Patrice Cook
Mrs. Becky Hathaway
ECH 480-0102
February 11, 2018
Classroom Management Philosophy
Being a teacher is a fun and rewarding job if you want to make a difference in the lives of children every day. You have to remember that each child in your class is different and learns at their own pace. Therefore, what work for one student may or may not work for another. We must use different teaching and learning techniques if we want our students to be successful at school and in life.
Engagement plays a role in classroom management because we are the child's role model. They learn by watching what we say and do. If we are positive then they will be positive and vice-versa. We set the tone/mood for the entire day. What a child does at home effects what they do at school and vice-versa. On the first day of school we must establish that teacher-student, teacher-parent, and teacher-teacher relationship. A week before school starts have a meet and greet night to introduce yourself and let them get acquainted with their classroom.
I will establish procedures, routines, and behavior expectations in my future classroom by doing a brainstorming activity on the first day of school to see what kind of rules that my students come up with. If they are every day common rules then I will keep them and omit the unnecessary rules. Then we will go over the rules, write them down on a poster board and place them on the wall where the students can see them every day. I will also have them make their own rule book, send it home for their parents to sign and return to class. I will let them know what I expect of them and what they can expect from me and go over the daily schedule.
I will use classroom management strategies to meet the diverse needs of students, achieve instructional goals and involve families beginning on the first day of school by sending home a letter that tells them about myself along with all the other important papers that must be filled out and brought back. I will send home "All About Me'' posters for my students to complete so that I can find out about their likes/dislikes and more information about them. I will encourage my parents to be a volunteer, join the P.T.A., attend field trips, come to parent teacher conferences, and the assemblies/ fun activities going on at school. If I have a child in my classroom who has a learning disability I will have a discussion with my students and allow the student to use their assistive technology to communicate and do their classwork. I will follow their IEP and change the lesson plans as needed to meet their needs. I will use different learning/teaching techniques and assessments.
It really does take a village to raise a child. The parent, the teacher, and the student must work together and communicate effectively from the first of school till the last. Our students are the future of tomorrow today. They depend on us to teach/show them what they need to know to get to the next grade level and succeed in life. What we teach them today will last them a lifetime.Video Recording Link: C:\Users\Patrice\OneDrive\IMG_0128.MOV
Mrs. Becky Hathaway
ECH 480-0102
February 11, 2018
Classroom Management Philosophy
Being a teacher is a fun and rewarding job if you want to make a difference in the lives of children every day. You have to remember that each child in your class is different and learns at their own pace. Therefore, what work for one student may or may not work for another. We must use different teaching and learning techniques if we want our students to be successful at school and in life.
Engagement plays a role in classroom management because we are the child's role model. They learn by watching what we say and do. If we are positive then they will be positive and vice-versa. We set the tone/mood for the entire day. What a child does at home effects what they do at school and vice-versa. On the first day of school we must establish that teacher-student, teacher-parent, and teacher-teacher relationship. A week before school starts have a meet and greet night to introduce yourself and let them get acquainted with their classroom.
I will establish procedures, routines, and behavior expectations in my future classroom by doing a brainstorming activity on the first day of school to see what kind of rules that my students come up with. If they are every day common rules then I will keep them and omit the unnecessary rules. Then we will go over the rules, write them down on a poster board and place them on the wall where the students can see them every day. I will also have them make their own rule book, send it home for their parents to sign and return to class. I will let them know what I expect of them and what they can expect from me and go over the daily schedule.
I will use classroom management strategies to meet the diverse needs of students, achieve instructional goals and involve families beginning on the first day of school by sending home a letter that tells them about myself along with all the other important papers that must be filled out and brought back. I will send home "All About Me'' posters for my students to complete so that I can find out about their likes/dislikes and more information about them. I will encourage my parents to be a volunteer, join the P.T.A., attend field trips, come to parent teacher conferences, and the assemblies/ fun activities going on at school. If I have a child in my classroom who has a learning disability I will have a discussion with my students and allow the student to use their assistive technology to communicate and do their classwork. I will follow their IEP and change the lesson plans as needed to meet their needs. I will use different learning/teaching techniques and assessments.
It really does take a village to raise a child. The parent, the teacher, and the student must work together and communicate effectively from the first of school till the last. Our students are the future of tomorrow today. They depend on us to teach/show them what they need to know to get to the next grade level and succeed in life. What we teach them today will last them a lifetime.Video Recording Link: C:\Users\Patrice\OneDrive\IMG_0128.MOV
Student Teaching Evaluation of Performance (STEP) Template from K-3rd. grade
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
Desert Garden Elementary School is in West Phoenix at 7020 West Ocotillo Road in Glendale, Arizona.
B. District Demographics
Desert Garden Elementary School is part of the Glendale Elementary School District. (GESD)
C. School Demographics
Desert Garden Elementary School is one of 17 A+ schools in the Glendale Elementary School District. The other 16 schools are Bicentennial North, Bicentennial South, Challenger, Coyote, Ridge, Desert Spirit, Discovery, Don Mensendick, Glendale American, Glendale Landmark, Glenn F. Burton, Harold W. Smith, Horizon. Issac E. Imes, Melvin E. Sine, Sunset Vista, and William C. Jack. They offer free breakfast and lunch to all students, they have a head start program and many other programs. They a diversity of teachers and students from many different countries.
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
A. Student Demographic Factors
Some of the student demographic factors are how much money the parents make from working, their race, their heritage, their family history, the community where they live, and the language that is spoken at home. Is it English, Spanish, both, or another language.
B. Environmental Factors
The environmental factors are the teacher-student relationship and the parent-teacher relationship, our feelings and emotions, the amount of stress that we have, our sleep patterns, our eating habits, and how we take care of our bodies.
C. Student Academic Factors
Student Subgroup
ELL
IEP
Section 504
Gifted
Other Services (Explain) Behavior or Cognitive Needs Receiving No Services
Boys 6 0 0 0 3 0
Girls 5 0 0 0 0 0
Instructional Accommodations and Modifications
(Describe any instructional accommodations and modifications regularly used to meet the needs of students in each subgroup.) These 11 children are put into 2 reading groups, everything is labeled with words in both languages. N/A N/A N/A These 3 boys go to speech and other special needs programs. N/A
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.
As teachers, we must remember that the lesson plan is just a blueprint for us to follow. It can be changed as needed to accommodate all the students in your classroom. Each student is different and learns at their own pace. The possible affect these characteristics could have on the planning, delivery and assessments of my unit is that I might have to speak in both languages if the ELL students do not understand some of the words in English, I’ll have to repeat my instructions several times and speak slow so that the 3 boys in the classroom can also understand the lesson.
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Learning the parts of a book and how to tell a story.
Unit Title: Let’s Read Together
National or State Academic Content Standards
2.RL.1 Ask and answer such questions as who, what, where, when, and why, and how to demonstrate the understanding of key details in a text.
2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Learning Goal
The students will be able to know the parts of a book and how to read and understand a story by reading the words or by looking at the pictures. By the end of the unit I want my students to be able to read and tell a story using pictures or by reading. I want them to know that the book has 3 main parts, the front of the book, the back of the book, and the spine of the book.
