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.

Name:_______________________________

Move and Play in Different Ways: Match the

movement to the activity.

Straight Line Rope

Climbing Up Slide

Pumping feet Bike

Jumping Up Swing

Going Down Ladder

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%) 3

Proficient
(80%-89%) 2

Partially Proficient
(70%-79%) 2

Minimally Proficient
(69% and below) 1

Pre-Assessment Analysis: Whole Class

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
Name: ________________________

Move and Play in Different Ways: Fill in the blanks with the correct movement
Text: Move and Play in Different Ways by Betsy Seltzer

1. Sherita moved in a ______________________ when she rode her bike.

Zig Zag Straight line Backward

2. Sherita had to _________________ the ladder to reach the slide.

Jump Up Skate Climb up
3. While on the swing Sherita had to keep ____________________ harder for it to move faster.
Kicking Twirling Pumping her feet

4. If Sherita didn’t keep _____________________, the rope would hit her head.
Jumping Flipping Clapping

5. ____________________ the slide was so much fun because Sherita was going so fast.
Going down Going up Going in Circles
 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: K-2nd

Unit/Subject: Physical Science: Movement

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.
CCLS: RL.K.1 With CCLS: RL.K.1 With CCLS: RL.K.1 With CCLS: RL.K.1 With CCLS: RL.K.1 With
prompting and prompting and prompting and prompting and prompting and
support, ask and support, ask and support, ask and support, ask and support, ask and
answer questions answer questions answer questions answer questions answer questions
about key details in a about key details in a about key details in a about key details in a about key details in a
text text text text text
CCSS:ELA:Literacy CCSS:ELA:Literacy CCSS:ELA:Literacy CCSS:ELA:Literacy CCSS:ELA:Literacy
RL.1.3 Describing RL.1.3 Describing RL.1.3 Describing RL.1.3 Describing RL.1.3 Describing
characters settings characters settings characters settings characters settings characters settings
and major story and major story and major story and major story and major story
events. events. events. events. events.
CCLS: RL.K.3 With CCLS: RL.K.3 With CCLS: RL.K.3 With CCLS: RL.K.3 With CCLS: RL.K.3 With
prompting and prompting and prompting and prompting and prompting and
support, identify support, identify support, identify support, identify support, identify
characters, settings, characters, settings, characters, settings, characters, settings, characters, settings,

Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
Academic Language
General academic vocabulary
and content-specific
vocabulary included in the
unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.
and major events in a and major events in a and major events in a and major events in a and major events in a
story. story. story. story. story.
CCLS: RL.K.7 With CCLS: RL.K.7 With CCLS: RL.K.7 With CCLS: RL.K.7 With CCLS: RL.K.7 With
prompting and prompting and prompting and prompting and prompting and
support, describe the support, describe the support, describe the support, describe the support, describe the
relationships between relationships between relationships between relationships between relationships between
illustrations and the illustrations and the illustrations and the illustrations and the illustrations and the
story in which they story in which they story in which they story in which they story in which they
appear. appear. appear. appear. appear.
We will look on cause We will look on cause We will look on cause We will look on cause We will look on cause
and effect as well as and effect as well as and effect as well as and effect as well as and effect as well as
beginning to identify beginning to identify beginning to identify beginning to identify beginning to identify
the title, author, cover, the title, author, cover, the title, author, cover, the title, author, cover, the title, author, cover,
characters, setting and characters, setting and characters, setting and characters, setting and characters, setting and
illustrator illustrator illustrator illustrator illustrator
Motion, Friction, Motion, Friction, Motion, Friction, Motion, Friction, Motion, Friction,
Move, Push, Pull, Move, Push, Pull, Move, Push, Pull, Move, Push, Pull, Move, Push, Pull,
Forces. Author, Forces. Author, Forces. Author, Forces. Author, Forces. Author,
illustration/picture illustration/picture illustration/picture illustration/picture illustration/picture
story, title, read, story, title, read, story, title, read, story, title, read, story, title, read,
illustrator, book, cover illustrator, book, cover illustrator, book, cover illustrator, book, cover illustrator, book, cover
Unit Materials: Unit Materials: Unit Materials: Unit Materials: Unit Materials:
Pen/Pencil, Crayons, Pen/Pencil, Crayons, Pen/Pencil, Crayons, Pen/Pencil, Crayons, Pen/Pencil, Crayons,
Markers, Glue, Markers, Glue, Markers, Glue, Markers, Glue, Markers, Glue,
Scissors, provided Scissors, provided Scissors, provided Scissors, provided Scissors, provided
assignment sheets, the assignment sheets, the assignment sheets, the assignment sheets, the assignment sheets, the
text, and the schedule. text, and the schedule. text, and the schedule. text, and the schedule. text, and the schedule.
The activities and The activities and The activities and The activities and The activities and
materials are supplied materials are supplied materials are supplied materials are supplied materials are supplied
for the students in the for the students in the for the students in the for the students in the for the students in the
beginning of the week beginning of the week beginning of the week beginning of the week beginning of the week
that way they have the that way they have the that way they have the that way they have the that way they have the
opportunity to opportunity to opportunity to opportunity to opportunity to

