Step Template 448

Student Teaching Evaluation of Performance (STEP)
Template
Lakeisha Thompson
© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 35

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

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors
A. Geographic Location
Lafayette charter school is located in New Orleans, Louisiana. Louisiana is located in the
southern parts of the country. New Orleans is a city in Louisiana that has a population of
4.684,333 as of July 2017. The stability of this city is steading changing because of two factors,
tourists and affordability. There is the French quarter and Bourbon street, Mardi Gras, and the
Ports. These all increase revenue for the city. However, the high increase of the rate for
affordable living has decreased. These facts alone have the stability of the city grows up and
back down.
https://www.census.gov/quickfacts/LA, 2017
B. District Demographics
Lafayette academy is included in a district called Recovery School district. The total number of
schools in this district is 59 schools statewide and 49 within city of New Orleans. Within these
59 schools, there are 27,500 students in grades PK-12 grade. 56 percent of these students are in
New Orleans also. The number of students receiving free or reduce lunch is 82 percent.
http://www.rsdla.net/apps/pages/index.jsp?uREC_ID=313521&type=d, 2018
C. School Demographics
Lafayette Charter school serves grades K- through 8th grade. There is a total of 956 students
enrolled at this school currently. 94.1 percent is African American and the other percent is white non-
Hispanic or other. The percentage of students receiving free lunch is 100 percent. This school is a
grade C on the state level. Enrollment is open to all students throughout the city of New
Orleans.
https://www.lafayetteacademyno.org/apps/pages/index.jsp?uREC_ID=237457&type=d, 2018

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors
A. Student Demographic Factors

The classroom is 7th and 8th grade self-contained with the content areas of Math, Science,
Social studies, and English Language Arts. There are 11 students in the classroom.
There is a total of 7 boys and 4 girls in the classroom. The ages of all 11 students range
between 12-14. The ethnicity of this classroom is one white non-hispanic student and African
American. The students in this classroom ranked between low income and the working class.
B. Environmental Factors
The teacher has two desks stations in the classroom, which are located in the middle of the
back classroom. The students are arranged in groups of four. One student is on an island by
herself which means she sit alone, because loud noise affects her performance. The computer
station is against a side wall with five available computers. There is classwork, projects, and
tests posted all around the classroom. Each section has a theme. Classroom rules and
contracts are posted on the bulletin board to show a constant reminder of expectations and
consequences. There is a library on the wall with windows with two comfortable chairs and a
rug to sit of lay for comfort. The library has many different levels of books for the students to
read. The projection screen and projector board is ready and available when needed in the
classroom. There is very low or minimal parental involvement in the classroom.
C. Student Academic Factors

There are nine students that receive speech outside of the classroom. There are 11 students
with Individual Education plans at this time. There is one student who has to put on special
headphones to prevent noise in the classroom. There are 10 African students and one white
student. The students are on three or more different academic levels in the classroom.
In the space below, discuss the possible affect these characteristics could have on the
planning, delivery, and assessment of your unit. Refrain from using student names.
The characteristics in this classroom can change the planning, delivery, and assessment of my
future unit. During planning, delivery and assessments many things must be taking into
consideration such as, students levels, modification of test, extended time, and alterations to class
and homework.

Behavior
Student Subgroup ELL IEP Section 504 Gifted Other or
Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys # 7 # # # #
Girls # 4 # # # #
Instructional Accommodations Text Modifications Text Text Text Text
and Modifications 1. Classwork
(Describe any instructional 2. Homewor
accommodations and modifications k
regularly used to meet the needs of 3. Assessme
students in each subgroup.) nts
Accommodat
ions
1. Time
2. Standing
3. Frequent
bathroom
breaks

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Lakeisha Thompson
Unit Topic: English Language Arts
Unit Title: Reading Literacy
National or State Academic Content Standards

Standards
CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning
and tone.
Identify the main topic and retell key details of a text.
Learning Goal
Learning Goals:
Pupils will be able to read and extract information from a text, use prior knowledge and draw
inferences to make thorough summary because, it supports pupils in their critical thinking skills,
formulate writing for professional careers or explain information during a conversation between
two or more parties.
Measurable Objective:
When provided grade level passages, pupils will be able to cite and analyze text using the
constructive response strategy (C.E.C. Strategy- Claim-it, Evidence, and Commentary) at least
50 percent of the time after this unit.
Measurable Objective: When given a graphic organizer, the student will be able to write the main
idea and connect 5 details written in complete sentences completing at least 4 of the 5 details in two
separate trials.
Measurable Objective:
When provided 20 new vocabulary words each week, the student will use the decoding strategy
to read each word and use in a sentence correctly defining 15 out of the 20 each week.

STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Name: Date:
Vocabulary
Directions: Use the words in the box to complete the
definitions. Write each word neatly on the lines provided.
Traits Contrast Compare Qualities Evidence
Sequence Stanza Point of View Infer Line
metaphor Simile Support Figurative language
1. the state of being strikingly different from something else,

2. a distinctive attribute or characteristic possessed by someone or
something.
3. the available body of facts or information indicating whether a

belief or proposition is true or valid.
4. a particular order in which related events, movements, or

things follow each other.
5. a group of lines forming the basic recurring metrical unit in

a poem; a verse.
6. estimate, measure, or note the similarity or dissimilarity between.
7. deduce or conclude (information) from evidence and reasoning rather
than from explicit statements
8. a horizontal row of written or printed words.
9. a particular attitude or way of considering a matter.
10. a figure of speech in which a word or phrase is applied to
an object or action to which it is not literally applicable
11. a distinguishing quality or characteristic, typically one belonging to a

person
12. a figure of speech involving the comparison of one thing

with another thing of a different kind, used to make a description more emphatic or vivid
(e.g., as brave as a lion, crazy like a fox).
13. departing from a literal use of words; metaphorical.
14. give assistance to, especially financially; enable to function or

act.
Session 4: Reading and Responding Part 2

Read this story about a farmer and then answer questions 15
through 20.
Nicholai Duniyev’s Longest Day
A Lithuanian Folktale
1 Farmer Nicholai Duniyev watched bleakly as the sun set and his workers
prepared to go home.
“Oh, if only I could lengthen the day,” he groaned. “My workers will
plow only as long as the sun shines. How will I ever become wealthier
if I must bow to the whims of the sun?” Later that night, while eating a
dinner of potatoes and liver, Nicholai Duniyev had an idea. He wrote out a
proclamation:
I, Nicholai Duniyev, will generously pay whoever can prolong the

hours of the day.
The next afternoon the candlemaker arrived.
“What is so important that you interrupt my tea time?” asked Nicholai

Duniyev.
“I have found a way to prolong your day,” said the candlemaker. “I will
light one thousand candles with long, thick wicks and slow-burning
wax. Your workers can toil through the night by the glow of candlelight.”
7 “What a wonderful idea!” Nicholai Duniyev exclaimed.
All the candles were lit. The fields glowed. Then a very unexpected thing

happened. A fierce wind whipped through the fields. The candles toppled to
the ground and burned an acre of land.
“You fool!” yelled Nicholai Duniyev. “Look what you’ve done! Out with
you and your cockamamie ideas!”
And the candlemaker hurried home in the dark.
The next morning, while Nicholai Duniyev finished his luscious breakfast, the
night watchman arrived.
“Surely you are hungry after your long night’s work,” said Nicholai
Duniyev, “but as you can see, there is only enough food left for me.” He
popped the last six sausages into his mouth.
“I have not come for breakfast, but to offer a suggestion. I know some
things only a night watchman can know.”
14 “Can you lengthen the day?”

“Wait for this evening,” said the night watchman.
The evening came quickly, as always. Nicholai Duniyev was licking his lips
after a light meal of pork patties and pie when the night watchman returned
with a box. When darkness settled, the night watchman opened the box. Out
flew a million fireflies.
Nicholai Duniyev cried out for joy. “Ho ho, the heavens are truly aglow!” But
once freed, the fireflies flew away.
“Off with you and your stupid bugs!” yelled Nicholai Duniyev.
And the night watchman hurried home in disgrace.
21 The days continued to pass quickly. Nicholai Duniyev knew that as winter
neared, the days would become even shorter. His workers would leave the
fields even earlier.
One night a peasant woman knocked at his door.
“Farmer Duniyev, I heard your proclamation. If you agree to my terms, I

will build you a wheel that will make your days grow longer.”
Nicholai Duniyev puffed out his chest. “And just what do you want, if this
wheel actually works?”

The peasant woman drew a chessboard on the ground. “If my wheel
lengthens your day, you must pay one grain of wheat for the first square
of this chessboard, two grains for the second square, four grains for the
third, eight grains for the fourth, and so on, doubling the amount for each of
the sixty-four chessboard squares.”
“Starting with a single grain of wheat?” asked Nicholai Duniyev. Silly

peasant woman, he thought to himself, I hope her wheel is smarter than
she!
“Build me your wheel!” he told her.
28 All through the night she hammered and chiseled, sawed and filed. By
daybreak the wheel was ready. Nicholai Duniyev sat down to spin as his
workers arrived in the fields.
“Now,” said the peasant woman, “the faster you spin, the slower the
sun will move. But if you rest, the day will slide past quickly.”
“A simple task, peasant. Off with you,” said Nicholai Duniyev

impatiently. “I’ve serious work to do.” He strained against the crank,
and the wheel’s teeth turned dozens of smaller wheels.
But Nicholai Duniyev found it hard to keep turning the heavy wheel.
“I have been spinning what feels like hours, and the sun has hardly
moved an inch.” He rubbed his round belly. “I think I deserve a short
break.”
But while he munched on mulberry pie, the sun sped through the sky!
Nicholai Duniyev jumped back on his stool. His back ached and his arms
were cramped, but he cranked furiously.
35 Soon Nicholai Duniyev stopped spinning the wheel. He was exhausted.
The peasant woman looked in and asked, “Well, how is your day going?”
Nicholai Duniyev rocked his head in his hands. “What a day! Will it never
end? You win, peasant. The faster I crank this wheel, the slower the sun
moves. I guess for those who work hard all day, the day is indeed long
enough. I’ll pay you your measly grains of wheat. Just take this wheel

away!”
“Measly grains?” The peasant woman laughed. “Farmer Duniyev,

instead of worrying about your next snack, you should have been using your
head. One grain of wheat will become millions and millions of grains sixty-
four chess squares later!”
Kicking her heels and tossing her head, the peasant woman went on her
way. But she returned the next day—with plenty of wagons to carry her
many full sacks of wheat.