Measurable Objectives
After I read the book Zoomer’s Summer’s Snowstorm written and illustrated by Ned Young, I will give each student a pre-assessment quiz with yes or no questions based on the book. Then I will give them a post-assessment quiz by expanding on the yes or no questions. To check for understanding I’ll grade their papers to see how many questions that they got correct.
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.
Copy and paste, or insert a picture of the pre-assessment.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Exceeds
5
Meets
21
Approaches
0
Falls Far Below
0
Pre-Assessment Analysis: Whole Class
There were 26 students in the class on Thursday March 29, 2018. I read the book Zoomer’s Summer Snowstorm. Then I asked them yes or no questions based on the book. Almost all 26 students got the first two questions right, only 3 did not. 6 students got question 3, the other 20 did not. On question 4 twenty-three students got it right and 3 did not. On question 5 twenty students got it right and 6 did not. All twenty-six got questions 6 an7 right and 5 students got all the questions correct.
Based on the above data I need to give an example and explain the meaning of the words in the book or the picture because some of my students were confused. Most of the students in the class are ELL students.
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.
On Friday March 30, 2018 I reread the book Zoomer’s Summer Snowstorm like I did in the pre-assessment. For the post assessment I expanded on the questions that I used in the pre-assessment. Before they answered the questions on their own I asked them the questions as a group to make it easier for them to answer the questions. When they were finished answering the questions I checked the questionnaire to see how many questions they got right or wrong.
STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
Day 1 Day 2 Day 3 Day 4 Day 5
Title of Lesson or Activity Let’s Label The Seasons Let’s Draw Let’s write a story Let it Snow
Standards and Objectives
What do students need to know and be able to do for each day of the unit? What are the parts of the book? The students need to know the parts of the book. What are the four seasons? The students need to know the four seasons. What is your favorite part of the story? The students need to know the parts of a story. What is the order of a story? The students need to know the order of a story. How can we read a book? The students need to know that there is more than one way to read a story
Academic Language and Vocabulary
What academic language will you emphasize and teach each day during this unit? The front of the book, the back of the book, and the spine of the book. Winter, Spring, Summer, and Fall. The beginning of the story (Introduction), the middle of the story (the Climax), and the end of the story (the Conclusion). First, next, then, last, or finally. Reading with words (verbally) or with pictures (without words).
Summary of Instruction and Activities for the Lesson
How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next. We will talk about the parts of the book and look at our library books to find the parts of the book. We will talk about the four seasons and how they are different. We will talk about the parts of the story and how they go together. We will talk about the order of the story and why the story has four parts. We will talk about things that are cold.
Differentiation
What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs? I need to help them hold the book and show them where each part of the book is as I say name each part. I need to talk slow, be clear, and repeat the words if necessary. I need to tell them my favorite part of the story to give them an example. I need to reread the story using the words first, next, then, last, or finally. I need to allow them to touch something that is cold to give them a visual and explore the book.
Required Materials, Handouts, Text, Slides, and Technology The book Zoomer’s Summer Snowstorm, a poster board, and a marker. The book Zoomer’s Summer Snowstorm, a poster board, and a marker. The winter worksheet, some crayons, and a pencil. Pictures of main words from Monday, and the smart board. A bowl for each table, some baking soda, and hair conditioner.
Instructional and Engagement Strategies
What strategies are you going to use with your students to keep them engaged throughout the unit of study? We are going to do a word search using the book to find the main words in the story. We are going to have a group discussion about the four seasons. We are going to have a group discussion about what we do in the winter. We will play a listening game to see if the students can follow order. We will make our own snow.
Formative Assessments
How are you going to measure the learning of your students throughout the lesson? I will read the book and after I read each page I will ask the students what the main words are and write them on a poster board to use on Thursday. I will ask them open-ended questions about their favorite seasons and document their answers. I will ask them open-ended questions about Winter and document their answers. We will write our own classroom story using the pictures based on the story. I will ask the students what we can make with snow and why, then document their answers.
Summative, Post- Assessment
What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it. On Monday April 9 and April 10, I will read Zoomer’s Summer Snowstorm. I will go over the parts of the book by pointing to each part of the book and ask the students what part of the book that I am pointing at. I will use a Winter worksheet, a poster board, a marker, the smart board, pictures based on the book, some baking soda and hair conditioner to give my students a visual to see what snow looks like. I will use the Winter worksheet to find out what my students like to do in the Winter time. I will use the pictures based on the book to see if my students can tell a story by looking at the pictures. I hope that by the end of next week that my students will know the parts of the book and story and how to read by looking at the pictures when they cannot pronounce the words. The post assessment that will measure the learning process will be a series of yes or no questions just like in the pre assessment.
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: I will be turning in my video through the google one drive. My google link is drive.google.com/drive/my.drive
Summary of Unit Implementation: On Monday April 9 I read the book Zoomer’s Summer Snowstorm by Ned Young. I told the students the parts of the book then I had them use the library books to see if they could find the parts of the book. This lesson went as planned. Next, we went through the pages of the book to write down the main words to use later in the week. On Tuesday I reread the book and we talked about the four seasons. I asked them what their favorite season was and wrote down answers on a poster board. This lesson went as planned. On Wednesday we talked about the parts of the story by me asking them open-ended questions. We focused on the season Winter, this turned into a discussion about what they would build if they were Zoomer. This lesson went as planned. On Thursday we took a picture graph using the main words from Monday to write our classroom story and talked about the order of the book. This lesson went as planned. On Friday we reviewed what we had learned over the past two weeks and made our own snow. Last week I gave them an introduction to this week to prepare them. I told them what we would be learning about each day. I used baking soda and hair conditioner to make the snow and this lesson did not go exactly as planned. The students were excited about making the snow and reviewing what they had learned. After we reviewed which went as planned, making the snow did not. As I got to the last rows of desks I run out of baking soda because I did not buy enough, so I just had those students go to different groups to feel the snow.
Summary of Student Learning:
By initial perception of the overall student learning was good and the students were cooperative and eager to learn another way how they could read a story. The results from my observation and each measurement of learning that supports my initial perception of student learning are that our students are very smart. They deserve more credit than what we give them. They are learning when we teach them even though we do not think that they are. The light bulb will go off in their head and they will have an “aha” moment. There are two boys in the class who go to specials and they were confused about the parts of the book and the weather. They did not understand how it could be cold outside if it is hot during the summer. I responded to these two students by giving them a visual. I asked them what would happen if they took a bunch of ice cubes and put them into the bathtub when it was hot outside. I thought this would improve the students’ progress because it was an easy way to tell the difference between the two temperatures. The students could understand and answered the question correctly. When I took their hand, and let them feel the parts of the book as I said each word it made it easier for them to understand. I created a tactile moment for them which made it easier for them to make the connection.
Reflection of Video Recording:
My perception of my teaching performance is that I done a great job. The students were focused and engaged in learning as I taught the lesson on how to tell a story and name the parts of the book each day. One thing that I done well was modify the lesson to accommodate every student in the classroom. One thing that I would like to improve upon in my future classroom is making sure that I enough supplies for my students to do a project and getting all the students ready to learn before I begin to teach the lesson. A few times I had to stop, redirect, and start the lesson again. I will build upon it my remembering that the lesson plan is just a blueprint to help us teach our students. It can be changed as necessary because each student in our classroom is different and learns at their own pace. Therefore, as teachers we must use different teaching and learning techniques if e want our students to be successful in school and beyond. What may work for one student may or may not work for another.
