Student Teaching Evaluation of Performance (STEP)

Template
Sidney Rascon

Grand Canyon University: SEC-490

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 26

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 ......................................... ?
STEP Standard 6 - Analysis of Student Learning...................................................... ?
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ............. ?

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 26

 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).

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 26

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).

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 26

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Text-Based Explanatory Writing

Unit Title: PBA (Practice-Based Assessment) Practice

National or State Academic Content Standards

CCSS.ELA-Literacy.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.4: Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
CCSS.ELA-Literacy.W.9-10.2: Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
a) Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
b) Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c) Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d) Use precise language and domain‐specific vocabulary to manage the complexity of the
topic.
e) Establish and maintain a formal style and an appropriate tone while attending to the
norms and conventions of the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for
a specific purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grades 9-10 here.)

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 26

CCSS.ELA-Literacy.W.9-10.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.W.9-10.10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
b) Use a colon to introduce a list or quotation.
c) Spell correctly.
CCSS.ELA-Literacy.L.9-10.3: Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
a.) Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA
Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing
type.

Learning Goal
Students will be able to write a multi-paragraph explanatory essay.

Measurable Objectives (Rough Draft of Major Objectives)

Students will be able to:
 analyze the text for key facts as they read.
 draw conclusions about the text based on evidence.
 plan their essays by completing brainstorming activities.
 construct ACE paragraphs by referring to their brainstorming plans.
 apply punctuation and sentence structures they learned in class.
 revise and rewrite their rough drafts by checking for errors.
 write a multi-paragraph text-based explanatory essay.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 26

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.
There was not an official pre-assessment; the students completed practices, so I could gain
insight of where they are at academically. However, they did complete a test on No Red Ink (a
free website full of practice quizzes and lessons based on punctuation and grammer) to assess
their grammatical skills, but that is only one of the focuses of this writing unit. In class, the
students started to dabble in essay writing by mirroring ACE paragraphs and completing some
on their own. The students also completed a few other writing projects. All of these combined
served as a pre-assessment to measure where the students are.

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 N/A

Meets N/A

Approaches N/A

Falls Far Below N/A

Pre-Assessment Analysis: Whole Class

Based on what I saw in the students’ work, I will make sure to focus on standards that also build sub-
skills, as well as the major standards that are more obvious to the writing process. These students are new
to essay writing, so I need to make sure I scaffold and address everything an essay is comprised of to help
my students succeed. My objectives will align to these standards to ensure I am implementing the skills in
the classroom.
In addition, based on the students’ work, I will need to spend more time with individual students to
ensure they understand the writing process. The majority of the students are catching on fast; however,
there are a few students who do not understand how to write an effective paragraph, and they are getting a
little left behind. I have been catching them up in small group by prompting them with thought provoking
questions to work with and by helping them brainstorm, but I will need to address those issues a little
deeper during this unit to help them become more independent. These students who are struggling do not
seem to grasp the general concepts of writing that everyone else has become good at, so it will take some
differentiation to get them on a comparable level.

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 26

 Because the students are unfamiliar with writing multiple paragraph essays, I will have to teach them how
to write introduction paragraphs and thesis statements. I will also need to explain body paragraphs and
conclusion paragraphs. The students have been working on body paragraphs, but they do not know they
are body paragraph because the paragraphs are stand-alones. These students are in a very low-level
English/reading class because they have low reading scores, which makes many of them dislike reading,
which transfers into a dislike for writing. I want to find a way to make writing a little more enjoyable to
them, so they can thrive during this unit.

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.
Pictures of post-assessment:

Criteria for essay: Rubric:

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 The post assessment will be scored according to the rubric pasted above. The score sections are
based on the student’s written expression of the topic, organization, writing style, and their use of
the standard English conventions. The students will have the rubric available to them, as well as
the essay criteria, which is also pasted above. This ensures the students do not get blind-sided by
the scores they receive; everything that is expected of their writing is listed in the criteria and the
rubric. This also ensures the students are getting graded fairly, since the rubric will be utilized for
each student.

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 26

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 Essay Preparation Introduction of PBA Practice: PBA Practice: Brainstorming and
Activity PBA and Article 1 Article 2 Article 3 and Thesis Statement
Brainstorming Introduction
Standards and N/A  RI.9-10.2, RI.9-  RI.9-10.2, RI.9-  RI.9-10.2, RI.9-  W.9-10.2.
Objectives 10.4 10.4 10.4  Students will
What do students  Students will  Students will  Students will plan the sub
need to know and identify key identify key identify key points of their
be able to do for ideas within ideas within ideas within essays through
each day of the their text by their text by their text by completion of
unit? using close using close using close wed diagram.
reading reading reading  Students will
techniques techniques techniques write a thesis in
 Students will  Students will  Students will their PBA
determine the determine the determine the packet.
meaning of meaning of meaning of  Students will
words based on words based on words based on determine the
context. context. context. strongest facts
to include in
their essays.
Academic N/A Any unknown Any unknown Any unknown Thesis statement
Language and words the students words the students words the students
Vocabulary come across while come across while come across while
What academic reading. reading. reading.
language will you
emphasize and
teach each day
during this unit?