15. In paragraph 2, what does the farmer mean when he says, “I must bow
to the whims of the sun”?
a. His workers work slower when it is hot.
b. When it is night, everyone stops working.
c. When there is no sun, nothing will grow.
d. He will become wealthy if he obeys the sun.
16. What is the effect of the third-person point of view in this passage?
a. The reader understands all the characters’ thoughts and

actions.
b. The reader is focused mainly on the farmer’s thoughts and

actions.
c. The reader relies only on dialogue to understand the action.
d. The reader learns about the characters’ actions without

knowing their feelings.
17. How do the incidents with the candlemaker and the night watchman
best fit into the structure of the whole story?

a. They show that the farmer’s problem has no reasonable
solution.
b. They show that people are willing to do anything to win a

prize.
c. They cause the peasant woman to try a completely different

approach to solving the farmer’s problem.
d. They cause the farmer to assume that the peasant woman will
be able to solve his problem easily.
18. Why did the peasant woman bring several wagons to haul the wheat she
had earned?
a. She planned on sharing the wheat with other workers.
b. She wanted to take the wheel back home with the wheat.
c. She knew that one grain of wheat had become millions of

grains.
d. She thought the farmer would be generous and give her a lot
of wheat.
19. Which statement best reflects the theme of the story?
a. Being greedy can cost you more in the long run.
b. Hard work is often its own reward.
c. You should always consider the feelings of others.
d. Playing tricks on people can sometimes cause problems.
Directions: Write a constructed response to answer number 47 on the separate

sheet of lined paper.
20. Using specific details from the passage, write an extended response that
compares and contrasts the characteristics of the farmer and the peasant
woman. Include the following in your response:
 a description of the farmer and the peasant woman, including

similarities and differences
and
 an explanation of how their characteristics lead to the outcome of the

story.
Make sure your response includes specific details from the

passage. Use for notes, brainstorming, and/or an outline.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Exceeds 0
Meets 0
Approaches 3
Falls Far Below 7

Pre-Assessment Analysis: Whole Class
Based on the data above, what changes, if any, will you make to your selection of national or state
academic content standards, the learning goal, or measurable objectives?
The pre-assessment test was a great way to understand the previous data of the students’ prior
knowledge. The students in this classroom understand the idea of finding the main idea in a paragraph
but is not necessarily proficient in finding the main idea of a story. The vocabulary in the pre-assessment
test focuses on frequently asked questions in a summative or end of year assessment. It helps the
students understand what is being asked of them. This is a critical stage in understanding the content.
Based on the data from the pre-assessment and other variables such as, limited resources. I
have to create a unit lesson that encounters many different tactile objects that is cost efficient. Over
planning will be another key element to alleviate loss of focus and increase other learning strategies
within a lesson. Many students in this group shut down when it is time to learn new ideas or what may
be considered difficult to them. I will have to considered grade level text, visual cues, opportunities for
the students to express their ideas, utilize manipulatives and include technology.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Name: Date:
Vocabulary
Directions: Use the words in the box to complete the
definitions. Write each word neatly on the lines provided.
Traits Contrast Compare Qualities Evidence
Sequence Stanza Point of View Infer Line
metaphor Simile Support Figurative language
15. the state of being strikingly different from something else,

16. a distinctive attribute or characteristic possessed by someone or
something.
17. the available body of facts or information indicating whether a

belief or proposition is true or valid.
18. a particular order in which related events, movements, or

things follow each other.
19. a group of lines forming the basic recurring metrical unit in

a poem; a verse.
20. estimate, measure, or note the similarity or dissimilarity between.
21. deduce or conclude (information) from evidence and reasoning rather
than from explicit statements
23. a particular attitude or way of considering a matter.
24. a figure of speech in which a word or phrase is applied to an
object or action to which it is not literally applicable
25. a distinguishing quality or characteristic, typically one belonging to a

person

26. a figure of speech involving the comparison of one thing with
another thing of a different kind, used to make a description more emphatic or vivid
(e.g., as brave as a lion, crazy like a fox).
27. departing from a literal use of words; metaphorical.
28. give assistance to, especially financially; enable to function or

act.

Read this story about a farmer and then answer questions 15
through 20.
1 Farmer Nicholai Duniyev watched bleakly as the sun set and his workers
prepared to go home.
“Oh, if only I could lengthen the day,” he groaned. “My workers will
plow only as long as the sun shines. How will I ever become wealthier
if I must bow to the whims of the sun?” Later that night, while eating a
dinner of potatoes and liver, Nicholai Duniyev had an idea. He wrote out a
proclamation:
I, Nicholai Duniyev, will generously pay whoever can prolong the

hours of the day.
“What is so important that you interrupt my tea time?” asked Nicholai

Duniyev.
“I have found a way to prolong your day,” said the candlemaker. “I will
light one thousand candles with long, thick wicks and slow-burning
wax. Your workers can toil through the night by the glow of candlelight.”

All the candles were lit. The fields glowed. Then a very unexpected thing
happened. A fierce wind whipped through the fields. The candles toppled to
the ground and burned an acre of land.
“You fool!” yelled Nicholai Duniyev. “Look what you’ve done! Out with
you and your cockamamie ideas!”
The next morning, while Nicholai Duniyev finished his luscious breakfast, the
night watchman arrived.
Duniyev, “but as you can see, there is only enough food left for me.” He
popped the last six sausages into his mouth.
“I have not come for breakfast, but to offer a suggestion. I know some
things only a night watchman can know.”