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
Pre-Test Number of Students
Post-Test
Exceeds
none none
Meets
25 25
Approaches
2 2
Falls Far Below
none none
Post-Test Analysis: Whole Class
Based on your analysis of the whole class 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. When all the students come to school, there is 27 students in the class. When I first started teaching them the parts of the book, the story, and how to read a book by looking at the pictures I used my book as an example. Then I had them use the library books to name the parts of the book.
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. The effectiveness of my instruction and assessment made it easier for the students to understand. Most of the students knew the parts of the book. I introduced them to the order of the book and the parts of the story before we took a picture graph using the main words from the story that I read. The story that I read was Zoomer’s Summer Snowstorm by Ned Young. Two of the children were confused so I done hand over hand with them.
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). Two of the students go to speech and reading. Half the class are ELL’s, which is 12 students.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of Students
Pre-Test Number of Students
Post-Test
Exceeds
none none
Meets
12 14
Approaches
2 none
Falls Far Below
none none
Post-Assessment Analysis: Subgroup
Based on your analysis of the sub group 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. Based on my analysis of the sub group post-test, my interpretation of the student learning is that all students can learn if you made the necessary modifications for your students. I talked slow, clear, repeated the information that I was trying to teach, and found a way for the 2 students who were confused to understand the lesson on how to read a book two ways, know the parts of the book and the story.
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. These 14 students did learn. The 12 ELL students sometimes needed me to say some words in English and Spanish. The other 2 students needed one on one attention in a calm environment where they could focus.
Post-Assessment Data: Remainder of Class
Number of Students
Pre-Test Number of Students
Post-Test
Exceeds
none none
Meets
13 13
Approaches
none none
Falls Far Below
none none
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 data of the sub group as compared to the remainder of the class is that each student learns differently at their own pace. These 13 students just needed to learn by using a different teaching technique so that they could also the lesson and or curriculum. The effectiveness of my instruction for this unit using the findings from my analysis made it possible for all the students to learn the parts of a book, the parts of a story, and how to read a book by looking at the pictures when you cannot pronounce the words.
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.
Based on my analysis of student learning the next step for instruction, including an objective that I would build upon using the content in this unit of instruction would be to review what I have already taught first. The parts of the book, the parts of a story, and how to read by looking at pictures. Then I would teach the students about the table of contents and the glossary.
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.
Short-Term Goal Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)
1.
Make sure that I enough supplies for all my students before I begin a lesson.
Classroom management and professional development: I need to count all my students in the classroom, look over my lesson plans, check my supplies, then double or triple them so that I will not run out when I’m teaching a lesson.
2. Make sure I get my students attention and seated correctly before I begin a lesson.
I can use music, a timer, a saying, like one, two, or countdown from a number to give my students a warning before I teach the lesson. This will give them time to regroup and focus.
3. Make sure that the lesson that I want to teach is aligned with the state standards.
I can ask a veteran teacher questions or observe them , attend workshops, meetings, or trainings, and go on the internet to review the common core standards for my state.
Student Teaching Evaluation of Performance (STEP) Template from Birth to age 4
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
Sunrise Preschool # 289 is in North Phoenix. The address is 3401 W. Union Hills Dr.
B. District Demographics
Sunrise Preschool # 289 services the Deer Valley Unified School District.
C. School Demographics
Sunrise Preschool # 289 takes the school agers who are enrolled in the center to Bell air, Canyon Pointe Charter, Paseo Hills, Challenge Charter, Sunrise Elementary, Mirage, and Park Meadows.
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
A.Student Demographic Factors
Each child in our class is different and learns at their own pace. Some of the student demographic factors are their family income, their culture, their family background, the community in which they live, their race, and the language that they speak at home.
B.Environmental Factors
Some of the environmental factors are the relationships that we make with the students, theirnnparents, and other teachers. Our stress levels, the amount of sleep that we get each night, our health, and our emotions. As teachers we set the mood/tone for the entire day. Our students feed off our energy.
C.Student Academic Factors
Student Subgroup
ELL
IEP
Section 504
Gifted
Other Services (Explain)
Behavior or Cognitive Needs Receiving No Services
Boys
0
0
0
0
0
1
Girls
2
0
0
0
0
0
Instructional Accommodations and Modifications
(Describe any instructional accommodations and modifications regularly used to meet the needs of students in each subgroup.)
Everything in our one’s class is labeled in English and Spanish.
N/A
N/A
N/A
N/A
One little boy likes to bang his head on the floor when he gets angry/mad.
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 possible affect these characteristics could have on the pIanning, delivery, and assessment of your unit is that if a teacher comes into the classroom that does not speak Spanish then they will not be able to understand the two girls when they speak Spanish and they might feel left out. The little boy that bangs his head on the floor just started doing that behavior recently. We told the Assistant Director, who told his parents and they set up a meeting to find out what is going on at home. In the classroom we keep stuffed animals and pillows in each center. The other children can copy his behavior and injury themselves as well.
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Colors and numbers
Unit Title: Let’s count from one to five
National or State Academic Content Standards
Arizona Infant/Toddler and Developmental Guidelines. D2: Approaches to Learning, indicators of creativity and inventiveness. D3: Language development and Communication, indicators of development emergent literacy. D4: Cognitive Development, indicators of developing exploration and discovery.
Learning Goal
To teach my students how to recognize the numbers 1-5 using familiar objects and colors. By the end of the unit I want my students to be able to count from 1-5 using their fingers or by sorting objects according to their color.
Measurable Objectives
After I read The Very Hungry Caterpillar soft book and Let’s count clip on book by Eric Carle I will give each student a fruit pattern worksheet to color using crayons or markers. I will cut the fruit out, put glue on the paper, and let the students put their colored fruit pattern on the paper, and then I will write how many of each fruit that the caterpillar ate. To check for understanding I will have the students count with me using their fingers or by pointing to the fruit. I will write down what numbers that the student says as evidence that the students have met or not met the objective.
STEP Standard 3- Assessment and Data Literacy
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.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De Delete” or Insert.”" "
Number of Students
Exceeds
none
Meets
2
Approaches
7
Falls Far Below
1
Pre-Assessment Analysis: Whole Class
There were 12 students in the class on Thursday February 1, 2018. Two of the students were young ones and did not participate. Two of the students got them all correct. One student did not say anything at all. One student got three correct. The other 6 students only missed one or two.
Based on the above information I need to modify the assessment because two of my students did not participate and one student did not say anything.
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.
On Friday February 2 I used the counting bears once again, the same way that I used in the pre-assessment. For the post-assessment I said the number 1 and I showed them bag A. Then I asked them what number came next as we counted using our fingers. If they answered correctly I asked them what number came next and showed them the counting bears bag that corresponded to the number to give them a visual. I wrote down their answers. If they answered incorrectly I continued with the number that they told me to see if they would get the next number right.
