Student Teaching Evaluation of Performance (STEP)

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Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3
STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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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 Digital Classroom.

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 Digital Classroom.

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 Digital
Classroom.

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STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: U5 W2

Unit Title: Language Arts

National or State Academic Content Standards: RF.1.3b Decode regularly spelled one-syllable
words
RF.1.3g Recognize and read grade level/appropriate irregularly spelled words

Learning Goal: Students will be able to decode and recognize these words by the end of the week.

Measurable Objectives: Students will be able to decode regularly spelled one-syllable words.
Students will be able to recognize and read grade-appropriate irregularly spelled words

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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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.

I plan on saying these words and assessing them on the words to see if they are able to spell
them out without practicing them first and then go over the spelling words after.

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  Spelling words: Her, Bird, Fur, Fern, Dirt, Work, Barn, Arm, Climb, Through
 Sentence: The bird has long wings.
 Highly proficient: (90%-100%) 10/10 & 9/10
 Proficient: (80%-89%) 8/10
 Partially Proficient: (70%-79%) 7/10
 Minimally Proficient: 69% and below) 6/10, 5/10, 4/10, 3/10, 2/10, 1/10, 0/10

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%)

2

Proficient
2
(80%-89%)
Partially Proficient
5
(70%-79%)
Minimally Proficient
10
(69% and below)

Pre-Assessment Analysis: Whole Class

I was expecting them to not score as well since it was new words they were learning how to spell. This
allows me to make changes and see who can do all 10 words or can only practice 5 words. This also
allows me to see who needs extra help with spelling and seeing who is having trouble with blending and
sounds.

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.
 Highly proficient: (90%-100%) 10/10 & 9/10
 Proficient: (80%-89%) 8/10

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  Partially Proficient: (70%-79%) 7/10
 Minimally Proficient: 69% and below) 6/10, 5/10, 4/10, 3/10, 2/10, 1/10, 0/10

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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: 1st grade

Unit/Subject: Unit 5 Week 2. Language Arts

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning RF.1.3b Decode RF.1.3b Decode RF.1.2b Orally RF.1.3b Decode L.1.2d Use
Standards regularly spelled one- regularly spelled one- produced single digit regularly spelled one- conventional spelling
List specific grade-level
syllable words syllable words syllable words by syllable words for words with
standards that are the focus blending sounds common spelling
RF.1.3g Recognize RF.1.3g Recognize L.1.2d Use
of the lesson being presented. phonemes including patterns and for
and read grade and read grade conventional spelling
consonant blends frequently occurring
level/appropriate level/appropriate for words with
irregular words
irregularly spelled irregularly spelled RF.1.3b Decode common spelling
words words regularly spelled one- patterns and for RF.1.3g Recognize
syllable words frequently occurring and read grade
irregular words level/appropriate
RF.1.3g Recognize
irregularly spelled
and read grade RF.1.3g Recognize
words
level/appropriate and read grade
irregularly spelled level/appropriate
words irregularly spelled
words

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Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.
Students will be able Students will be able Students will be able Students will be able Students will be able
to decode regularly to decode regularly to orally produce to decode regularly to use conventional
spelled one-syllable spelled one-syllable single syllable words spelled one-syllable spelling for words
words. words. by blending sounds words. with common spelling
phonemes including patterns and for
Students will be able Students will be able Students will be able
consonant blends frequently occurring
to recognize and read to recognize and read to use conventional
irregular words
grade-appropriate grade-appropriate Students will be able spelling for words
irregularly spelled irregularly spelled to decode regularly with common spelling Students will be able
words words spelled one-syllable patterns and for to recognize and read
words. frequently occurring grade-appropriate
irregular words irregularly spelled
Students will be able
words
to recognize and read Students will be able
grade-appropriate to recognize and read
irregularly spelled grade-appropriate
words irregularly spelled
words

Academic Language New Spelling words New Spelling words New Spelling words New Spelling words New Spelling words
General academic vocabulary
and content-specific  Her  Her  Her  Her  Her
vocabulary included in the
unit.  Bird  Bird  Bird  Bird  Bird
 Fur  Fur  Fur  Fur  Fur
 Fern  Fern  Fern  Fern  Fern
 Dirt  Dirt  Dirt  Dirt  Dirt
 Work  Work  Work  Work  Work
 Barn  Barn  Barn  Barn  Barn
 Arm  Arm  Arm  Arm  Arm
Review Spelling Review Spelling Review Spelling Review Spelling Review Spelling
words words words words words