The evening came quickly, as always. Nicholai Duniyev was licking his lips
after a light meal of pork patties and pie when the night watchman returned
with a box. When darkness settled, the night watchman opened the box. Out
flew a million fireflies.
Nicholai Duniyev cried out for joy. “Ho ho, the heavens are truly aglow!” But
once freed, the fireflies flew away.
21 The days continued to pass quickly. Nicholai Duniyev knew that as winter
neared, the days would become even shorter. His workers would leave the
fields even earlier.
“Farmer Duniyev, I heard your proclamation. If you agree to my terms, I

will build you a wheel that will make your days grow longer.”

The peasant woman drew a chessboard on the ground. “If my wheel

lengthens your day, you must pay one grain of wheat for the first square
of this chessboard, two grains for the second square, four grains for the third,
eight grains for the fourth, and so on, doubling the amount for each of the
sixty-four chessboard squares.”

peasant woman, he thought to himself, I hope her wheel is smarter than she!
28 All through the night she hammered and chiseled, sawed and filed. By
daybreak the wheel was ready. Nicholai Duniyev sat down to spin as his
workers arrived in the fields.
“Now,” said the peasant woman, “the faster you spin, the slower the
sun will move. But if you rest, the day will slide past quickly.”
“A simple task, peasant. Off with you,” said Nicholai Duniyev impatiently.
“I’ve serious work to do.” He strained against the crank, and the
wheel’s teeth turned dozens of smaller wheels.
break.”
Nicholai Duniyev jumped back on his stool. His back ached and his arms were
cramped, but he cranked furiously.
Nicholai Duniyev rocked his head in his hands. “What a day! Will it never
end? You win, peasant. The faster I crank this wheel, the slower the sun
moves. I guess for those who work hard all day, the day is indeed long

enough. I’ll pay you your measly grains of wheat. Just take this wheel
away!”
“Measly grains?” The peasant woman laughed. “Farmer Duniyev, instead

of worrying about your next snack, you should have been using your head.
One grain of wheat will become millions and millions of grains sixty-four
chess squares later!”
Kicking her heels and tossing her head, the peasant woman went on her way.
But she returned the next day—with plenty of wagons to carry her many
full sacks of wheat.

15. In paragraph 2, what does the farmer mean when he says, “I must bow
to the whims of the sun”?
e. His workers work slower when it is hot.
f. When it is night, everyone stops working.
g. When there is no sun, nothing will grow.
h. He will become wealthy if he obeys the sun.
16. What is the effect of the third-person point of view in this passage?
e. The reader understands all the characters’ thoughts and

actions.
f. The reader is focused mainly on the farmer’s thoughts and

actions.
g. The reader relies only on dialogue to understand the action.
h. The reader learns about the characters’ actions without

knowing their feelings.
17. How do the incidents with the candlemaker and the night watchman best
fit into the structure of the whole story?
e. They show that the farmer’s problem has no reasonable

solution.

f. They show that people are willing to do anything to win a prize.
g. They cause the peasant woman to try a completely different

approach to solving the farmer’s problem.
h. They cause the farmer to assume that the peasant woman will
be able to solve his problem easily.
18. Why did the peasant woman bring several wagons to haul the wheat she
had earned?
e. She planned on sharing the wheat with other workers.
f. She wanted to take the wheel back home with the wheat.
g. She knew that one grain of wheat had become millions of

grains.
h. She thought the farmer would be generous and give her a lot
of wheat.
19. Which statement best reflects the theme of the story?
e. Being greedy can cost you more in the long run.
f. Hard work is often its own reward.
g. You should always consider the feelings of others.
h. Playing tricks on people can sometimes cause problems.
Directions: Write a constructed response to answer number 47 on the separate

sheet of lined paper.
20. Using specific details from the passage, write an extended response that
compares and contrasts the characteristics of the farmer and the peasant
woman. Include the following in your response:
 a description of the farmer and the peasant woman, including

similarities and differences
and

 an explanation of how their characteristics lead to the outcome of the
story.
Make sure your response includes specific details from the

passage. Use for notes, brainstorming, and/or an outline.

STEP Standard 4 - Unit and Lesson Planning
Lakeisha Thompson
Note: When implementing the unit of study, you will be choosing one of these activities to video record,
review, and reflect on your teaching later in the STEP process,
Day 1 Day 2 Day 3 Day 4 Day 5

Title of Understanding Intro to Depth Depth Depth
Lesson or Main Idea R.A.C.E. Understandin Understandin understandin
Activity Strategy g of Restate g of Cite g of
and Answer Explaining
Standards Students will be Student will Students will Students will Students will
and able to extract show their be able to be able to be able to
Objectives and/or write the understandin thoroughly research explain how
What do main idea from a g the restate and through the the evidence
students story. expectations answer given text, or support their
need to Students will also in properly to a digital answer.
know and identify and utilize responding constructive information
be able to their new to a response. and find
do for each vocabulary in this constructive evidence.
day of the lesson. response
unit? entry.
Student will
utilize
sequence
when the
R.A.C.E.
strategy in
this lesson.
Academic Traits Contrast Stanza REVIEW Evidence REVIEW
Language Compare Point of The words Support the Words
and Qualities View from the from the
Vocabulary Figurative Infer week week.
language Line
metaphor Simile Sequence
Summary The teacher opens The teacher The lesson The lesson The teacher
of the lesson with will start of will start off will start off will first
Instruction explaining all the the lesson with the with the recap all
and all of the new with teacher teacher prior lessons
Activities vocabulary. The explaining throwing a explaining from the
for the teacher will talk the football the reason week. The
Lesson about a personal vocabulary. around the for teacher will
How will fun vacation. She The teacher classroom to evidence/sup thoroughly