STEP Standard 4 - Unit and Lesson PlanningNote: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
Day 1
Day 2
Day 3
Day 4
Day 5
Title of Lesson or Activity
Counting from one-five.
Let’s eat healthy.
Where does fruit come from?
Why do we eat healthy?
Let’s get cooking.
Standards and Objectives
What do students need to know and be able to do for each day of the unit?
Can you count from one to five using the counting bears or your fingers?
What does the word healthy mean? The students need to be able to recognize a healthy food from a non-healthy food by looking at food ads.
How does fruit grow? The students need to be to know that we get fruit from more than one place.
What is My plate? The students need to know why we eat healthy foods
Why do we cook healthy foods? The students need to know why cooking/ rinsing off our food before we eat it is important.
Academic Language and Vocabulary
What academic language will you emphasize and teach each day during this unit?
Introduce to my students the word counting and the numbers and words one to five to help them learn how to count.
Introduce to my students the words healthy and non-healthy to help them know the difference between the two words.
Introduce to my students the words fruit, dirt, tree, water, seeds, and store to help them understand where we get our fruit from.
Introduce to my students the words My plate, protein fruit, dairy, grains, and vegetables to help them understand why we eat healthy foods.
Introduce to my students the words rinse and cook to help them understand why we cook and rinse off our food before we eat it.
Summary of Instruction and Activities for the Lesson
How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.
Talk about how and why we count using our fingers or counting bears.
Talk about healthy and non-healthy foods and give them examples.
Talk about fruit and let them feel and smell real fruit.
Talk about and show them a My plate.
Talk about cooking and let them make their own fruit salad as a snack.
Differentiation
What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?
I will let my students use their assistive technology devices to communicate, do their classwork and follow their IEP.
I will let my students use their assistive technology devices to communicate, do their classwork and follow their IEP.
I will let my students use their assistive technology devices to communicate, do their classwork and follow their IEP.
I will let my students use their assistive technology devices to communicate, do their classwork, and follow their IEP.
If the student has a food allergy to a certain fruit I will not serve it to them give them a substitute. I will let my students use their assistive technology devices to communicate, do their classwork, and follow their IEP
Required Materials, Handouts, Text, Slides, and Technology
Read My First Book of Numbers by Eric Carle, send home a letter asking the parents to bring in their child’s favorite fruit on or by Friday to make the fruit salad for snack.
Read Eating the Rainbow: A colorful Food Book by Rena D. Grossman, food ads.
A fruit packet for each child to color, some crayons or markers, scissors to cut out the fruit after they or done coloring, and a pen to write their name on their packets.
A picture of My plate, construction paper for each child cut like a circle, some glue, and the cut-out fruit packets from yesterday.
A bowl, a cup and spoon for each child. The cut-up fruit that the students have brought in during the week, yogurt, and water. A serving spoon to serve the children. A marker, sentence strips, and a stapler to make a number/word wall.
Instructional and Engagement Strategies
What strategies are you going to use with your students to keep them engaged throughout the unit of study?
I will ask my students if they can count from one to five like they did in the book.
I will ask my students what their favorite fruit or vegetable is.
I will let my students take turns rinsing the fruit and vegetables from housekeeping by putting them in the sensory table with some water.
I will give my students a paper plate and let them pretend to be cooks as they play in housekeeping.
Make and eat the fruit salad and yogurt. I will ask them what fruit they want in their fruit salad and if they want yogurt as well.
Formative Assessments
How are you going to measure the learning of your students throughout the lesson?
I will ask my students what comes after the number one, etc. and document their answers.
I will show my students a food from housekeeping and ask them if it is healthy or not. I will document their answer.
I will ask my students where do we get our fruit from and document their answer.
I will ask my students why to do we eat healthy and document their answer.
I will ask my students why to do we rinse off or cook our food before we eat it and document their answer.
Summative, Post- Assessment
What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it.
On Monday February 5 I used the counting bears again to see if they count from one to five and some of the children used their fingers. We used food ads, picture books and the fruits and vegetables from housekeeping to see if they knew what a healthy food was and the trucks to see if they knew where fruit comes from. All the children (12) can now count from one to five when given a prompt or if we count together. All the children knew what a fruit was, 4 of the children knew what a vegetable was. None of the children knew why we rinse off or cook our food before we eat it. All the children knew what the truck was for.
STEP Standard 5 - Implementation of Instructional UnitImplement 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: C:\Users\Patrice\OneDrive\IMG_0128.MOV
Summary of Unit Implementation:
Over the course of the week from February 12-16 my theme was counting from one to five whiles being healthy. The children could learn from me as I learned from them. My experience and prior knowledge that I have as an Early Childhood Education Teacher helped me to teach these young children. Each day was a fun and exciting new adventure. On Monday I reintroduced the word counting and read the book My First Book of Numbers by Eric Carle. We talked about how we count and why. I used the counting bears to count again and some children were confused so we used our fingers to count. On Tuesday we read Eating the Rainbow by Rena D. Grossman and looked at food ads to tell the difference between healthy and non-healthy foods. I introduced them to the word healthy. This lead to a simple conversation about what healthy is as we talked about fruits and vegetables. On Wednesday we talked about how fruit grows and where we get it from. This activity lead to my cooperating teacher Ms. Jessica getting an idea. The children put cotton balls and large lima beans in a Ziploc bag to see if they would grow. Ms. Jessica then taped the bags to the back door that leads to the playground where the children can see them every day. On Thursday we talked about other healthy foods besides fruit and vegetables and I introduced them to the My plate. Then the children made they own My plate. This activity went as planned. On Friday we made the fruit salad, ate some yogurt and drank some water. Before we made the fruit salad we counted the fruit and reviewed the week. This activity went as planned. Some of the engagement strategies that I used to help foster the learning were picture books, visual aids, toys, and the body parts.
Summary of Student Learning
My initial perception of the overall student learning was very good. Based on the results from my observation and each measurement of learning that supports my initial perceptions of students learning the students stayed engaged each day as I explained each day what we would be doing any why in a way that they could understand. I let them use their five senses and made each activity relatable. Some of the children became upset when they could not count using the counting bears. I told them that it was ok to be upset and that we could count using our fingers because young children put everything in their mouths using their fingers and this made the students happy.
Reflection of Video Recording:
I thought that my teaching performance was very good and my cooperating teacher thought that I done a good job as well. One thing that I would like to improve in my future teaching is better time management. When I done the activity for my video recording on Friday when we made the fruit salad with the yogurt instead of doing the activity in the late afternoon I should have done it in the morning. The children started get picked up and I ended up only teaching half the class, which was 8 children. One thing I felt that I done well was explaining to the children why we were eating the fruit as I reviewed what we had learned during the week.
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
Pre-Test
Number of Students
Post-Test
Exceeds
none
none
Meets
6
9
Approaches
3
3
Falls Far Below
3
none
Post-Test Analysis: Whole Class
Based on your analysis of the whole class 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. When all the children are present there is 12 students in the class. When I first started teaching them how to count I used the counting bears. Most of the children could count when shown the number but some could not. I then counted with the students using our fingers and objects that they could relate to.
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. The effectiveness of my instruction and assessment made it easier for the students to understand how to count from one to five. They began to count on their own using their fingers and things that they could relate to. Two of the students are ELL and one is on an action plan.