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
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
complete all complete all complete all complete all complete all
assignments. assignments. assignments. assignments. assignments.
Level 1: Who are the Level 1: Who are the Level 1: Who are the Level 1: Who are the Reviewing the levels.
characters? What is characters? What is characters? What is characters? What is Level 1: Who are the
the setting? What is the setting? What is the setting? What is the setting? What is characters? What is the
the title? the title? the title? the title? setting? What is the
Level 2: Who is the Level 2: Who is the Level 2: Who is the title?
author? Who is the author? Who is the author? Who is the Level 2: Who is the
illustrator? illustrator? illustrator? author? Who is the
Level 3: What is the Level 3: What is the illustrator?
cover of the book cover of the book Level 3: What is the
telling us? Does the telling us? Does the cover of the book
cover and the title cover and the title telling us? Does the
connect? connect cover and the title
Level 4: Who is connect
narrating the book? Is Level 4: Who is
it the author or the narrating the book? Is
character? it the author or the
character
All prior knowledge is All prior knowledge is All prior knowledge is All prior knowledge is All prior knowledge is
activated by consistent activated by consistent activated by consistent activated by consistent activated by consistent
reviewing. We are able reviewing. We are able reviewing. We are able reviewing. We are able reviewing. We are able
to go over all four to go over all four to go over all four to go over all four to go over all four
levels day by day and levels day by day and levels day by day and levels day by day and levels day by day and
in each day we add on in each day we add on in each day we add on in each day we add on in each day we add on
a new level. The a new level. The a new level. The a new level. The a new level. The
assignments on each assignments on each assignments on each assignments on each assignments on each
day are taking an add day are taking an add day are taking an add day are taking an add day are taking an add
on to what we’ve on to what we’ve on to what we’ve on to what we’ve on to what we’ve
learned the previous learned the previous learned the previous learned the previous learned the previous
day. We keep the same day. We keep the same day. We keep the same day. We keep the same day. We keep the same
set of sheets to be able set of sheets to be able set of sheets to be able set of sheets to be able set of sheets to be able
to go back and refer to to go back and refer to to go back and refer to to go back and refer to to go back and refer to
what had been spoken what had been spoken what had been spoken what had been spoken what had been spoken
about. about about about about
Presentation of Content
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
Assignments are given Assignments are given Assignments are given Assignments are given Assignments are given
based on their reading based on their reading based on their reading based on their reading based on their reading
levels. Which flow levels. Which flow levels. Which flow levels. Which flow levels. Which flow
from A-Z, A being to from A-Z, A being to from A-Z, A being to from A-Z, A being to from A-Z, A being to
lowest/beginner level lowest/beginner level lowest/beginner level lowest/beginner level lowest/beginner level
and Z being the and Z being the and Z being the and Z being the and Z being the
mastered. Kids mastered. Kids mastered. Kids mastered. Kids mastered. Kids
currently range from currently range from currently range from currently range from currently range from
A-M in levels. Each A-M in levels. Each A-M in levels. Each A-M in levels. Each A-M in levels. Each
student receives the student receives the student receives the student receives the student receives the
book that is given by book that is given by book that is given by book that is given by book that is given by
the curriculum in two the curriculum in two the curriculum in two the curriculum in two the curriculum in two
different levels Easy different levels Easy different levels Easy different levels Easy different levels Easy
and Hard. Lower level and Hard. Lower level and Hard. Lower level and Hard. Lower level and Hard. Lower level
students/students who students/students who students/students who students/students who students/students who
are non-verbal/student are non-verbal/student are non-verbal/student are non-verbal/student are non-verbal/student
who are emergent who are emergent who are emergent who are emergent who are emergent
beginner readers beginner readers beginner readers beginner readers beginner readers
receive work with receive work with receive work with receive work with receive work with
photos to make photos to make photos to make photos to make photos to make
reading reading reading reading reading
comprehension easier. comprehension easier. comprehension easier. comprehension easier. comprehension easier.
For those who are at a For those who are at a For those who are at a For those who are at a For those who are at a
higher level their higher level their higher level their higher level their higher level their
assignments include assignments include assignments include assignments include assignments include
more literacy and a more literacy and a more literacy and a more literacy and a more literacy and a
more challenging set more challenging set more challenging set more challenging set more challenging set
of of words. of of words of of words of of words of of words
There are applied texts There are applied texts There are applied texts There are applied texts There are applied texts
and work given to and work given to and work given to and work given to and work given to