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  Climb  Climb  Climb  Climb  Climb
 Through  Through  Through  Through  Through
Unit Resources,  Introduce  Go over  Go over  Review  Spelling test
Materials, Equipment, Spelling spelling words spelling words spelling
and Technology Words Words  Pencils
 Pencils  Pencils
List all resources, materials,  Pencils  Pencils
equipment, and technology to  Chromebooks  Chromebooks
be used in the unit.  Chromebooks  Chromebooks
 Lexia  Lexia
 Lexia  Lexia
 PowerPoint  Graphic
 Spelling iSpy organizer of  Whiteboards
 Using the
worksheet the spelling
spelling words  Markers
(students will word, sketch,
in a sentence
need to do a definition, and  Cut and paste
worksheet
wordsearch sentence spelling words
and find the (students will
spelling need to find
words) the letters and
paste the
letters next to
the word)

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 1: This week the Level 1: Class, tell me Level 1: Class, lets Level 1: Remember Level 1: Remember
spelling words are how do letter sounds sound and slide the this week we have your spelling words
going to make the /ir/ work together to make words we have been been working on the this week, what is a
sound, last week our words? working on. For spelling words and new word that you
spelling sounds were example, bird. B-ir-d tomorrow is your learned that you had
Level 2: Do you
the /ar/. Last weeks Bird. spelling test. What can never heard before?
remember yesterday
word one was arm, you recall about the
when we were talking Level 2: Can you guys Level 2: What is the
what do you do when words we’ve been
about the /ur/ sound. I tell me a story out loud hardest word to learn
you need to ask a reviewing all week.
am going to give you using 1-3 words from how to spell this
question? You raise
the word /fern/ but our spelling words? Level 2: Which word week?
your arm.
have it spelt as furn, Let’s see what you can was the easiest word
Level 3: Give me a

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 Level 4: Extended Level 2: This week can you tell me what is come up with. you could spell? Why? sentence with the
Thinking were going to focus on wrong with the words from our
Level 3: Remember Level 3: I am going to
the /ur/ sound but now spelling of this word? spelling. Which word
our spelling words, I write words on the
that were almost in 2nd was your favorite
Level 3: I am going to will give you the set of board but you have to
grade it is so tricky. word to spell this week
put up a picture on the spelling words and tell me what /ur/ sound
The ur sound can be and why?
TV, can you tell me make a connection to goes in it. For example
spelled with /er/ /ir/
which spelling word it real life that makes the Dirt. D__t. Do I put ir, Level 4: What is the
/or/ /ur/.
is by looking at the most sense. Can you er, or ur? Dirt? Dert? meaning of the words
Level 3: (I will show a picture? Can you spell give me an example? Or Durt? Write on that we have been
picture of a girl and the words out for me? your whiteboards using all week? Don’t
Level 4: Can you
her hair is brown) can which one makes the get tricked with the
Level 4: If I tell you come up with other
you say her there is most sense. word through because
guys a word, are you words that have the
a /ur/ sound. it also sounds like
guys able to recognize /ur/ sound? For Level 4: With the
Remember it doesn’t threw but they are two
it and tell me which example, turn. Give words we have been
just have to sound different meanings.
word is on the screen? me some words! What practicing, do you
right it has to look
can you come up with think you can spell
right. How do you
that we don’t already them without having
spell her? Is it hur or
have? to look at the words?
her.
Write them on your
Level 4: Okay the ur whiteboards and put
sound can you think of them up after every
anything else that has word I say.
the ur sound. “fur” fur
like a dogs fur. I have
some pictures of a bird
what is the beginning
sound an ur sound but
we have to find out
which letters fit in
since burd does not
look right. Tell me
what do I do?
Anticipatory Set Students will be able Students will be able Students will be Students will be to use Students will be taking
How will students’ prior
to look at pictures of to view a PowerPoint coming up with their all the ways they the spelling test, with
knowledge be activated as the words to be able to about their spelling own /ur/ sound word. practiced their words all their work for this