Post-Assessment Analysis: Subgroup Selection Pre-Test - Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”
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). Two of the students speak both English and Spanish at home. One student is on an action plan because of his behavior.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of Students
Pre-Test
Number of Students
Post-Test
Exceeds
none
none
Meets
none
3
Approaches
2
none
Falls Far Below
1
none
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.
Based on my analysis of the subgroup post-test data, my interpretation of the student learning is that all students can learn. The subgroup just needed modification so that they could also understand the lesson/curriculum. I could pick up on their weaknesses and turn it into a strength by making learning how to count from one-five fun.
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. These 3 students did learn. The 2 ELL students needed a teacher to say the numbers in both English and Spanish. The other child needed one on one attention in a calm environment.
Post-Assessment Data: Remainder of Class
Number of Students
Pre-Test
Number of Students
Post-Test
Exceeds
none
None
Meets
6
9
Approaches
3
None
Falls Far Below
#
None
Post-Assessment Analysis: Subgroup and Remainder of Class By the end of the unit on counting from one-five all 12 children could count from one-five using their fingers and objects that they could relate to, like fruit when given a prompt. I used picture books, visuals, art, and real food.
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 data of the subgroup as compared to the remainder of the class is that they learn differently. They just need different teaching techniques to help them learn the curriculum/lesson. The effectiveness of my instruction for this unit using the findings from by analysis made it possible for all the children to learn how to count from one-five using their fingers and to begin to count everyday objects.
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.Based on my analysis of student learning, the next steps for instruction will be to review counting from one-five to check for understanding. My objective that I would build upon based on the content taught in this unit of instruction would be to introduce the students to the next set of numbers, which would be 6-10.
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.
Short-Term Goal
Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)
I plan to reach this goal by having better time management and all my materials that I need before I start the lesson.
I plan to reach this goal by getting their attention right away by using an appropriate anticipatory set.
I plan to reach this goal by remembering to pick up on their non-verbal communication and doing a better job of reading their facial expressions. This will allow me to change the lesson and make it easier for them to understand right away to avoid the frustration.
Student Teaching Evaluation of Performance (STEP) Template from K-3rd. grade
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
Desert Garden Elementary School is in West Phoenix at 7020 West Ocotillo Road in Glendale, Arizona.
B. District Demographics
Desert Garden Elementary School is part of the Glendale Elementary School District. (GESD)
C. School Demographics
Desert Garden Elementary School is one of 17 A+ schools in the Glendale Elementary School District. The other 16 schools are Bicentennial North, Bicentennial South, Challenger, Coyote, Ridge, Desert Spirit, Discovery, Don Mensendick, Glendale American, Glendale Landmark, Glenn F. Burton, Harold W. Smith, Horizon. Issac E. Imes, Melvin E. Sine, Sunset Vista, and William C. Jack. They offer free breakfast and lunch to all students, they have a head start program and many other programs. They a diversity of teachers and students from many different countries.
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
A. Student Demographic Factors
Some of the student demographic factors are how much money the parents make from working, their race, their heritage, their family history, the community where they live, and the language that is spoken at home. Is it English, Spanish, both, or another language.
B. Environmental Factors
The environmental factors are the teacher-student relationship and the parent-teacher relationship, our feelings and emotions, the amount of stress that we have, our sleep patterns, our eating habits, and how we take care of our bodies.
C. Student Academic Factors
Student Subgroup
ELL
IEP
Section 504
Gifted
Other Services (Explain) Behavior or Cognitive Needs Receiving No Services
Boys 6 0 0 0 3 0
Girls 5 0 0 0 0 0
Instructional Accommodations and Modifications
(Describe any instructional accommodations and modifications regularly used to meet the needs of students in each subgroup.) These 11 children are put into 2 reading groups, everything is labeled with words in both languages. N/A N/A N/A These 3 boys go to speech and other special needs programs. N/A
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.
As teachers, we must remember that the lesson plan is just a blueprint for us to follow. It can be changed as needed to accommodate all the students in your classroom. Each student is different and learns at their own pace. The possible affect these characteristics could have on the planning, delivery and assessments of my unit is that I might have to speak in both languages if the ELL students do not understand some of the words in English, I’ll have to repeat my instructions several times and speak slow so that the 3 boys in the classroom can also understand the lesson.
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Learning the parts of a book and how to tell a story.
Unit Title: Let’s Read Together
National or State Academic Content Standards
2.RL.1 Ask and answer such questions as who, what, where, when, and why, and how to demonstrate the understanding of key details in a text.
2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Learning Goal
The students will be able to know the parts of a book and how to read and understand a story by reading the words or by looking at the pictures. By the end of the unit I want my students to be able to read and tell a story using pictures or by reading. I want them to know that the book has 3 main parts, the front of the book, the back of the book, and the spine of the book.
Measurable Objectives
After I read the book Zoomer’s Summer’s Snowstorm written and illustrated by Ned Young, I will give each student a pre-assessment quiz with yes or no questions based on the book. Then I will give them a post-assessment quiz by expanding on the yes or no questions. To check for understanding I’ll grade their papers to see how many questions that they got correct.
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.
Copy and paste, or insert a picture of the pre-assessment.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Exceeds
5
Meets
21
Approaches
0
Falls Far Below
0
Pre-Assessment Analysis: Whole Class
There were 26 students in the class on Thursday March 29, 2018. I read the book Zoomer’s Summer Snowstorm. Then I asked them yes or no questions based on the book. Almost all 26 students got the first two questions right, only 3 did not. 6 students got question 3, the other 20 did not. On question 4 twenty-three students got it right and 3 did not. On question 5 twenty students got it right and 6 did not. All twenty-six got questions 6 an7 right and 5 students got all the questions correct.
Based on the above data I need to give an example and explain the meaning of the words in the book or the picture because some of my students were confused. Most of the students in the class are ELL students.
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.
On Friday March 30, 2018 I reread the book Zoomer’s Summer Snowstorm like I did in the pre-assessment. For the post assessment I expanded on the questions that I used in the pre-assessment. Before they answered the questions on their own I asked them the questions as a group to make it easier for them to answer the questions. When they were finished answering the questions I checked the questionnaire to see how many questions they got right or wrong.
STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
Day 1 Day 2 Day 3 Day 4 Day 5
Title of Lesson or Activity Let’s Label The Seasons Let’s Draw Let’s write a story Let it Snow
Standards and Objectives
What do students need to know and be able to do for each day of the unit? What are the parts of the book? The students need to know the parts of the book. What are the four seasons? The students need to know the four seasons. What is your favorite part of the story? The students need to know the parts of a story. What is the order of a story? The students need to know the order of a story. How can we read a book? The students need to know that there is more than one way to read a story
Academic Language and Vocabulary
What academic language will you emphasize and teach each day during this unit? The front of the book, the back of the book, and the spine of the book. Winter, Spring, Summer, and Fall. The beginning of the story (Introduction), the middle of the story (the Climax), and the end of the story (the Conclusion). First, next, then, last, or finally. Reading with words (verbally) or with pictures (without words).