each student according each student according each student according each student according each student according
to their appropriate to their appropriate to their appropriate to their appropriate to their appropriate
levels. Everyone has levels. Everyone has levels. Everyone has levels. Everyone has levels. Everyone has
an individual plan and an individual plan and an individual plan and an individual plan and an individual plan and
is helped accordingly. is helped accordingly. is helped accordingly. is helped accordingly. is helped accordingly.
We use visuals and We use visuals and We use visuals and We use visuals and We use visuals and
 needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
less words for those less words for those less words for those less words for those less words for those
who are on the lower who are on the lower who are on the lower who are on the lower who are on the lower
level of the chart and level of the chart and level of the chart and level of the chart and level of the chart and
for those who are on for those who are on for those who are on for those who are on for those who are on
the higher level, their the higher level, their the higher level, their the higher level, their the higher level, their
material is more material is more material is more material is more material is more
challenging and challenging and challenging and challenging and challenging and
requires more time and requires more time and requires more time and requires more time and requires more time and
concentration to work. concentration to work concentration to work concentration to work concentration to work
Application of Content
Students will explore, Students will explore, Students will explore, Students will explore, Students will explore,
practice and apply the practice and apply the practice and apply the practice and apply the practice and apply the
content throughout the content throughout the content throughout the content throughout the content throughout the
entire daily assigned entire daily assigned entire daily assigned entire daily assigned entire daily assigned
lessons. There will be lessons. There will be lessons. There will be lessons. There will be lessons. There will be
site words to refer to site words to refer to site words to refer to site words to refer to site words to refer to
that are being used that are being used that are being used that are being used that are being used
throughout the unit. throughout the unit. throughout the unit. throughout the unit. throughout the unit.
Another way that they Another way that they Another way that they Another way that they Another way that they
would apply the would apply the would apply the would apply the would apply the
context would be context would be context would be context would be context would be
through their through their through their through their through their
homework homework homework homework homework
assignments and class assignments and class assignments and class assignments and class assignments and class
projects. We will projects. We will projects. We will projects. We will projects. We will
continue to apply it continue to apply it continue to apply it continue to apply it continue to apply it
also in our everyday also in our everyday also in our everyday also in our everyday also in our everyday
movement being that movement being that movement being that movement being that movement being that
the unit is Physical the unit is Physical the unit is Physical the unit is Physical the unit is Physical
Movement. Movement Movement Movement Movement
This is an restricted This is an restricted This is an restricted This is an restricted This is an restricted
8:1:2 special education 8:1:2 special education 8:1:2 special education 8:1:2 special education 8:1:2 special education
class. There are class. There are class. There are class. There are class. There are
modifications because modifications because modifications because modifications because modifications because
this is a bridged this is a bridged this is a bridged this is a bridged this is a bridged
classroom where there classroom where there classroom where there classroom where there classroom where there
 Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be
are three classes (K-2nd are three classes (K-2nd are three classes (K-2nd are three classes (K-2nd are three classes (K-2nd
). The lessons are all ). The lessons are all ). The lessons are all ). The lessons are all ). The lessons are all
modified according to modified according to modified according ti modified according to modified according to
their levels along with their levels along with their levels along with their levels along with their levels along with
their reading texts and their reading texts and their reading texts and their reading texts and their reading texts and
assignments. assignments. assignments. assignments. assignments.
For early finishers For early finishers For early finishers For early finishers For early finishers
they are always they are always they are always they are always they are always
encouraged to re-read encouraged to re-read encouraged to re-read encouraged to re-read encouraged to re-read
the assigned text as the assigned text as the assigned text as the assigned text as the assigned text as
good readers are good readers are good readers are good readers are good readers are
always encouraged to always encouraged to always encouraged to always encouraged to always encouraged to
do. do. do. do. do.
Students with gifted Students with gifted Students with gifted Students with gifted Students with gifted
abilities are always abilities are always abilities are always abilities are always abilities are always