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well as gain student interest
in the upcoming 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
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
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familiarize themselves words with pictures Those that come up and writing the words week on practicing the
with the content. and videos to keep with the most words on their whiteboards words, once they hear
them engaged. gets something from for practice. the words they should
the prize box. be able to recognize it
and remember how to
spell it.
Presentation of Content
Physical in hand A PowerPoint is being A graphic organizer Students will have the Students have been
visuals will be used shown in the will be used to allow set of words and practicing their
with the word and classroom with the students to focus on scrambled letters spelling words all
pictures and students spelling words and their thoughts and where they need to week and it is now
will be spelling each pictures and this helps allow them to plan and search for the letters time for the spelling
word out while they those in the classroom what to write and draw and cut and paste them test. Those that only
are getting introduced that work better with on their papers. This to the paper. This need to do 5 words
to the words. visuals. allows students to allows students to be instead of 10 know
construct creative and allows who they are.
understanding between them to increase their
concepts. visual-spital memory.
ELL & Special needs ELL: Visuals are ELL & Special needs: ELL: Students can ELL & Special needs:
students: They can get being used, I wouldn’t Allow them to only do work with a partner if Testing day, allow
5 words to practice differentiate anything 5/10 words for the needed to with doing them to only do 5/10
and study with instead but if necessary I will graphic organizer the cut and paste words
of 10 words come up with
Gifted students: Allow Special needs: Have Gifted students: I
something else on the
Gifted students: Allow them to work on them in a small group would have them use 2
spot for them
them to work in a iready after their with me while of the words in a
group or Special needs: Allow graphic organizer everyone does the cut sentence
independently with them to just do half of and paste and have
Early finishers: Allow Early finishers: Free
practicing spelling the words and put them work on spelling
them to do AR quizzes choice
words them in sentences words with me
verbally or have them
Early finishers: Have Gifted students: Have
write the words
them do the spelling them write all the
iSpy. words in sentences Gifted students: Have
a small group with
Early finishers: They
those that need extra
Page 12 of 22

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
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
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can work on their support
Lexia
Early finishers: Same
as above
Application of Content
They will first explore Students found out Students will be They will be exploring Everything that they
and practice with me about their spelling exploring, practicing, and practicing with learned for the week,
and understand words yesterday, they and applying the their partners by they will now take a
everything they’re will be able to trace, content they’ve been reading each other the test on it.
supposed to learn for copy, and recall their learning by using their spelling words and
the week words on a paper. graphic organizer. applying what they
learned into writing
out sentences with the
words.
ELL & Special needs: ELL: Allow students ELL: Allow them to ELL: Allow them to ELL: Have them only
Visuals will be used, I to explain verbally the do as much as they can work with a partner do 5/10 words to write
will have big cards words complete with the that speaks their out
with the spelling organizer language
Special needs: Allow Special needs: I will
words and a picture of
them to tell me Special needs: I will Special needs: Allow point to a word and
the spelling words to
verbally or draw out work with them one on them to work in a have them verbally tell
introduce them to the
the spelling words one to help them with small group instead of me the word if they
words.
their spelling words partnering are unable to write out
Gifted learners: Give
Gifted learners: Allow the spelling words
them challenging Gifted learners: Allow Gifted and Early
them to review the well
sentences for them to them to partner up finishers: Give both
words with other
write with another student to gifted and early Gifted learners: I have
gifted learners a well
work on the organizer finishers an extra nothing to change
Early finishers: Work
Early finishers: Allow worksheet to work on
on their Lexia Early finishers: Have Those that need extra
them to work on when done
them write a reflection support: Go over the
Freckle
on what they just spelling words again
learned and which and allow them to take
words they struggle it again if necessary
with to review them
Assessment of Content
Page 13 of 22
Multiple Means of  Homework  Exit Ticket  Quiz  Verbal  Friday testing
Expression reflection
 Pre  Spelling  Spelling  Chapter
Formative and summative about the
assessment practice quiz Survey review with
assessments used to monitor words they
students
student progress and modify had learned
instruction.
 Rubric
Multiple Means of ELL & Special needs: I have no ELL & Special needs: ELL: Allow them to ELL & Special needs:
Expression Students only need to differentiation for any Have the quiz not work in a quiet safe Allow them to take the
Differentiation do as much homework students, they all can count as their grade area while thinking test and only have
Explain how materials will be
as they can do and try participate with the but more as a spelling about their reflection them do 5/10 or as
differentiated for each of the their best with the pre practice quiz and their practice test and allowing them to much as they can do
following groups: assessment exit tickets is writing see the rubric to be
Gifted & Early Gifted students: I
any of the spelling able to see what is
 English Language Gifted students: I do finisher: Allow them don’t have anything
words on their expected of them
Learners (ELL) not have anything for to do the survey about for them, they can do
whiteboard that I say
them the spelling words. Special needs: Same free choice
 Students with special verbally.
as ELL student
needs Early finisher: They Early finishers: Free
can get a head start on Gifted Students: Have choice
 Students with gifted
abilities their homework them physically write
a reflection
Early finishers (those who
finish early and may need Early finisher: Same
additional resources/support) as gifted learner
Extension Activity and/or Homework
Identify and describe any  Spelling (write  Spelling (write  Spelling (write  Practice Turn in Homework
extension activities or the spelling the words 5 the words in spelling test Packet
homework tasks as words in times each pyramid
appropriate. Explain how the  Any unfished
rainbow) format)
extension activity or  Any unfished classwork
homework assignment  Any unfished classwork  Any unfished
supports the learning classwork classwork
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this