Summary of Instruction and Activities for the Lesson
How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next. We will talk about the parts of the book and look at our library books to find the parts of the book. We will talk about the four seasons and how they are different. We will talk about the parts of the story and how they go together. We will talk about the order of the story and why the story has four parts. We will talk about things that are cold.
Differentiation
What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs? I need to help them hold the book and show them where each part of the book is as I say name each part. I need to talk slow, be clear, and repeat the words if necessary. I need to tell them my favorite part of the story to give them an example. I need to reread the story using the words first, next, then, last, or finally. I need to allow them to touch something that is cold to give them a visual and explore the book.
Required Materials, Handouts, Text, Slides, and Technology The book Zoomer’s Summer Snowstorm, a poster board, and a marker. The book Zoomer’s Summer Snowstorm, a poster board, and a marker. The winter worksheet, some crayons, and a pencil. Pictures of main words from Monday, and the smart board. A bowl for each table, some baking soda, and hair conditioner.
Instructional and Engagement Strategies
What strategies are you going to use with your students to keep them engaged throughout the unit of study? We are going to do a word search using the book to find the main words in the story. We are going to have a group discussion about the four seasons. We are going to have a group discussion about what we do in the winter. We will play a listening game to see if the students can follow order. We will make our own snow.
Formative Assessments
How are you going to measure the learning of your students throughout the lesson? I will read the book and after I read each page I will ask the students what the main words are and write them on a poster board to use on Thursday. I will ask them open-ended questions about their favorite seasons and document their answers. I will ask them open-ended questions about Winter and document their answers. We will write our own classroom story using the pictures based on the story. I will ask the students what we can make with snow and why, then document their answers.
Summative, Post- Assessment
What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it. On Monday April 9 and April 10, I will read Zoomer’s Summer Snowstorm. I will go over the parts of the book by pointing to each part of the book and ask the students what part of the book that I am pointing at. I will use a Winter worksheet, a poster board, a marker, the smart board, pictures based on the book, some baking soda and hair conditioner to give my students a visual to see what snow looks like. I will use the Winter worksheet to find out what my students like to do in the Winter time. I will use the pictures based on the book to see if my students can tell a story by looking at the pictures. I hope that by the end of next week that my students will know the parts of the book and story and how to read by looking at the pictures when they cannot pronounce the words. The post assessment that will measure the learning process will be a series of yes or no questions just like in the pre assessment.
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: I will be turning in my video through the google one drive. My google link is drive.google.com/drive/my.drive
Summary of Unit Implementation: On Monday April 9 I read the book Zoomer’s Summer Snowstorm by Ned Young. I told the students the parts of the book then I had them use the library books to see if they could find the parts of the book. This lesson went as planned. Next, we went through the pages of the book to write down the main words to use later in the week. On Tuesday I reread the book and we talked about the four seasons. I asked them what their favorite season was and wrote down answers on a poster board. This lesson went as planned. On Wednesday we talked about the parts of the story by me asking them open-ended questions. We focused on the season Winter, this turned into a discussion about what they would build if they were Zoomer. This lesson went as planned. On Thursday we took a picture graph using the main words from Monday to write our classroom story and talked about the order of the book. This lesson went as planned. On Friday we reviewed what we had learned over the past two weeks and made our own snow. Last week I gave them an introduction to this week to prepare them. I told them what we would be learning about each day. I used baking soda and hair conditioner to make the snow and this lesson did not go exactly as planned. The students were excited about making the snow and reviewing what they had learned. After we reviewed which went as planned, making the snow did not. As I got to the last rows of desks I run out of baking soda because I did not buy enough, so I just had those students go to different groups to feel the snow.
Summary of Student Learning:
By initial perception of the overall student learning was good and the students were cooperative and eager to learn another way how they could read a story. The results from my observation and each measurement of learning that supports my initial perception of student learning are that our students are very smart. They deserve more credit than what we give them. They are learning when we teach them even though we do not think that they are. The light bulb will go off in their head and they will have an “aha” moment. There are two boys in the class who go to specials and they were confused about the parts of the book and the weather. They did not understand how it could be cold outside if it is hot during the summer. I responded to these two students by giving them a visual. I asked them what would happen if they took a bunch of ice cubes and put them into the bathtub when it was hot outside. I thought this would improve the students’ progress because it was an easy way to tell the difference between the two temperatures. The students could understand and answered the question correctly. When I took their hand, and let them feel the parts of the book as I said each word it made it easier for them to understand. I created a tactile moment for them which made it easier for them to make the connection.
Reflection of Video Recording:
My perception of my teaching performance is that I done a great job. The students were focused and engaged in learning as I taught the lesson on how to tell a story and name the parts of the book each day. One thing that I done well was modify the lesson to accommodate every student in the classroom. One thing that I would like to improve upon in my future classroom is making sure that I enough supplies for my students to do a project and getting all the students ready to learn before I begin to teach the lesson. A few times I had to stop, redirect, and start the lesson again. I will build upon it my remembering that the lesson plan is just a blueprint to help us teach our students. It can be changed as necessary because each student in our classroom is different and learns at their own pace. Therefore, as teachers we must use different teaching and learning techniques if e want our students to be successful in school and beyond. What may work for one student may or may not work for another.
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
Pre-Test Number of Students
Post-Test
Exceeds
none none
Meets
25 25
Approaches
2 2
Falls Far Below
none none
Post-Test Analysis: Whole Class
Based on your analysis of the whole class 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. When all the students come to school, there is 27 students in the class. When I first started teaching them the parts of the book, the story, and how to read a book by looking at the pictures I used my book as an example. Then I had them use the library books to name the parts of the book.
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. The effectiveness of my instruction and assessment made it easier for the students to understand. Most of the students knew the parts of the book. I introduced them to the order of the book and the parts of the story before we took a picture graph using the main words from the story that I read. The story that I read was Zoomer’s Summer Snowstorm by Ned Young. Two of the children were confused so I done hand over hand with them.
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). Two of the students go to speech and reading. Half the class are ELL’s, which is 12 students.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of Students
Pre-Test Number of Students
Post-Test
Exceeds
none none
Meets
12 14
Approaches
2 none
Falls Far Below
none none
Post-Assessment Analysis: Subgroup
Based on your analysis of the sub group 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. Based on my analysis of the sub group post-test, my interpretation of the student learning is that all students can learn if you made the necessary modifications for your students. I talked slow, clear, repeated the information that I was trying to teach, and found a way for the 2 students who were confused to understand the lesson on how to read a book two ways, know the parts of the book and the story.
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. These 14 students did learn. The 12 ELL students sometimes needed me to say some words in English and Spanish. The other 2 students needed one on one attention in a calm environment where they could focus.
Post-Assessment Data: Remainder of Class
Number of Students
Pre-Test Number of Students
Post-Test
Exceeds
none none
Meets
13 13
Approaches
none none
Falls Far Below
none none
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 data of the sub group as compared to the remainder of the class is that each student learns differently at their own pace. These 13 students just needed to learn by using a different teaching technique so that they could also the lesson and or curriculum. The effectiveness of my instruction for this unit using the findings from my analysis made it possible for all the students to learn the parts of a book, the parts of a story, and how to read a book by looking at the pictures when you cannot pronounce the words.
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.
