ran out of time to complete
the brochure activity on the lesson. We have built in time for the following week to allow the
students to complete the brochure of Arizona.

Summary of Student Learning:

Over the course of the week, the students have learned of the 5 C’s of Arizona: cattle, copper,
cotton, citrus, and climate. The students were engaged in the lesson and seemed to enjoy the brochure
activity. The students had great discussions at their small groups and during whole group instruction on
what they thought how each of the 5 C’s helped Arizona’s economy. The depth of knowledge questions
that were implemented into the brochure activity allowed the students to think deeper on how things
affect the economy.

Reflection of Video Recording:

Self-reflection is an important part of developing an effective teaching style. After reviewing the
video of my social studies lesson, I have been able to see what teaching style that I am working towards.
I also have been able to see what improvements that I can make to ensure that my future students are
actively engaged in the lesson that is being taught to them. Having the students come to the carpet during

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direct instruction leads to less distractions than having them sit at their desks. During the reading of the
article, there are several improvements that I could have made. I should have been up, walking around
while we were reading. This would allow me to hear the entire class, instead of only the students closest
to me. I should have also stopped after each paragraph to encourage a discussion of what we read
together. This would have helped the students to review what they have read in smaller segments.
During the think-pair-share discussions, I should have walked towards the back groups to make sure that
they were on topic. As I continue to teach, I will utilize self-reflections to see what was successful during
the lesson and what could be improved upon.

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Highly Proficient 0 4
(90%-100%) 4
Proficient
10 12
(80%-89%) 3
Partially Proficient
11 5
(70%-79%) 2
Minimally
Proficient 1 0
(69% and below) 1
Post-Test Analysis: Whole Class
Based on the analysis of the whole class post-test data, my interpretation of the students learning
is that the majority of the students were able to accurately identify all five of Arizona C’s and the
effect they have on the economy. Even though five of the students were partially proficient, this
was an improvement from the pre-test of twelve students receiving partially proficient or below.
At the end of the unit, the students answered what the five C’s are for Arizona without the
question being multiple choice. The students also completed a brochure booklet on those five C’s
to express the effect it has on the economy. The students as a whole showed growth in the
knowledge of the Arizona 5 C’s.
Based on the whole class post-test data, I believe that my instruction was effective in the growth
of the students. During instruction, I provided multiple opportunities for students to collaborate
with their peers and provide hands-on activities for the students. Utilizing direct instruction,
videos, and small groups, students were activity engaged in their learning. Students were able to
answer questions regarding previous concepts taught in the unit during the anticipatory set for the
following day. As a class, students went from forty-five percent of the class to accurately
identifying the Arizona 5 C’s and the affect that they have on the economy, to seventy-six percent
of the class to accurately identifying it. The amount of time that is available to teach social studies
did have an effect on the student’s performance. If the students were able to have more time each
day, they would have a better understanding of the concept that was being taught. Many students
stayed in the proficient category due to not being able to accurately describe how each of the 5

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 C’s have an effect of the economy. Four students were able to accurately identify all 5 of
Arizona’s 5 C’s and the effect on the economy. The twelve students that are proficient, were able
to accurately identify all 5 of Arizona’s 5 C’s and accurately describe the affect that 3 have on the
economy. The five students that are partially proficient were able to accurately identify all of the
5 C’s from Arizona but could only identify the affect that one of the 5 C’s had on the economy.
Post-Assessment Analysis: Subgroup Selection
For the subgroup selection, I will be focusing on the four students that are on an IEP and the one
student that is an English language learner. These students tend to struggle a little more in the
classroom to meet the high expectations that are set forth. I want to focus on how I can meet the
needs of these students without setting lower expectations for them and how differentiation can
provide them the support that they need.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 5* (with identifying the 5 C’s)

(90%-100%)
Proficient
0 0
(80%-89%)
Partially Proficient
4 5* (Combination of 5 C’s and Economy)
(70%-79%)
Minimally
Proficient 1 0
(69% and below)
*there is only a total of 5 students being
analyzed in the subgroup. I wanted to
show that all five of the students were
able to accurately identify each of the 5
C’s, were they struggled was describing
the affect that each had on the economy.
Post-Assessment Analysis: Subgroup

Based on the pre-test to the post-test data, my interpretation of the student learning is that each of the
students grew in the concept that was being taught. All five of the students were able to accurately
identify each of the Arizona 5 C’s. What they each struggled with, is how each of the 5 C’s had an effect
on the economy in Arizona. For the post-test questions, the students were able to identify the 5 C’s without
the use of multiple choice. This shows the growth that they students had from the pre-test, which consist of
a multiple choice question.
Based on the post-test, I believe my instruction was effective in the growth of the students. They were
able to accurately identify the Arizona 5 C’s; however, they did struggle with how the 5 C’s relate to the
economy. For these students to master that concept, I should have provided a graphic organizer to assist