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template.

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

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

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

Summary of Unit Implementation: This lesson focuses on developing comprehension and

understanding causes and effects.

Summary of Student Learning: This lesson allows students to develop comprehension. They are able to
grasp information by looking at pictures and make predictions on what is going to happen. The genre of
the story is fantasy, students know the meaning of fantasy. Towards the end, students will be able to tell
me their favorite part or what they learned about this story.

Reflection of Video Recording: Students were able to learn and truly understand the story. They did take
a test on the story at the end of the week and mostly all the students passed it. I do like how many of them
use their fingers to follow along and they either ask questions or add onto the story. The students do very
well with comprehension. The strengths I have is being able to ask many questions and engage the

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students well. Weaknesses that I have is sometimes I am a little quiet and sometimes can’t get the
students to refocus on what they are being taught.

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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 2 4
(90%-100%)
Proficient
2 2
(80%-89%)
Partially Proficient
4 3
(70%-79%)
Minimally
Proficient 8 7
(69% and below)
Post-Test Analysis: Whole Class
Based on the whole class post-test data, my interpretation of the students learning was that they
didn’t really master their spelling words from day 1 of the pre-test to day 5 of the post-test. I was
able to tell on their spelling tests that they can hear the beginning and ending sound perfectly but
when it comes to what is in the middle that is a bit difficult for them. From the beginning of the
week, only 2 students were highly proficient and by the end of the week 4 students were highly
proficient so it only jumped up by 2 students. I was able to see their homework and did see that
they were practicing their spelling words all week but once it came to the test it seemed like many
of them forgot how to spell the words.

In addition to giving us useful data to aid in students' development, efficient assessment also
permits critically reflective instruction (NIU, n.d.). Based on the whole class post-test data, I think
I need to go over the spelling words more frequently and have them spell out the words without
seeing them to get them to practice the words more. Those students that are on top of their
homework and practice frequently with their families I see got highly proficient. In their
homework I can tell they really do practice all week. For those that are struggling, I will be doing
small groups and assessing them on their spelling words for the future. I feel like there were way
too many students who still scored minimally proficient.
Post-Assessment Analysis: Subgroup Selection

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 I will talk about the girls in my classroom. Out of the 19 students 10 of them are girls. 2 of them
scored high proficiently. 4 of them scored between proficient and partially proficient and the rest
of the girls scored at minimally proficient. I do believe that the girls in my classroom do score a
bit better than the boys in my classroom. These girls do well overall in class and do pay attention
when asked to.
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 0
(90%-100%)
Proficient
0 0
(80%-89%)
Partially Proficient
0 1
(70%-79%)
Minimally
Proficient 3 2
(69% and below)

Post-Assessment Analysis: Subgroup

1 out of the 3 students are ELL students. The other 2 students are students that only need to work
on 5 out of the 10 spelling words. These pre and post-test assessment scores were expected but
with working in small groups and one on one with them I know their scores can exceed. I will
incorporate technology in assisting them with their spelling and having them work on Lexia to
gain confidence in blending words.