Based on my analysis of student learning the next step for instruction, including an objective that I would build upon using the content in this unit of instruction would be to review what I have already taught first. The parts of the book, the parts of a story, and how to read by looking at pictures. Then I would teach the students about the table of contents and the glossary.
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.
Short-Term Goal Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)
1.
Make sure that I enough supplies for all my students before I begin a lesson.
Classroom management and professional development: I need to count all my students in the classroom, look over my lesson plans, check my supplies, then double or triple them so that I will not run out when I’m teaching a lesson.
2. Make sure I get my students attention and seated correctly before I begin a lesson.
I can use music, a timer, a saying, like one, two, or countdown from a number to give my students a warning before I teach the lesson. This will give them time to regroup and focus.
3. Make sure that the lesson that I want to teach is aligned with the state standards.
I can ask a veteran teacher questions or observe them , attend workshops, meetings, or trainings, and go on the internet to review the common core standards for my state.
Student Teaching Evaluation of Performance (STEP) Template from Birth to age 4
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
Sunrise Preschool # 289 is in North Phoenix. The address is 3401 W. Union Hills Dr.
B. District Demographics
Sunrise Preschool # 289 services the Deer Valley Unified School District.
C. School Demographics
Sunrise Preschool # 289 takes the school agers who are enrolled in the center to Bell air, Canyon Pointe Charter, Paseo Hills, Challenge Charter, Sunrise Elementary, Mirage, and Park Meadows.
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
A.Student Demographic Factors
Each child in our class is different and learns at their own pace. Some of the student demographic factors are their family income, their culture, their family background, the community in which they live, their race, and the language that they speak at home.
B.Environmental Factors
Some of the environmental factors are the relationships that we make with the students, theirnnparents, and other teachers. Our stress levels, the amount of sleep that we get each night, our health, and our emotions. As teachers we set the mood/tone for the entire day. Our students feed off our energy.
C.Student Academic Factors
Student Subgroup
ELL
IEP
Section 504
Gifted
Other Services (Explain)
Behavior or Cognitive Needs Receiving No Services
Boys
0
0
0
0
0
1
Girls
2
0
0
0
0
0
Instructional Accommodations and Modifications
(Describe any instructional accommodations and modifications regularly used to meet the needs of students in each subgroup.)
Everything in our one’s class is labeled in English and Spanish.
N/A
N/A
N/A
N/A
One little boy likes to bang his head on the floor when he gets angry/mad.
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 possible affect these characteristics could have on the pIanning, delivery, and assessment of your unit is that if a teacher comes into the classroom that does not speak Spanish then they will not be able to understand the two girls when they speak Spanish and they might feel left out. The little boy that bangs his head on the floor just started doing that behavior recently. We told the Assistant Director, who told his parents and they set up a meeting to find out what is going on at home. In the classroom we keep stuffed animals and pillows in each center. The other children can copy his behavior and injury themselves as well.
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Colors and numbers
Unit Title: Let’s count from one to five
National or State Academic Content Standards
Arizona Infant/Toddler and Developmental Guidelines. D2: Approaches to Learning, indicators of creativity and inventiveness. D3: Language development and Communication, indicators of development emergent literacy. D4: Cognitive Development, indicators of developing exploration and discovery.
Learning Goal
To teach my students how to recognize the numbers 1-5 using familiar objects and colors. By the end of the unit I want my students to be able to count from 1-5 using their fingers or by sorting objects according to their color.
Measurable Objectives
After I read The Very Hungry Caterpillar soft book and Let’s count clip on book by Eric Carle I will give each student a fruit pattern worksheet to color using crayons or markers. I will cut the fruit out, put glue on the paper, and let the students put their colored fruit pattern on the paper, and then I will write how many of each fruit that the caterpillar ate. To check for understanding I will have the students count with me using their fingers or by pointing to the fruit. I will write down what numbers that the student says as evidence that the students have met or not met the objective.
STEP Standard 3- Assessment and Data Literacy
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.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De Delete” or Insert.”" "
Number of Students
Exceeds
none
Meets
2
Approaches
7
Falls Far Below
1
Pre-Assessment Analysis: Whole Class
There were 12 students in the class on Thursday February 1, 2018. Two of the students were young ones and did not participate. Two of the students got them all correct. One student did not say anything at all. One student got three correct. The other 6 students only missed one or two.
Based on the above information I need to modify the assessment because two of my students did not participate and one student did not say anything.
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.
On Friday February 2 I used the counting bears once again, the same way that I used in the pre-assessment. For the post-assessment I said the number 1 and I showed them bag A. Then I asked them what number came next as we counted using our fingers. If they answered correctly I asked them what number came next and showed them the counting bears bag that corresponded to the number to give them a visual. I wrote down their answers. If they answered incorrectly I continued with the number that they told me to see if they would get the next number right.
STEP Standard 4 - Unit and Lesson PlanningNote: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
Day 1
Day 2
Day 3
Day 4
Day 5
Title of Lesson or Activity
Counting from one-five.
Let’s eat healthy.
Where does fruit come from?
Why do we eat healthy?
Let’s get cooking.
Standards and Objectives
What do students need to know and be able to do for each day of the unit?
Can you count from one to five using the counting bears or your fingers?
What does the word healthy mean? The students need to be able to recognize a healthy food from a non-healthy food by looking at food ads.
How does fruit grow? The students need to be to know that we get fruit from more than one place.
What is My plate? The students need to know why we eat healthy foods
Why do we cook healthy foods? The students need to know why cooking/ rinsing off our food before we eat it is important.
Academic Language and Vocabulary
What academic language will you emphasize and teach each day during this unit?
Introduce to my students the word counting and the numbers and words one to five to help them learn how to count.
Introduce to my students the words healthy and non-healthy to help them know the difference between the two words.
Introduce to my students the words fruit, dirt, tree, water, seeds, and store to help them understand where we get our fruit from.
Introduce to my students the words My plate, protein fruit, dairy, grains, and vegetables to help them understand why we eat healthy foods.
Introduce to my students the words rinse and cook to help them understand why we cook and rinse off our food before we eat it.
Summary of Instruction and Activities for the Lesson
How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.
Talk about how and why we count using our fingers or counting bears.
Talk about healthy and non-healthy foods and give them examples.
Talk about fruit and let them feel and smell real fruit.
Talk about and show them a My plate.
Talk about cooking and let them make their own fruit salad as a snack.
Differentiation
What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?
I will let my students use their assistive technology devices to communicate, do their classwork and follow their IEP.
I will let my students use their assistive technology devices to communicate, do their classwork and follow their IEP.
I will let my students use their assistive technology devices to communicate, do their classwork and follow their IEP.
I will let my students use their assistive technology devices to communicate, do their classwork, and follow their IEP.
If the student has a food allergy to a certain fruit I will not serve it to them give them a substitute. I will let my students use their assistive technology devices to communicate, do their classwork, and follow their IEP
Required Materials, Handouts, Text, Slides, and Technology
Read My First Book of Numbers by Eric Carle, send home a letter asking the parents to bring in their child’s favorite fruit on or by Friday to make the fruit salad for snack.
Read Eating the Rainbow: A colorful Food Book by Rena D. Grossman, food ads.