the will expose the will then several port. explain why
instruction main idea and explain the students. The The teacher evidence
and details with the reason for teacher will explains the supports her
activities class. The teacher constructed ask them different topic of the
flow? will then ask the responses questions resources for food groups.
Consider one students about through an and they will reliable The teacher
how the important events experience restate state evidence. will then
students that happen in with a the question The teacher allow each
will their lives. personal job along with talks about a student to
efficiently Together, they will promotion. the answer. well-known explain their
transition explore the main The key Next, the topic food news we can
from one to idea and details. factors the teacher will groups. The use. The
the next. The teacher gives teacher want have a mason teacher then students will
the students three to get across jar full of uses the also explain
short memoirs to to students is actual projector and why the
read and Pair/share constructed constructed internet to evidence
groups to figure response will response research supports
out the main idea help them in questions, in facts about their answer.
and new their which the her topic.
vocabulary. adulthood. students will The teacher
The teacher properly then asks for
will show the restate them. a topic from
students a The teacher a student.
completed read a short Then repeat
copy of her paragraph the fact
race art work and restate searching
and together and answer with the
they will go the class. The
over it. The constructed teacher picks
students will response that a new topic
then be followed. for the class.
expose to the The class Only
acronym will repeat research
R.A.C.E. and these steps news we can
the reason with another use and
for all of paragraph. support your
them. The The students topic with
students will will evidence.
then create a complete to You are
graphic small allowed to
organizer paragraphs in used the
that explains a pair/share provided
each groups. newspaper,
acronym internet, or
along with an magazines.
example of The

each. information
must be
printed, cut,
or written in
sequential
order on
construction
paper.
Differentiat There are two The two The two The assistant The assistant
ion students that are students with students with teacher will teacher will
What are on very low levels lower levels lower levels help the two help the two
the and will not be will will students with students
adaptations able to write the complete the complete the the lowest explain their
or main ideas and same same level to completed
modificatio details. These assignment assignment complete the new we can
ns to the students will read but on a but on a assignment. use
instruction/a a grade level book smaller scale. smaller scale. assignments.
ctivities as and draw the main These These
determined idea and details in students will students will
by the sequential order. also have also have
student These two students help and help and
factors or will also the guidance guidance
individual teacher’s assistant from the from the
learning a story that teacher’s teacher’s
needs? included them assistance. assistance.
having a great
time. They will
also draw the main
idea and details of
their personal
story.
Required Paper, pencil, Crayons, Three printed Construction Completed
Materials, Chalk board, markers, short paper, projects from
Handouts, books, dry easers, construction paragraphs, projectors, yesterday,
Text, pictures from one paper football, lab top dry erase
Slides, and of my vacations, pencils, dry paper pencil, computers, board, dry
Technology and printed erase board, mason jar pencils, erase
memoirs and A markers, markers
completed smart boards,
version from newspaper,
the teacher. and
magazines.
Instruction In the delivery of In the During the Technology The sharing
al and the conversation delivery of we do part of is an of their
Engagemen about vacations. I this lesson this lesson, excellent projects
t Strategies will pass around the students the students strategy for promote

What appropriate picture will have who assist students who motivation
strategies from my vacation visuals, and will come up prefer visual and interest.
are you in Jamaica. connections to write on interest.
going to use Parasailing, scuba to the real the board.
with your diving, riding on world. The
students to the back of the The students pair/share
keep them boat, and pictures will also can redirect
engaged of the people have an focus. The
throughout home. opportunity football and
the unit of I Do, We Do, and for mason jar
study? You Do. manipulative activity
s. attract
engagement.
Formative The students will The students The students The students The students
Assessment fill out a ticket out will fill out a will fill out a will fill out a will fill out a
s the door that says; ticket out the ticket out the ticket out the ticket out the
How are What I worked on door that door that door that door that
you going to today…. says; says; says; says;
measure the What I needed What I What I What I What I
learning of help with today…. worked on worked on worked on worked on
your What I learned today…. today…. today…. today….
students today…. What I What I What I What I
throughout needed help needed help needed help needed help
the lesson? with with with with
today…. today…. today…. today….
What I What I What I What I
learned learned learned learned
today…. today…. today…. today….
Summative
, Post- Name: Date:
Assessment
What post- Directions: Use the words in the box to complete the definitions. Write each word
assessment neatly on the lines provided.
will Traits Contrast Compare Qualities Evidence
measure the Sequence Stanza Point of View Infer Line
learning metaphor Simile Support Figurative language
progress?
Note: This
can be the
same as the
pre- 29. the state of being strikingly different from something
assessment else,
or a 30. a distinctive attribute or characteristic possessed by
modified someone or something.
version of
it. 31. the available body of facts or information indicating

whether a belief or proposition is true or valid.
32. a particular order in which related events,

movements, or things follow each other.
33. a group of lines forming the basic recurring

metrical unit in a poem; a verse.
34. estimate, measure, or note the similarity or dissimilarity

between.
35. deduce or conclude (information) from evidence and

reasoning rather than from explicit statements
37. a particular attitude or way of considering a
matter.
38. a figure of speech in which a word or phrase
is applied to an object or action to which it is not literally applicable
39. a distinguishing quality or characteristic, typically one

belonging to a person
40. a figure of speech involving the comparison of

one thing with another thing of a different kind, used to make a description
more emphatic or vivid (e.g., as brave as a lion, crazy like a fox).
41. departing from a literal use of words;

metaphorical.
42. give assistance to, especially financially; enable

to function or act.
Read this story about a farmer and then answer questions 15 through 20.