I do a lot of sound and slide it with their spelling words for example b-ir-d students are able to
hear the beginning and ending sound fine it is just that /ur/ sound that they hear that they can’t
quite figure out if it is /ir/ /er/ or /ur/. I have goals set for my students and I do see growth in them
since I have started student teaching. I will use more technology, my mentor teacher and I just
downloaded Duolingo classroom to help assist my ELL students. My other students just need
consistency and one on one time to help them thrive. I will differentiate my instructional
strategies to be able to meet those students needs. I do have these students seated next to/near
higher-level students which benefits them in the classroom to get support from their classmates as
well. I will use more visual aids and hands on activities as well.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

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 Pre-Test Post-Test
Highly Proficient 2 4
(90%-100%)
Proficient
2 2
(80%-89%)
Partially Proficient
5 5
(70%-79%)
Minimally
Proficient 10 8
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

With the amount of students that are performing minimally proficient, I now know that I need to
work with them a bit extra I just need to see what works best for them and how will these spelling
words stick into their heads. I do think the scorings do make sense, I think what I need to do is
focus a little more on different manipulatives to do in the classroom to help them gain the
understanding of the spelling words. 2 students did increase and 2 students did get out of the
minimally proficient area which I am pretty happy about. I do feel like I can improve on my
teaching strategies and qualities to better assist my students.
The next step for instructions is students still work on the r controlled r just with the /or/ sound
instead of the /ur/ sound. Students will still be able to recognize and read grade-appropriate
irregularly spelled words. Students will be able to blend and figure out what goes where for
example the word b-or-n students will see that they have worked on the r controlled r words
before but different sounds. These post-test will help me differentiate instruction and to change
things up to get the spelling scores higher.

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

development, research on the Internet,
Short-Term Goal

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 observation of a veteran teacher, etc.)
1. Strengthening their ability to
memorizing how to spell words
I would be observing where they are at and
doing exit tickets where I would give them 2
words to write on their whiteboard and for
them to be able to leave they have to spell
the word. I would give them the correct
corrections on day 1 and then they will be
having to spell it correctly after to be able to
leave for recess. This allows them to practice
and get repetition on spelling words.

2. Using visual aids to teach spelling Many students are visual learners, I would
words associate certain sounds and letters with
colors, pictures, and other symbols as a
technique to teaching them the words and
this will allow them to gain different insights
to learning spelling words. Putting symbols
and using different colors can also help
students point out silent letters in a word.
Students not only need to know how to spell
the word but they also need to know what the
word is.
3. Have students identify the individual 1st graders are still learning how to read and
sounds write well. They still need to blend words
together and identify letters. I would have
students listen as I blend a word and have
them identify each individual sound. This
allows them to hear each letter in the word
and if they cannot then we will go over it
together as practice and then they will get the
hang of it with more practice.

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: Blend and manipulate sounds to spell words
Rationale: Why did you choose this goal? How I chose this goal because students learn a new
do you expect it to improve the outcomes of your technique for any unknown words they ever
future students? come across. This strengthens their spelling

© 2024. Grand Canyon University. All Rights Reserved. Page 21 of 22


End Date: By when do 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?
© 2024. Grand Canyon University. All Rights Reserved.
skill set. Most students know their letters and
sounds it is just blending the letters together
to get the word.
I would want them to accomplish this goal by
the end of the school year. We are in March
and school ends in May. Students should be
able to have an 80% and up accuracy goal.
I would have them start this goal on 4/1/24
after spring break. In the morning time we go
over the spelling words and sound and slide
them together. I would add more additional
time throughout the day to build more
accuracy with spelling. I would say a word
and choose one student to spell out a word out
loud and they would choose the next student
for a different word and this would go on
until everybody has done one. I would also do
small groups and practice their spelling words
by giving them cut up pieces of letters and
having them glue them on a piece of paper for
every word I give them.
Students can use Lexia to help them with
blending and spelling words. On their
homework, there is spelling practices where
they can write their spelling words in rainbow
colors, pyramids, and in sentences.
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