A fruit packet for each child to color, some crayons or markers, scissors to cut out the fruit after they or done coloring, and a pen to write their name on their packets.
A picture of My plate, construction paper for each child cut like a circle, some glue, and the cut-out fruit packets from yesterday.
A bowl, a cup and spoon for each child. The cut-up fruit that the students have brought in during the week, yogurt, and water. A serving spoon to serve the children. A marker, sentence strips, and a stapler to make a number/word wall.
Instructional and Engagement Strategies
What strategies are you going to use with your students to keep them engaged throughout the unit of study?
I will ask my students if they can count from one to five like they did in the book.
I will ask my students what their favorite fruit or vegetable is.
I will let my students take turns rinsing the fruit and vegetables from housekeeping by putting them in the sensory table with some water.
I will give my students a paper plate and let them pretend to be cooks as they play in housekeeping.
Make and eat the fruit salad and yogurt. I will ask them what fruit they want in their fruit salad and if they want yogurt as well.
Formative Assessments
How are you going to measure the learning of your students throughout the lesson?
I will ask my students what comes after the number one, etc. and document their answers.
I will show my students a food from housekeeping and ask them if it is healthy or not. I will document their answer.
I will ask my students where do we get our fruit from and document their answer.
I will ask my students why to do we eat healthy and document their answer.
I will ask my students why to do we rinse off or cook our food before we eat it and document their answer.
Summative, Post- Assessment
What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it.
On Monday February 5 I used the counting bears again to see if they count from one to five and some of the children used their fingers. We used food ads, picture books and the fruits and vegetables from housekeeping to see if they knew what a healthy food was and the trucks to see if they knew where fruit comes from. All the children (12) can now count from one to five when given a prompt or if we count together. All the children knew what a fruit was, 4 of the children knew what a vegetable was. None of the children knew why we rinse off or cook our food before we eat it. All the children knew what the truck was for.
STEP Standard 5 - Implementation of Instructional UnitImplement 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: C:\Users\Patrice\OneDrive\IMG_0128.MOV
Summary of Unit Implementation:
Over the course of the week from February 12-16 my theme was counting from one to five whiles being healthy. The children could learn from me as I learned from them. My experience and prior knowledge that I have as an Early Childhood Education Teacher helped me to teach these young children. Each day was a fun and exciting new adventure. On Monday I reintroduced the word counting and read the book My First Book of Numbers by Eric Carle. We talked about how we count and why. I used the counting bears to count again and some children were confused so we used our fingers to count. On Tuesday we read Eating the Rainbow by Rena D. Grossman and looked at food ads to tell the difference between healthy and non-healthy foods. I introduced them to the word healthy. This lead to a simple conversation about what healthy is as we talked about fruits and vegetables. On Wednesday we talked about how fruit grows and where we get it from. This activity lead to my cooperating teacher Ms. Jessica getting an idea. The children put cotton balls and large lima beans in a Ziploc bag to see if they would grow. Ms. Jessica then taped the bags to the back door that leads to the playground where the children can see them every day. On Thursday we talked about other healthy foods besides fruit and vegetables and I introduced them to the My plate. Then the children made they own My plate. This activity went as planned. On Friday we made the fruit salad, ate some yogurt and drank some water. Before we made the fruit salad we counted the fruit and reviewed the week. This activity went as planned. Some of the engagement strategies that I used to help foster the learning were picture books, visual aids, toys, and the body parts.
Summary of Student Learning
My initial perception of the overall student learning was very good. Based on the results from my observation and each measurement of learning that supports my initial perceptions of students learning the students stayed engaged each day as I explained each day what we would be doing any why in a way that they could understand. I let them use their five senses and made each activity relatable. Some of the children became upset when they could not count using the counting bears. I told them that it was ok to be upset and that we could count using our fingers because young children put everything in their mouths using their fingers and this made the students happy.
Reflection of Video Recording:
I thought that my teaching performance was very good and my cooperating teacher thought that I done a good job as well. One thing that I would like to improve in my future teaching is better time management. When I done the activity for my video recording on Friday when we made the fruit salad with the yogurt instead of doing the activity in the late afternoon I should have done it in the morning. The children started get picked up and I ended up only teaching half the class, which was 8 children. One thing I felt that I done well was explaining to the children why we were eating the fruit as I reviewed what we had learned during the week.
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
Pre-Test
Number of Students
Post-Test
Exceeds
none
none
Meets
6
9
Approaches
3
3
Falls Far Below
3
none
Post-Test Analysis: Whole Class
Based on your analysis of the whole class 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. When all the children are present there is 12 students in the class. When I first started teaching them how to count I used the counting bears. Most of the children could count when shown the number but some could not. I then counted with the students using our fingers and objects that they could relate to.
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. The effectiveness of my instruction and assessment made it easier for the students to understand how to count from one to five. They began to count on their own using their fingers and things that they could relate to. Two of the students are ELL and one is on an action plan.
Post-Assessment Analysis: Subgroup Selection Pre-Test - Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”
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). Two of the students speak both English and Spanish at home. One student is on an action plan because of his behavior.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of Students
Pre-Test
Number of Students
Post-Test
Exceeds
none
none
Meets
none
3
Approaches
2
none
Falls Far Below
1
none
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.
Based on my analysis of the subgroup post-test data, my interpretation of the student learning is that all students can learn. The subgroup just needed modification so that they could also understand the lesson/curriculum. I could pick up on their weaknesses and turn it into a strength by making learning how to count from one-five fun.
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. These 3 students did learn. The 2 ELL students needed a teacher to say the numbers in both English and Spanish. The other child needed one on one attention in a calm environment.
Post-Assessment Data: Remainder of Class
Number of Students
Pre-Test
Number of Students
Post-Test
Exceeds
none
None
Meets
6
9
Approaches
3
None
Falls Far Below
#
None
Post-Assessment Analysis: Subgroup and Remainder of Class By the end of the unit on counting from one-five all 12 children could count from one-five using their fingers and objects that they could relate to, like fruit when given a prompt. I used picture books, visuals, art, and real food.
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 data of the subgroup as compared to the remainder of the class is that they learn differently. They just need different teaching techniques to help them learn the curriculum/lesson. The effectiveness of my instruction for this unit using the findings from by analysis made it possible for all the children to learn how to count from one-five using their fingers and to begin to count everyday objects.
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.Based on my analysis of student learning, the next steps for instruction will be to review counting from one-five to check for understanding. My objective that I would build upon based on the content taught in this unit of instruction would be to introduce the students to the next set of numbers, which would be 6-10.
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.
Short-Term Goal
Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)
- Try and do the main lesson in the morning when most of the children are still present instead of the afternoon.
I plan to reach this goal by having better time management and all my materials that I need before I start the lesson.
- Make sure that I have all the children sitting down before I begin the lesson.
I plan to reach this goal by getting their attention right away by using an appropriate anticipatory set.
- Recognize my student’s frustration sooner when they do not understand how to do the lesson and being quicker at modifying the lesson.
I plan to reach this goal by remembering to pick up on their non-verbal communication and doing a better job of reading their facial expressions. This will allow me to change the lesson and make it easier for them to understand right away to avoid the frustration.