challenged with a level challenged with a level challenged with a level challenged with a level challenged with a level
up assignment up assignment up assignment up assignment up assignment
ELL students are ELL students are ELL students are ELL students are ELL students are given
given work in English given work in English given work in English given work in English work in English with
with labels given to with labels given to with labels given to with labels given to labels given to instruct
instruct what to do. instruct what to do instruct what to do instruct what to do what to do
Assessment of Content
There is always a There is always a There is always a There is always a There is always a
written activity that written activity that written activity that written activity that written activity that
follows the reading. follows the reading. follows the reading. follows the reading. follows the reading.
Students work with the Students work with the Students work with the Students work with the Students work with the
teacher and their teacher and their teacher and their teacher and their teacher and their
classmates both in classmates both in classmates both in classmates both in classmates both in
person and remotely person and remotely person and remotely person and remotely person and remotely
on the written on the written on the written on the written on the written
assignment. It can also assignment. It can also assignment. It can also assignment. It can also assignment. It can also
turn into homework. turn into homework turn into homework turn into homework turn into homework
This class is a This class is a This class is a This class is a This class is a
restricted special ed restricted special ed restricted special ed restricted special ed restricted special ed
class with the 8:1:2 class with the 8:1:2 class with the 8:1:2 class with the 8:1:2 class with the 8:1:2
ratio, it is also a ratio, it is also a ratio, it is also a ratio, it is also a ratio, it is also a
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)
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.
bridged class of K-2nd . bridged class of K-2nd . bridged class of K-2nd . bridged class of K-2nd . bridged class of K-2nd .
Every assessment is Every assessment is Every assessment is Every assessment is Every assessment is
modified to be modified to be modified to be modified to be modified to be
inclusive to all inclusive to all inclusive to all inclusive to all inclusive to all
students present in the students present in the students present in the students present in the students present in the
classroom including classroom including classroom including classroom including classroom including
those learning those learning those learning those learning those learning
remotely. remotely. remotely. remotely. remotely.
Students who finish Students who finish Students who finish Students who finish Students who finish
first, work is often first, work is often first, work is often first, work is often first, work is often
checked by staff then checked by staff then checked by staff then checked by staff then checked by staff then
encouraged to re-read encouraged to re-read encouraged to re-read encouraged to re-read encouraged to re-read
and check again. and check again. and check again. and check again. and check again.
Gifted students are Gifted students are Gifted students are Gifted students are Gifted students are
often given work that often given work that often given work that often given work that often given work that
is more challenging is more challenging is more challenging is more challenging is more challenging
and a level up. and a level up. and a level up. and a level up. and a level up.
ELL students are ELL students are ELL students are ELL students are ELL students are given
given assignments given assignments given assignments given assignments assignments with
with pictures and with pictures and with pictures and with pictures and pictures and labels on
labels on them. labels on them labels on them labels on them them
Extension Activity and/or Homework
Students are assigned Students are assigned Students are assigned Students are assigned Students are assigned
books on a company books on a company books on a company books on a company books on a company
given domain where given domain where given domain where given domain where given domain where
they have to read a they have to read a they have to read a they have to read a they have to read a
certain amount certain amount certain amount certain amount certain amount
throughout the unit. throughout the unit. throughout the unit. throughout the unit. throughout the unit.
There is normally a There is normally a There is normally a There is normally a There is normally a
written assignment written assignment written assignment written assignment written assignment
given and then it is given and then it is given and then it is given and then it is given and then it is
needed to be uploaded needed to be uploaded needed to be uploaded needed to be uploaded needed to be uploaded
to the site. to the site. to the site. to the site. to the site.
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: I did not get the opportunity to record.

Summary of Unit Implementation: I was assigned one of the lower level children to complete one on
one Guided Reading with. My objective during the guided reading was to get him to identify one to
two major parts of the book (the title and the author) he is a remote/ virtual learning student. He is
easily distracted and it is hard for me to keep him focused even with all the toys and activities we
have. There is a lot of redirecting required. Once focused he is willing to try but doesn’t stay
focused long

Summary of Student Learning: being Able to get Uriah to look at the cover and name one thing he
sees.

Reflection of Video Recording: