Step Template

Student Teaching Evaluation of Performance (STEP)
Template
© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 29

Table of Contents
Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................7
STEP Standard 4 - Unit and Lesson Planning .........................................................10
STEP Standard 5 - Implementation of Instructional Unit .......................................24
STEP Standard 6 - Analysis of Student Learning....................................................26
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........29

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors
You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Mathematics
Unit Title: Describing and Sorting Shapes
National or State Academic Content Standards

CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-
defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.
CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or less
are in one category than in another.
Learning Goal
Students will be able to describe, identify, and compare attributes of 2-D shapes.
Students will be able to compose and decompose 2-D shapes.
Measurable Objectives
Day 1: Given a set of 18 shapes, students will be able to sort the shapes into 2-4 categories, create a
poster with labels that include the number of shapes in each category and show understanding of their
categories by filling out a questionnaire about their poster with 90% accuracy.
Day 2: Given a geoboard, students will be able to make, describe, and identify triangles of different sizes
and types, by circling and connecting dots on their geoboards; and counting and recording the number of
triangles on the recording sheet with 90% accuracy.
Day 3: Given a geoboard, students will be able to make, describe, and identify quadrilaterals by circling
and connecting dots on their geoboards; and counting and recording the number of quadrilaterals on the
recording sheet with 90% accuracy.
Day 4: Given a rule, students will be able to sort shapes that follow that rule, explain why the shape
follows that rule, and explain why the other shapes do not follow that rule with 98% accuracy.

Day 5: Given the Identifying and Sorting Shapes Assessment, students will be able to solve problems
about identifying, naming, and categorizing shapes using defining attributes of those shapes with 90%
accuracy.

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.
Scoring Criteria
Exceeds: More than two groups of shapes with reasonable grouping, labeled, and counted.
Meets: Two groups of shapes with reasonable grouping, labeled, and counted.
Approaches: Two groups of shapes with labels and counted.
Falls Far Below: Less than two groups of shapes, no labels or reasonable grouping strategy, not
counted.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Highly Proficient (90%-100%) 6

Proficient
(80%-89%) 7
Partially Proficient
(70%-79%) 8

Minimally Proficient
(69% and below) 6
Pre-Assessment Analysis: Whole Class
The above data shows that some of my students have a great understanding of the basic concept of how
shapes can be similar and different. However, the assessment also shows that many of my students, even
students that are highly proficient, do not know all the names of the shapes and the shape attributes. At
this time, I will not be making changes to my learning objectives because I feel that they cover what my
students need to learn during this unit well. Using these objectives will help guide my unit to ensure my
students are meeting the learning goal.
The above data will affect the planning of my unit because I now have a better understanding of how my
students think about shapes. This assessment helped me see what they already know, what they remember
from our previous geometry unit, and what they still need to learn in this unit. I will use this data to make
sure we review the attributes of our learned shapes. This will be put in the first lesson as part of the
opener. I will also be focusing on similarities and differences between shapes.
I will also use this data to differentiate instruction for my struggling students, as well as, my highly
proficient students. I want to ensure that all my students are learning at their zone of proximal
development. I will be able to scaffold the learning for my struggling students and provide less
scaffolding for my higher proficiency 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.
Scoring Criteria

Exceeds: More than two groups of shapes with reasonable grouping, groups are labeled, and
counted.
Meets: Two groups of shapes with reasonable grouping, groups are labeled, and counted.
Falls Far Below: Less than two groups of shapes, no labels or reasonable grouping strategy, not
counted.

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 Sorting Shapes and Describing Triangles Describing Guess My Rule Sorting Shapes
Lesson or Making a Shape Quadrilaterals
Activity Poster
Standards CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT
and ENT.1.G.A.1 ENT.1.G.A.1 ENT.1.G.A.1 ENT.1.G.A.1 ENT.1.G.A.1
Objectives Distinguish between Distinguish between Distinguish between Distinguish between Distinguish between
What do defining attributes defining attributes defining attributes defining attributes defining attributes
students (e.g., triangles are (e.g., triangles are (e.g., triangles are (e.g., triangles are (e.g., triangles are
need to closed and three- closed and three- closed and three- closed and three- closed and three-
know and sided) versus non- sided) versus non- sided) versus non- sided) versus non- sided) versus non-
be able to defining attributes defining attributes defining attributes defining attributes defining attributes
do for each (e.g., color, (e.g., color, (e.g., color, (e.g., color, (e.g., color,
day of the orientation, overall orientation, overall orientation, overall orientation, overall orientation, overall
unit? size); build and draw size); build and draw size); build and draw size); build and draw size); build and draw
shapes to possess shapes to possess shapes to possess shapes to possess shapes to possess
defining attributes. defining attributes. defining attributes. defining attributes. defining attributes.
CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT

ENT.1.NBT.A.1 ENT.1.NBT.A.1 ENT.1.NBT.A.1 ENT.1.NBT.A.1 ENT.1.NBT.A.1
Count to 120, starting Count to 120, starting Count to 120, starting Count to 120, starting Count to 120, starting
at any number less at any number less at any number less at any number less at any number less
than 120. In this than 120. In this than 120. In this than 120. In this than 120. In this
range, read and write range, read and write range, read and write range, read and write range, read and write
numerals and numerals and numerals and numerals and numerals and
represent a number of represent a number of represent a number of represent a number of represent a number of
objects with a written objects with a written objects with a written objects with a written objects with a written
numeral. numeral. numeral. numeral. numeral.

CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT
ENT.1.MD.C.4 ENT.1.MD.C.4 ENT.1.MD.C.4 ENT.1.MD.C.4 ENT.1.MD.C.4
Organize, represent, Organize, represent, Organize, represent, Organize, represent, Organize, represent,
and interpret data and interpret data and interpret data and interpret data and interpret data
with up to three with up to three with up to three with up to three with up to three
categories; ask and categories; ask and categories; ask and categories; ask and categories; ask and
answer questions answer questions answer questions answer questions answer questions
about the total about the total about the total about the total about the total
number of data number of data number of data number of data number of data
points, how many in points, how many in points, how many in points, how many in points, how many in
each category, and each category, and each category, and each category, and each category, and
how many more or how many more or how many more or how many more or how many more or
less are in one less are in one less are in one less are in one less are in one
category than in category than in category than in category than in category than in
another. another. another. another. another.
Day 1 Objective: Day 2 Objective: Day 3 Objective: Day 4 Objective: Day 5 Objective:
Given a set of 18 Given a geoboard, Given a geoboard, Given a rule, students Given the Identifying
shapes, students will be students will be able to students will be able to will be able to sort and Sorting Shapes
able to sort the shapes make, describe, and make, describe, and shapes that follow that Assessment, students
into 2-4 categories, identify triangles of identify quadrilaterals rule, explain why the will be able to solve
create a poster with different sizes and by circling and shape follows that rule, problems about
labels that include the types, by circling and connecting dots on and explain why the identifying, naming,
number of shapes in connecting dots on their geoboards; and other shapes do not and categorizing shapes
each category and their geoboards; and counting and recording follow that rule with using defining
show understanding of counting and recording the number of 98% accuracy. attributes of those
their categories by the number of triangles quadrilaterals on the shapes with 90%
filling out a on the recording sheet recording sheet with accuracy.
questionnaire about with 90% accuracy. 90% accuracy.
their poster with 90%
accuracy.
Academic  Straight sides  Triangles  Quadrilateral  Triangles  Attributes

Language  Sort  Corners  Rectangle  Quadrilateral  Sort

and  Squares  Vertices  Square  Sort  Corners
Vocabular  Curved  Attributes  Trapezoid  Attributes  Vertices
y  Attributes  Rhombus
What  Vertices
academic  Attributes
language
will you
emphasize
and teach
each day
during this
unit?
Summary Daily Math Routine Daily Math Routine Daily Math Routine Daily Math Routine Daily Math Routine
of (Completed in the (Completed in the (Completed in the (Completed in the (Completed in the
Instructio morning during our morning during our morning during our morning during our morning during our
n and routines) (10 routines) (10 routines) (10 routines) (10 routines) (10
Activities minutes): minutes): minutes): minutes): minutes):
for the Quick Images Start With/Get to: Quick Images Quick Images Build It: Teen
Lesson Shapes Forward or Back Shapes Shapes Numbers
How will  Quickly show  Choose one  Quickly show  Quickly show  Show the
the the image of student to the image of the image of teacher
instruction presentation
the shape. pick the start the shape. the shape.
and select the
and  Students draw with number  Students draw  Students draw card 14.
activities the shape. and mark it the shape. the shape.  Ask students
flow?  Show the on the  Show the  Show the what number
Consider image again. number line image again. image again. will we be
how the  Students with the green  Students  Students building?
students revise their clip and one revise their revise their  Will this
will drawing. student to drawing. drawing. number fill
efficiently  With the choose the get  With the image  With the more than one
transition image to number showing image ten frame?
from one to showing and mark it students will showing  I will fill the
the next. share how they first ten frame
students will students will with pennies

share how with a red remembered share how then ask the
they clip. and drew the they students how
remembered  Ask the class shape. remembered many more do
and drew the if we will be and drew the I need on the
shape. Complete with shape. second ten
counting
another shape and frame? How
forward or did you know
Complete with backward. then ask students to Complete with
compare the two that? (Students
another shape and Ask them if another shape and will talk with
then ask students to the numbers shapes (use peanut then ask students to their table
compare the two will increase butter and jelly compare the two groups)
shapes (use peanut or decrease. partner talk). shapes (use peanut  Ask students to
-How are they alike?
butter and jelly  Count as a butter and jelly help write an
partner talk). -How are they partner talk). equation
class from the
-How are they alike? different? -How are they alike? showing one
start with
-How are they number to the -How are they group of ten
Opening (5 minutes): and four more
different? get to different?
Read the book “The make 14.
number. Greedy Triangle”.
Opening (5 minutes):  Have the Opening (10
Play “Guess my Stop to point out the Opening (10 minutes):
students talk minutes): Students will use their
Shape”. attributes of a
with their Play “Guess my iPads to complete the
I will think of a rule for quadrilateral. Make a
partner to Rule” I will have the MW1: Sorting Shapes
sorting shapes. I will list of the attributes
decide what students gather at the learning activity. We
provide students with a of a quadrilateral.
couple of shapes that fit number is carpet. In the middle will be completing this
Have the students activity as a class. This
my rule. They will then greater. of the carpet I will
help make a list of all lesson reviews the
help me decide if the  Students use the quadrilaterals
place a circle made of
other shapes fit my rule yard. Each student vocabulary words, how
their alligator they can find in the to sort shapes, shows
or not. Students will arms to eat will be given a shape
story. different ways students
talk with their PB & J the larger from the shape card
partner to see if they can sort shapes, and
number. resource C14-C16. I provides a practice for
can come up with the Teaching and
 Write the will explain to the students to sort shapes
correct rule. Modeling (10
numbers with students that I am on the iPad.
minutes):
the correct thinking of a rule to
Introduce the
sign and say sort our shapes. Their
vocabulary and the “I

Teaching and the number can” statement. (I can job is to figure out Discussion (5
Modeling (10 with the identify and draw a my rule. If they minutes):
minutes): correct sign variety of figure out the rule, We will review how
I will begin by telling as a class. quadrilaterals). We they cannot shout the the students sorted their
the students the “I can” will review the rule out because we shapes. We will also do
statement for the day (I a brainstorming activity
Opening (10 attributes of a want all the students
can sort shapes into on how we can label
groups using shape minutes): quadrilateral that they to have a chance to our shape groups. I will
attributes). Then I will Read the book “The listed during the think about the rule. write these words on
review the vocabulary Greedy Triangle”. book. I will ask I will start by adding the board for students
for the lesson. We will Stop to point out the students to share two shapes to the to reference during
review the shapes we attributes of a different things they circle. Then I will their assessment.
learned from the triangle. Make a list noticed about have the students
previous unit. of the attributes of a different each add their shape Teaching and
triangle. quadrilaterals and either inside the Modeling (5 minutes):
Activity (20 minutes): how we know that circle or outside the I will tell students that
Next, I will model how they are all circle. If a student today they get to sort
Teaching and
students will be sorting shapes into 2-4 groups.
Modeling (10 quadrilaterals. goes to place a shape
shapes and what it will I will tell them that
look like. I will explain minutes): inside the circle that they will have to label
the activity by telling Introduce the Activity (10 does not belong, I each group and tell me
them that they will be vocabulary and the “I minutes): will have a class how many shapes they
working with their PB can” statement. (I can I will model the discussion about how put into each group. I
& J partner to make a identify and draw a activity for the day. that shape is different will have them ask
shape poster. I will variety of triangles). Students will explore than the shapes in the questions and I will
show them an example We will review the the power polygons circle. answer any questions
and model one way to attributes of a and separate all the they have.
sort the shapes. triangle that they quadrilaterals. Teaching and
listed during the Modeling (5 Assessment (25
Students will work minutes):
book. I will ask Discussion (5 minutes):
with their partner to Students will open their
find 2 or more groups students to share minutes): I will review the iPads, go to Clever,
of shapes. They will different things they I will walk around vocabulary and Pearson Easy Bride,
need to glue their notice about different and take pictures of introduce the “I can” Assignments, and click
shapes to their poster triangles and how we the quadrilateral statement. (I can sort on the assessment.
and label their groups. shapes students shapes using defining When students are

Labels should include know that they are all sorted. We will attributes by a given done, they will give me
how the shapes were triangles. discuss how they are rule). Using the to “I am done” sign. I
grouped and how many different and alike. shape poster created will come and check
shapes are in each Activity (10 What makes them all in lesson 1 we will their work and have
group. Students will minutes): quadrilaterals? What discuss the defining them work on the Math
then fill out the Shape Geometry Games.
I will model the do a rectangle and a attributes of the
Poster Activity sheet
with their partner. activity for the day. trapezoid have in shapes and what rule
Students will explore common? How do the groups follow.
Discussion (10 the power polygons you know that?
minutes): and separate all the Students will talk Quiz 2 A16(7
I will use a couple of triangles. with PB & J partners minutes):
examples from the and share their The class will take
students to show to the Discussion (5 partners answers. their second
class. We will talk minutes): geometry quiz. I will
about how they sorted I will walk around Individual Activity be going through
the shapes and labeled and take pictures of (5 minutes): each question with
their work. Students
the triangle shapes I will model how to the students under the
will have a chance to
look at each other’s students sorted. We complete the Making document camera. I
shape posters in a later will discuss how they Quadrilaterals will read each
lesson. are different and worksheet (I will question and explain
alike. What makes model how to draw a what the question is
them all triangles? If triangle on the sheet asking them to do.
one is smaller than and how to access the
the other are, they Geoboards app) and Learning Activity (5
both still triangles? geoboards on the minutes): “Guess My
Why? Students will iPads. Rule with a Partner”
talk with PB & J I will explain that Students will work
partners and share first they will need to with their PB & J
their partners draw as many partner to play
answers. different “Guess My Rule”
quadrilaterals as they using their iPad
Individual Activity can on the dot paper. application provided
(5 minutes): They will need to by the curriculum. I

I will model how to count how many they will model how
complete the Making drew and write that students will find the
Triangles worksheet number at the activity, what it
(I will model how to bottom. When they should sound like as
draw a triangle on the are done, they will they work together,
sheet and how to give me the “I am how to take turns,
access the Geoboards done” sign (a thumb and what to do when
app) and geoboards up). I will come they are done. (When
on the iPads. check it off and then students are done,
I will explain that they can work on they will continue to
first they will need to building play the game using a
draw as many quadrilaterals on new rule).
different triangles as geoboards.
they can on the dot Individual Learning
paper. They will need Activity (5 minutes):
to count how many “Guess My Rule”
they drew and write activity pg. 95.
that number at the Students will be
bottom. When they given a worksheet
are done, they will that will ask then to
give me the “I am circle a group of
done” sign (a thumb shapes that follow the
up). I will come same rule, explain
check it off and then their rule, draw one
they can work on shape that belongs in
building triangle on their rule, and draw
geoboards. on shape that does
not belong. When
students are finished,
they will work on
building shapes on
geoboards

Differentia  Based on the  Scaffold a  Scaffold a  Extra time will  I will have
tion pre- solution by solution by be provided for paper
What are assessment a providing them providing students that assessments for
the smaller with extra them with are struggling my students
adaptations amount of support in the extra support to complete the that need the
form of quiz. accommodatio
or shape cards in the form of
pictures of  Questioning n.
modificatio will be used pictures of
triangles and will be used to  Some students
ns to the for a small examples. quadrilaterals help students will only be
instruction/ group of  English and examples. come up with required to
activities students. Language  English the chosen show one
as  Based on the Learners: Language rule. group of
determined pre- During Learners:  Examples of shapes.
by the assessment a discussions I During different  I will have
student small group will use discussions I shapes and words and
factors or of students sentence stems will use labels will be examples
individual for students to displayed for posted on the
will have a sentence
learning help them use students to board for
challenge to the correct
stems for
needs? reference. students to
sort their terminology. I students to reference.
shapes into will also help them use  Gifted students
more than 4 provide the correct will be
groups. vocabulary on terminology. I challenged to
 Scaffolding the board with will also use all the
instruction pictures. provide shapes
and using  For my gifted vocabulary on provided.
guiding students I will the board
questions to provide with pictures.
challenges
help students  For my gifted
such as can
come up with you make a
students I will
ways to sort triangle with provide
their shapes. three uneven challenges
sides? Can you such as can
make a triangle you make a

with three even quadrilateral
sides? Can you with four
make a triangle even sides?
with two even What shape
sides? did you
make? Can
you make a
quadrilateral
with four
sides that are
uneven? What
did you notice
about this
shape?
Required  Quick Images  Start With/Get  Quick Images  Quick Images  Build It teacher
Materials, teacher To teacher teacher teacher presentation
Handouts, presentation presentation presentation presentation from the
Text, from the from the from the from the curriculum.
Slides, and curriculum. curriculum.
curriculum. curriculum.  Shape cards
 Shape cards  Number line  Yarn C14-C16
Technolog  27-small sets
C14-C16 from  Green clip  Shape cards  Paper
y of Power
the curriculum.  Red clip C14-C16 assessments
 Polygons 
14 sheets of  27-small sets Vocabulary A17
cardstock of Power (enough for cards  27 iPads
(one for each Polygons each student  Shape posters  Assigned
group) (enough for to have a set) from lesson 1 Assessment
 14 sets of the each student to  Vocabulary  27 iPads through
shape cards have a set) cards (enough for Pearson Easy
(one for each  Vocabulary  Rectangle, each student Bridge
cards trapezoid, and or one for a  Teacher iPad
group)
 Triangle poster or Computer
 Glue sticks square poster pair of
from Unit 1  Projector or
 Scissors from Unit 1 students)
geometry Apple TV
 Pencils geometry  27 Student
 27 iPads  Pencils
activity pg. 95
(enough for  Glue sticks

 27-Shape each student or  27 iPads “Guess my  Power
Poster Activity one for a pair (enough for Rule” Polygons (on
pg. 85 of students) each student  27 Quiz 2, hand for
 Teacher iPad  27-Triangle or one for a Resource A16 students that
or computer Connect-the- pair of  Projector or need a hands
 Projector or Dots students
students) Apple TV on aid)
Apple TV activity pg. 89  Teacher iPad
 Teacher iPad  27- or computer
or computer Quardrilateral  pencils
 Projector or Connect-the-
Apple TV Dots students
 Expo markers activity pg. 91
for each  Teacher iPad
student or computer
 White board  Projector or
for each Apple TV
student
 Expo markers
 pencils
for each
student
 White board
for each
student
 pencils
Instructio  Cooperative  Cooperative  Cooperative  Cooperative  Technology is
nal and learning: learning: I used learning: I learning: used for the
Engageme Students will PB & J used PB & J Students will assessment in
nt be working partners during partners be working this lesson.
Strategies with a partner discussions. Most of my
during with a partner
to complete This provides students love
What discussions. while doing
their shape students with complete
strategies poster. I also the opportunity This provides the activity activities on
are you use this to share their students with “Guess my their iPads.
going to strategy during thoughts with a the Rule”. I also
use with our discussions partner. opportunity to use this
your and math share their strategy

students to routine. My  Manipulatives: thoughts with during our
keep them class loves to This lesson a partner. discussions
engaged talk with their uses a math  Manipulatives and math
throughout classmates. tool called : This lesson routine. My
the unit of Knowing this I Power class loves to
uses a math
try to Polygons. This
study? tool called talk with their
incorporate allowed
partner talk, students to get Power classmates.
group talk, and to sort shapes Polygons. Knowing this
partner and into groups. This allowed I try to
group work. students to incorporate
 Choice: This get to sort partner talk,
activity shapes into group talk,
provides groups. and partner
students with and group
the freedom of work.
choice. They
 Choice: This
are allowed to
activity
sort their
shapes provides
however they students with
choose. the freedom
 Creativity: My of choice.
class is a They can sort
hands-on and their shapes
creative group however they
of students. So, choose. They
this lesson also get to
includes the decide the
hands-on
rule that their
activity of
them making
shapes
their shape follow.
poster. This
activity allows
them to be

creative and
use their own
ideas to design
their poster.
Formative Observation will be Observation will be Observation will be Observation will be Observation during
Assessmen used during the used during the used during the used during the assessment. Are
ts learning activities. I learning activities. I learning activities. I learning activities. I students able to see
How are will be observing will be observing if will be observing if will be watching and how the shapes are
you going how my students students are able to students are able to listening to students similar and different?
to measure draw shapes and how make triangles on the make quadrilaterals to see what kind of Are students able to
the they describe them. I dot paper and on the dot paper and attributes they use to name their own
learning of will be filling out the geoboards. Are they geoboards. Are they sort their shapes. Are sorting categories?
your Assessment Checklist able to make able to make they using defining Do students place the
students provided by the triangles of different quadrilaterals of attributes? Where shapes into their
throughout curriculum. sizes and types? How different sizes and they able to sort the chosen categories
the lesson? I will also be using do they described the types? How do they shapes by those accurately?
observation during shapes they are described the shapes attributes.
the shape poster making? Are they they are making? Are I will also be using
activity to determine drawing shapes that they drawing shapes the Quiz 2 to help me
my students are not triangles? Can that are not identify students that
understanding of they recognize and quadrilaterals? Can are still struggling
sorting shapes. fix their mistake? they recognize and with defining
I will be looking for fix their mistake? attributes.
how students sort I will also be using The worksheet will
their shapes, what the Triangle Connect- I will also be using be used to see how
attributes they are the-Dot activity page the Quadrilateral they are thinking
noticing, do they see as a formative Connect-the-Dot about shapes
the differences and assessment. This activity page as a individually.
similarities between activity will allow me formative
shapes, how many to see how students assessment. This
groups can they are understanding activity will allow me
make, and can they triangles. I will be to see how students
explain their thinking looking to see if they are understanding
quadrilaterals. I will

to their partner and drew different sizes be looking to see if
me. and types. they drew different
Questioning will also sizes and types.
be used as a
formative
observation during
the lesson. I will be
asking my students
questions such as:
Why do these shapes
go together?
What attribute does
this group all have?
Summativ
e, Post-
Assessmen
t
What post-
assessment
will
measure
the
learning
progress?
Note: This
can be the
same as the
pre-
assessment
or a Scoring Criteria
modified Exceeds: More than two groups of shapes with reasonable grouping, groups are labeled, and counted.
Meets: Two groups of shapes with reasonable grouping, groups are labeled, and counted.