1 Farmer Nicholai Duniyev watched bleakly as the sun set and his workers prepared to go
home.
“Oh, if only I could lengthen the day,” he groaned. “My workers will plow
only as long as the sun shines. How will I ever become wealthier
if I must bow to the whims of the sun?” Later that night, while eating a dinner
of potatoes and liver, Nicholai Duniyev had an idea. He wrote out a proclamation:
I, Nicholai Duniyev, will generously pay whoever can prolong the hours of the day.
“What is so important that you interrupt my tea time?” asked

Nicholai Duniyev.
“I have found a way to prolong your day,” said the candlemaker. “I

will light one thousand candles with long, thick wicks and slow-
burning wax. Your workers can toil through the night by the glow of
candlelight.”
All the candles were lit. The fields glowed. Then a very unexpected thing happened. A
fierce wind whipped through the fields. The candles toppled to the ground and burned
an acre of land.
“You fool!” yelled Nicholai Duniyev. “Look what you’ve done! Out
with you and your cockamamie ideas!”
The next morning, while Nicholai Duniyev finished his luscious breakfast, the night
watchman arrived.
Duniyev, “but as you can see, there is only enough food left for me.”
He popped the last six sausages into his mouth.
“I have not come for breakfast, but to offer a suggestion. I know some things
only a night watchman can know.”


The evening came quickly, as always. Nicholai Duniyev was licking his lips after a light
meal of pork patties and pie when the night watchman returned with a box. When
darkness settled, the night watchman opened the box. Out flew a million fireflies.
Nicholai Duniyev cried out for joy. “Ho ho, the heavens are truly aglow!” But once
freed, the fireflies flew away.
21 The days continued to pass quickly. Nicholai Duniyev knew that as winter neared, the
days would become even shorter. His workers would leave the fields even earlier.
“Farmer Duniyev, I heard your proclamation. If you agree to my

terms, I will build you a wheel that will make your days grow longer.”
The peasant woman drew a chessboard on the ground. “If my wheel lengthens
your day, you must pay one grain of wheat for the first square of this
chessboard, two grains for the second square, four grains for the third, eight grains for
the fourth, and so on, doubling the amount for each of the sixty-four chessboard
squares.”

peasant woman, he thought to himself, I hope her wheel is smarter than she!
28 All through the night she hammered and chiseled, sawed and filed. By daybreak the
wheel was ready. Nicholai Duniyev sat down to spin as his workers arrived in the fields.
“Now,” said the peasant woman, “the faster you spin, the slower
the sun will move. But if you rest, the day will slide past quickly.”
“A simple task, peasant. Off with you,” said Nicholai Duniyev

impatiently. “I’ve serious work to do.” He strained against the crank,
and the wheel’s teeth turned dozens of smaller wheels.

break.”
Nicholai Duniyev jumped back on his stool. His back ached and his arms were cramped,
but he cranked furiously.
Nicholai Duniyev rocked his head in his hands. “What a day! Will it never end?
You win, peasant. The faster I crank this wheel, the slower the sun moves. I guess
for those who work hard all day, the day is indeed long enough. I’ll pay you your
measly grains of wheat. Just take this wheel away!”
“Measly grains?” The peasant woman laughed. “Farmer Duniyev,

instead of worrying about your next snack, you should have been using your head. One
grain of wheat will become millions and millions of grains sixty-four chess squares later!”
Kicking her heels and tossing her head, the peasant woman went on her way. But she
returned the next day—with plenty of wagons to carry her many full
sacks of wheat.
Directions: Write a constructed response to answer number 15 on the

separate sheet of lined paper.
15. Using specific details from the passage, write an extended

response that compares and contrasts the characteristics of the
farmer and the peasant woman. Include the following in your
response:
 a description of the farmer and the peasant woman,

including similarities and differences
and
 an explanation of how their characteristics lead to the

outcome of the story.
Make sure your response includes specific details from

the passage. Use for notes, brainstorming, and/or an
outline.
Scoring

The scoring guide for the pre assessment
Total = 101%
Vocabulary numbers 1-14
5 points each
Multiple choice numbers 15-19
5 points each
Constructed Response number 20
6 total points
The constructed response will be scored by the attached Rubric
The scoring guide for the post assessment

Total = 101%
Vocabulary numbers 1-14
5 points each
Multiple choice numbers 15-19
5 points each
Constructed Response number 20
6 total points
The constructed response will be scored by the attached Rubric
STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities

to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.
Video Recording Link: Unfortunately, I did not manage to get a signatures from majority of
parents to complete part of the step standard 5.
Summary of Unit Implementation:

In the lesson of understanding the main idea and supporting details, students were to analyzed
personal stories, short paragraphs, and memoirs in pairs. The students were engaged and the execution
went exactly as planned. The only problem that occurred is the lesson went 30 minutes over, in which
affected time for math on this day. The next lesson, Intro to R.A.C.E. went very well and was
explained thoroughly. This lesson also was more time consuming than I expected. The students cut,
paste, and color the acronyms of race on construction paper; along with examples of each letter. The
next time, I would give each student one letter to analyze then share at the end of class. In the lesson
of Restate and answer, the outcome was most successful. The teacher threw a football for question
and restate/answering question to students around the classroom. The students also pick actual
constructed responses from a mason jar. The students were asked to restate those responses. The
students enjoyed and was engaged the entire time. This particular lesson was not prolonged. The
students also enjoy the lesson of finding evidence. The students were to use internet, newspaper, and
magazine to find evidence of news we can use with a topic of their choice but have to support this
topic with evidence. The timing was longer than I preferred. The students get overjoyed when its so
many options to choose from when dealing with the internet. I need to be more specific with websites
next time. The in depth of explaining your answer lesson, on the other hand, was very short and
precise. The students were to explain their previous assignment in front of the class to show their
support or reasoning for their topic. I could have elaborated and collaborated more on the last lesson.
There were several engagement strategies used throughout the unit. Pair/share and groups
were used to promote focus and collaboration. The football was used to get the students head in the
lesson and allow fun in the lesson. Personal stories were used to connect real world connections. The
internet was included to include technology and promote focus from students. Projects were used to
helps students that need manipulatives to increase learning.
Summary of Student Learning:

My overall perception of student learning was the performance was very low and maybe the
vocabulary played a major role. The results from each lesson show me that the students understood
most concepts prior to the unit lesson. The way the information is conveyed play a major role on
assessments and performance. There is one student that caused me to rethink my plans. It was difficult
for me to get him to participate in at least two of five of the lessons. It showed in the post
assessments. I ask him privately do you understand the concepts. He replied, “You lost me a while
ago”. I ask him to tell me about a time that made him very happy. I told me a
beautiful story about his summer vacation. I create a graphic organizer of his story.
He was very stunned on his though process. He opened up on day 4, and he did
better on the assessment but not the target I was hoping for.
Reflection of Video Recording:

Unfortunately, I could not record students because majority of the parents did not sign the
waiver. The mentoring teacher gave me insight on somethings I should work on. Overall, I did okay on my
teaching performance but there is always room for improvement. I struggle at public speaking. In first
couple of minutes, you can tell that I am nervous. The students can take this as being less confident in

the information I am delivering. I also would like to minimize my lesson plans to no less than 45 minutes
but no greater than an hour. The cooperating teacher suggest that I break my lesson done more, because
it is difficult for students in special education to consume to much information at one time. She also
suggested that I over plan for early finishers and always set the expectations for completed work. There
work should be neat and full of effort.
STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Exceeds # 1
Meets # 5
Approaches 3 3
Falls Far Below 7 1
Post-Test Analysis: Whole Class
Assessments are important because, it provides all parties with an opportunity to see their
progress. Overall the entire class, improve their knowledge of constructed response. The students
understand the first two letters in the process of constructed response with using the acronym
R.A.C.E. The acronym stands for Restate, Answer, Cite, and Explain. Almost every student
received a point for the restate part of the question. Some student retained the definitions of the
vocabulary words, in which help them understood what was being asked in the constructed
response question. Therefore, it was easier for them to answer the question being asked. The last
two letters in the acronym R.A.C.E. were difficult for some students. Either they connected
wrong evidence or did not explain how they connected properly. One student restated: The farmer
and peasant woman had similarities and differences. The student answered with: In the story, the
similarities of the farmer and the peasant included the wanting of wheat. The difference
between them were the peasant was willing to work hard and the farmer was
not. The student did not explain how the evidence support their response.
This evidence gives me the understanding that the students understands how
to restate and answer right- there questions, but need further assistance with
questions that require them to infer.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
Students learning new information is to incorporate it into life after high school. Constructed
response will be used to effectively communicate after high school with coworkers, bosses, and
through writing documents. My instruction on this subject was communicated through using the
R.A.C.E. strategy. The students thoroughly processed the first two acronyms because, almost
every student master the constructed response question with restating and answering the question
properly. During instruction, the students were very excited and engaged with throwing the
football around the classroom, and picking constructing responses from the mason jar. The
engagement actually allowed the students to utilized parts of the strategy in everyday
conversation. This made learning easier to process. The assessment was very clear and aligned
with the objectives. Unfortunately, the assessment was two long for them to stay focus. The
assessment should have been a total of fifteen questions. This led me to believe the of lowering
scoring because, after a significant amount of time the students were less focused.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1, select one subgroup population to focus on for this
analysis. Provide a brief rationale for your selection (1-3 sentences).
The subgroup for analysis is girls versus boys. The girls were less engaged in the lesson than the
boys. It would be awesome to see if the data followed the pattern during the lesson.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Exceeds # #
Meets # 2
Approaches 2 1
Falls Far Below 1 #
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
My overall interpretation of the girls learning the constructed response strategy and vocabulary