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 with their comprehension on how the economy relates to the 5 C’s. I will also provide examples for
students to give them a guide of what is expected of them. By providing more visuals and giving more
support for the students, it would have allowed them to master the concept.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 4 (16 students accurately identified
0
(90%-100%) all 5C’s of Arizona)
Proficient
10 12
(80%-89%)
Partially Proficient
7 0
(70%-79%)
Minimally
Proficient 0 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

The data of the subgroup compared to the remainder of the class reflects that my instruction was effective
in teaching the students this unit. All students from both groups were able to accurately identify the
Arizona 5 C’s. To have all the students become highly proficient, I feel that if more time was able to be
spent upon discussing how the 5 C’s relate to the economy or providing different sources for the students
to research through, would of given them additional opportunities for growth.
For the next step of learning, the students will be introduced to additional economic concepts. They will
learn how the economy in Arizona has changed over time. They will also learn how people earn and save
money and the reasons that they do this. The objective for this next unit of instruction would be for
students to explain how the economy has changed over time in Arizona. Students will also describe the
difference between saving money in a piggy bank and saving money in an actual bank.

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 development, research on the Internet,

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1. I want to become more efficient in
time management when incorporating
activities into the lesson planning.
2. I want to make sure that I am
consistently referring students to
access their prior knowledge.
3. I want to be able to implement a better
plan of differentiation with students
that are consistently the earlier
finishers.
Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
Long-Term Goal:
Rationale: Why did you choose this goal? How
© 2020. Grand Canyon University. All Rights Reserved.
observation of a veteran teacher, etc.)
When lesson planning, I have to set realistic
time frames on the amount of time that
activities will take with the students. I have
found that they all work at different paces,
and they typically do not all finish at the
same time. I need to be clear with the
students on how much time that they will
have to complete an activity and be firm on
that time. To reach this goal, I will utilize a
classroom timer. This will allow the students
to see how much time that they have left to
complete their activity.
I found that over the course of the week, I
was not consistent on having the students
access their prior knowledge from the
previous lessons. I will make sure that I am
discussing the previous lessons concepts
with the students or having an anchor chart
available to the students to view. To reach
this goal, I will make sure that my lesson
plan is readily available. I will highlight
when I will access the student’s prior
knowledge. My goal is to discuss previous
knowledge at the beginning of the new
lesson.
I have a small group of the same students
that are consistently done before the rest of
the class with their work. I want to be able to
incorporate something for them to do that
would continue their knowledge on the
concept being taught, without feeling like I
am giving them busy work to do. I plan on
discussing ways with my mentor teacher and
veteran teachers on what they provide for
students when they are early finishers.
The long term goal to improve the outcome of
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 do you expect it to improve the outcomes of your
future students?
End Date: By when you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2020. Grand Canyon University. All Rights Reserved.
my future students would be to incorporate a
greater range of differentiation for the
students. I chose this goal to be able to meet
the needs of all students in my classroom. By
having a solid foundation in understanding
how to effectively implement differentiation
into the classroom, it will improve the
outcome of all the students that I teach.
I plan to accomplish this goal by the end of
my first year of teaching in my own
classroom. This will give me until May of
2021 to learn, practice, and incorporate a
greater range of differentiation for the
students. However, this goal will never truly
be met, as I plan on continuing to look for
differentiation training throughout my
teaching career. The needs of students will be
different every year and by constantly looking
for ways to support those needs, I will always
be working towards my goal of possessing a
solid foundation of differentiation.
To complete this goal, I would locate
additional training provided by the school’s
district on how to effectively implement
differentiation into the classroom. This will be
an ongoing step that I take throughout the
school year. For differentiation support, I plan
to locate a mentor teacher to discuss ways to
seamlessly incorporate differentiation into
instruction. By the end of the first month in
the school year, I plan to have located a
mentor to support my learning of
differentiation. I plan on signing up for
lectures or classes that discuss how
differentiation can be incorporated into the
classroom. My goal for lectures is to find at
least one before January 2021. This will
allow for me to incorporate what I have
learned from the lecture into my classroom.
There are many resources that are available to
me to complete my goal. I am able to
continue my education with taking additional
classes on differentiation at the university
level. I can turn to my colleagues for support
and discuss ways that they incorporate
Page 20 of 21
 differentiation into the classroom. I can seek
out professional developments within the
school district or inquire how to request a
specific development training course. I can
research differentiation instruction on the
internet to deepen my understanding and
incorporation of differentiation into the
classroom.

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