version of Falls Far Below: Less than two groups of shapes, no labels or reasonable grouping strategy, not counted.
it.

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.
Video Recording Link:

https://livedsdmail-
my.sharepoint.com/:v:/g/personal/kgraham_dsdmail_net/EWmCK1DaNntKoBjMHTKy_k4BJPqQ
--deZnM2jEXfqy8SCQ?e=4%3aWNkhBB&at=9
Summary of Unit Implementation:

Day 1- The activity for this day was building a shape poster. Overall this activity was successful.
However, I realized during the morning math routine that my students needed a review of the previous
learned content from our first geometry unit. Therefore, the lesson ran a little of course and I forgot to
present the “I can statement” and explicitly teach the vocabulary. During this lesson students were paired
into groups to complete their shape poster. This was successful and students were able to learn from each
other about different shapes. I also enjoyed walking around and listening to them talking to each other
about the project.
Day 2- The activity for this day was identifying and drawing triangles. I really enjoyed this activity. I
started the lesson with a read aloud story. This story was a great discussion starter for triangles and
attributes. I was able to go over the vocabulary and the “I can statement”.
Day 3- The activity for this day was identifying and drawing quadrilaterals. I started this lesson the same
as the previous day’s lesson. We read our story and looked for quadrilaterals. I really liked that students
were able to practice the vocabulary and use it in their conversations.
Day 4- The main activity for this day was playing a class game called “Guess my Rule”. This was a very
engaging activity because it allowed all students to participant. This activity went better than I had
planned that it would go. My students really loved getting to sort their shape and guess the rule. If I were
teaching this again, I would make time in my lesson to complete two rounds of this activity.
Day 5- The main activity for this day was completing the unit assessment. The unit assessment was given
using an application provided by the curriculum. I was able to assign each of my students the assessment.
I did provide a couple of students with a paper copy of the assessment because this is an accommodation
that works best for them.
Summary of Student Learning:

My initial perception of student learning during this geometry unit was that students were having a hard
time identifying the groups of shapes they were sorting. After we started talking about attributes, I
realized that it was because many of my students were sorting shapes by nonidentifying attributes like
color and size. One student that I observed and talked with during the first day’s activity showed me how
he was sorting his shapes in a pattern. I quickly realized that I needed to explicitly teach what attributes
are defining what we are looking for when we sort shapes.

Reflection of Video Recording:
Reviewing my video recording was a great opportunity to see where my strengths are and what I need
to improve upon. My first thoughts after watching my video recording was that I did not do nearly as
bad as I felt I did while teaching the lesson. I also quickly realized that most of my students were
engaged in the learning. However, I also picked up on the fact that I need to be better prepared when
using technology. I wasted a lot of valuable teaching time connecting iPads or finding remotes. In
addition, I noticed I need to work on my pacing. I felt that one way I could help with pacing is using a
PowerPoint for each lesson. This would help me stay on track. One strength that I noticed is my ability to
explicitly explain the content and instructions. I plan to continue to have my students verify what they
will do by asking them questions like “what will you click on?”.

STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 6 12
Proficient
(80%-89%) 7 9
Partially
Proficient
8 4
(70%-79%)
Minimally
Proficient
6 2
(69% and below)
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.
My interpretation of student learning is the majority of my student’s scores increased from the
pre-test to the post-test. The pre-test showed that 48% of my students were proficient in the skill
of identifying and sorting 2-D shapes. Therefore, most of my students did not have the knowledge
and skills needed to show their understanding. Specifically, they were not understanding how to
sort the shapes by identifying attributes. The post-test shows 78% of my students were proficient
in the tested skill. This is an increase in understanding of 30%. The post test showed a clear
improvement in understanding in my students.
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 instruction and assessment played a large role in student learning for this unit. I had to
ensure the curriculum assessment would effectively test student knowledge for the specific skill,
identifying and sorting 2-D shapes. Using the data collected from the pre-test I was able to tailor my
instruction to include time for students to practice identifying and sorting shapes using a wide variety of
math tools. Looking at the results from the pre-test to the post-test there was a 30% growth in student
proficiency.
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).
For this section I choose to use the male students in my class. This subgroup holds about half of
my students, has a wide variety of learning abilities, as well as an ELL student.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Total: 14 Male Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 7
Proficient
(80%-89%) 4 3
Partially
Proficient
5 3
(70%-79%)
Minimally
Proficient
3 1
(69% and below)
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
My interpretation of student learning for this subgroup was that many of my students in the subgroup were
struggling with the content on the pre-test. The pre-test data shows that only 43% of my students
understood the content. However, the post-test scores show that 71% of my students were proficient with
the content at the end of the unit. That is an increase of 28% in student proficiency.
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.
The effectiveness of my instruction and assessment had a major impact on student learning. Without the
pre-test I would not have been able to build in more opportunities for my students to practice sorting
shapes. The pre-test data also showed that many of my students’ needed review on the different 2-D
shapes and their attributes. This was an important factor in the effectiveness of my instruction as I was
able to spend longer on some content but move quickly in the areas, I knew they had mastered.
This analysis did bring to my attention that I did have a small group that was only able to become partially
proficient. In the future I will ensure to pull more small groups during our math workshop times. This way
I can work with these students on specific areas of struggle.

Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Highly Proficient
(90%-100%) 4 5
Proficient
(80%-89%) 3 6
Partially
Proficient
3 1
(70%-79%)
Minimally
Proficient
3 1
(69% and below)
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.
For the remainder of the class, the females, the effectiveness of my instruction was apparent from the data.
The pre-test shows that more that half already had a proficient level of understanding. The post-test data
shows that all but 2 had achieved proficient levels of understanding. Using this data has shown me that in
the future I will need to tailor my instruction to reach all my students. The analysis shows that my
instruction was more effective with the female students that with the male students.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next steps for instruction would be to start teaching students 3-D shapes. This would be a great follow
up to this lesson as many 3-D shapes are composed of 2-D shapes. I would use their knowledge learning in
this lesson to teach identifying 3-D shapes.

STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.
Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Use time wisely during each lesson to Observe other teachers to learn how they
create time for intervention group manage teaching small groups during math
instruction. blocks.
2. Create more visuals to include in Conduct research on the internet and look for
lessons to help engage all learners. resources that can provide great visuals that
align with the learning objectives.
3. Be prepared for each lesson and have Make lists of items to get ready and a time
all materials ready. frame for how long to take to get each item
ready. Also, before the day starts have bins
to organize the materials for each subject.

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Student Teaching Evaluation of Performance (STEP)

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Student Teaching Evaluation of Performance (STEP) Template ..............................1

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

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Unit Topic: Mathematics

Unit Title: Describing and Sorting Shapes

National or State Academic Content Standards

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Highly Proficient (90%-100%) 6

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Pre-Assessment Analysis: Whole Class

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Day 1 Day 2 Day 3 Day 4 Day 5

CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT CCSS.MATH.CONT

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Academic  Straight sides  Triangles  Quadrilateral  Triangles  Attributes

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Video Recording Link:

Summary of Unit Implementation:

Summary of Student Learning:

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Post-Test Analysis: Whole Class

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Post-Assessment Analysis: Subgroup

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Number of Students Number of Students

Post-Assessment Analysis: Subgroup and Remainder of Class

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Plan to Reach the Goal (i.e., professional

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