was meeting and approaching the goals and objectives. The post grades were between 69 and 80
percent from all girls. During instruction, the girls challenged some of my delivery information
because of their incorrect prior knowledge. The students with the 69 explain to me that restating
made absolutely no sense because, the person who is asking the question already knows the
question. The other girls were more accepting of this knowledge, but their expressions did not
give the impression that they were confident. I retaught the lesson and their exit ticket show me
that they understood.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
Instruction and assessments must be almost identical because, one supports the other. In the
beginning of instruction, I explained the objectives and connected its reason to a real life scenario.
There was too much time spent on the real life scenario. Next, I introduce the race strategy along
with the meanings of its acronyms. Later, we acted out each acronym with a game or example. The
vocabulary words were introduced throughout the week. The independent work was constructive
response questions and Frayers model for vocabulary. Overall, the lesson went well but some
adjustment would have made it more effective. The first thing I would change is explaining the
reason for the lesson at the end of the lesson. The next thing to be change is the way the vocabulary
is issued throughout the unit. I would expose all of the vocabulary in the beginning and review
consistently throughout unit.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Exceeds # 1
Meets # 3
Approaches 1 1
Falls Far Below 6 1
Post-Assessment Analysis: Subgroup and Remainder of Class
Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the findings from your analysis.
The boys of the class were in every category during the post test. Most of the boys in this classroom
strongest subject is reading and English. I believe this is the reason for the most of the boys understanding

the lesson and receiving meeting to exceeding expectations. The facial expressions of the boys were
confident, and they were ready to start working on their independent work before I ended the lesson. The
two boys that fell below and only hit approaching confused several vocabulary words. The vocabulary
need to be elaborate more in the next lesson.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The students have effectively displayed the understanding of responding to constructive response
question. The students at this point can read and answer questions with finding proof to support
their answers. The next steps of instructions should include practice of responding using race
strategy with essays. The next lesson would be built on the standard: CCSS.ELA
LITERACY.W.7.7 Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research and
investigation. An objective that will support this lesson will be as follows: Students will be able
to write and conduct a short research project to answer a focus question using several reliable
resources as support, in addition to utilizing the race strategy on a larger scale one out of three
times within the three trials after the lesson.
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,
observation of a veteran teacher, etc.)
1. Create multiple ways to incorporate In the next three months, I will collect a
tactile learning and manipulatives in picture profile of work that utilized hands-on
lessons that include multiple activities for vocabulary throughout the
vocabulary words. school of my choice. I can use these pictures
as templates for my classroom.
2. I would like to shorten expand my In the next three months, I will practice
delivery. A lesson should be no longer delivering lessons in a classroom of a
than an hour, but very effective. veteran teacher, where he/she can
continuously give me feedback.
3. I would like to have a collection of I would like to complete this goal by the end

resources of different content to help of March. I will research the internet for
deliver more than one subject matter multiple sources. I will also ask a network of
at a time. veteran teachers for their free resources or
the correct direction to resources that can
build my information templates.

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Student Teaching Evaluation of Performance (STEP)

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 35

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 35

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

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 35

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors

C. Student Academic Factors

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 35

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 35

Unit Title: Reading Literacy

National or State Academic Content Standards

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 35

1. the state of being strikingly different from something else,

3. the available body of facts or information indicating whether a

4. a particular order in which related events, movements, or

5. a group of lines forming the basic recurring metrical unit in

11. a distinguishing quality or characteristic, typically one belonging to a

12. a figure of speech involving the comparison of one thing

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 35

13. departing from a literal use of words; metaphorical.

14. give assistance to, especially financially; enable to function or

Session 4: Reading and Responding Part 2

Nicholai Duniyev’s Longest Day

I, Nicholai Duniyev, will generously pay whoever can prolong the

“What is so important that you interrupt my tea time?” asked Nicholai

7 “What a wonderful idea!” Nicholai Duniyev exclaimed.

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 35

And the candlemaker hurried home in the dark.

14 “Can you lengthen the day?”

One night a peasant woman knocked at his door.

“Farmer Duniyev, I heard your proclamation. If you agree to my terms, I

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 35

“Starting with a single grain of wheat?” asked Nicholai Duniyev. Silly

“Build me your wheel!” he told her.

“A simple task, peasant. Off with you,” said Nicholai Duniyev

35 Soon Nicholai Duniyev stopped spinning the wheel. He was exhausted.

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 35

“Measly grains?” The peasant woman laughed. “Farmer Duniyev,

Session 4: Reading and Responding Part 2

a. His workers work slower when it is hot.

b. When it is night, everyone stops working.

c. When there is no sun, nothing will grow.

d. He will become wealthy if he obeys the sun.

a. The reader understands all the characters’ thoughts and

b. The reader is focused mainly on the farmer’s thoughts and

c. The reader relies only on dialogue to understand the action.

d. The reader learns about the characters’ actions without

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 35

b. They show that people are willing to do anything to win a

c. They cause the peasant woman to try a completely different

a. She planned on sharing the wheat with other workers.

c. She knew that one grain of wheat had become millions of

19. Which statement best reflects the theme of the story?

a. Being greedy can cost you more in the long run.

b. Hard work is often its own reward.

c. You should always consider the feelings of others.

d. Playing tricks on people can sometimes cause problems.

Directions: Write a constructed response to answer number 47 on the separate

 a description of the farmer and the peasant woman, including

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 35

 an explanation of how their characteristics lead to the outcome of the

Make sure your response includes specific details from the