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 26

 Summary of  Bell Work  Bell Work  Bell Work  Bell Work  Bell Work
Instruction and  Students who are  Introduce the  Read Article 2  Read Article 2  Start Exercise
Activities for the not finished with packet. -Circle unknown -Circle unknown 2:
Lesson their Odyssey  I will guide the words. words. Brainstorming
How will the ACE paragraph students -Check mark -Check mark (Step 3 in ACE
instruction and will continue to possible benefits to possible benefits to folder)
through the
work on that until
activities flow?
they complete it. reading of the driverless cars. driverless cars.  Make a web
Consider how the
--I will monitor prompt and  I will stop every  I will stop every map of the
students will those students identify the two or so two or so benefits
efficiently transition and work with purpose for paragraphs to paragraphs to (generalized)
from one to the them one-on-one reading. The define unknown define unknown  Using the intro
next. if they need students will words and to words and to and conclusion
assistance. highlight the make sure make sure packet, I will
 Students who are purpose in their everyone has everyone has read about and
finished with own packets check marked check marked guide students
their Odyssey (Step 1 in ACE benefits of benefits of through the
paragraph will
folder) driverless cars. driverless cars. completion of
cut out the
informational  Begin Exercise  Students will  Students will thesis
pieces of their A (Step 2 in create a list of create a list of statements
ACE folders and ACE folder) the benefits at the benefits at  Students will
paste them to  Read Article 1 the bottom of the bottom of pick out the two
their folders aloud. the article. As a the article. As a topics with the
according to the -Instruct students to class, we will class, we will most evidence
example circle words they reword the lists, reword the lists, based on the
--this folder do not know. so the benefits so the benefits annotation
breaks down -Instruct students to can be found can be found made on their
every that should across the across the
place a small check web
be in an essay, as
well as how to mark next to the articles articles  Students will
begin preparing benefits of  Closure:  Closure: practice thesis
to write an essay driverless cars (I Students will Students will statements in
 Closure: What will inform them share one new share one new their
does ACE stand that these steps are thing they thing they introduction and
for? in their ACE learned in class. learned in class.

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 26

 folders under the conclusion
“Step for writing packets
explanatory essay”  Students will
section) write the two
--explain what topics chosen
benefit means from their web
 I will stop every into a thesis
two or so sentence at the
paragraphs to bottom of their
define unknown web.
words and to
make sure
everyone has
check marked
benefits of
driverless cars.
 Students will
create a list of
the benefits at
the bottom of
the article. As a
class, we will
reword the lists,
so the benefits
can be found
across the
articles (This
will help them
create their web
maps later)
 Closure: After
discussing with

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 26

 a partner,
students will list
the benefits at
the bottom of
the article
Differentiation  Students who  Absent students  Absent students  Absent students  Students who
What are the finish early will will get caught will get caught will get caught are absent will
adaptations or start their up in class as up in class as up in class as be able to get
modifications to the homework for their classmates their classmates their classmates caught up
instruction/activities the week recap the recap the recap the during small
as determined by  Students who benefits found benefits found benefits found group. If they
the student factors do not finish previously previously previously need additional
or individual will paste their help, they may
learning needs? a different, or I come in before
will paste it for or after school
them as they
write
 I will make a
folder for any
student who is
absent
Required ACE folder sheets PBA practice PBA practice PBA practice PBA practice
Materials, (to cut), scissors, packet, high packet, high packet, high packet, pencils,
Handouts, Text, plain filing folders lighters, pencils, lighters, pencils, lighters, pencils, highlighter, smart
Slides, and for each student, smart board, ACE smart board, ACE smart board, ACE board, Intro and
Technology The Odyssey folder folder folder conclusion packet:
thesis statement,
ACE folder
Instructional and  Students work  Students work  Students work  Students work  Students work
Engagement in small groups in small groups in small groups in small groups in small groups
Strategies in this class and in this class and in this class and in this class and in this class and
What strategies are they move from they move from they move from they move from they move from
you going to use station to

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 26

 with your students station to station (this will station to station to station to
to keep them station limit the risk of station station station
engaged throughout  I will emphasize them becoming  Hand up-stand  Call on  Call on
the unit of study? the importance of bored with the up-pair up individuals individuals
this activity— writing unit)  Discussions
how the folders  Think-ink-pair-  Call on
will help them share during individuals
throughout the
bell work
rest of the unit
 Discussions
and in future
classes  Call on
individuals
Formative  Student will  Students will  Students will  Students will  Students will
Assessments verbally explain verbally answer verbally answer verbally answer verbally share
How are you going what ACE questions about questions about questions about topics to add to
to measure the stands for (this the reading. the reading. the reading. the web.
learning of your is a review)  Students will  Students will  Students will  Students will
students throughout document the document the document the complete
the lesson? definitions of definitions of definitions of writing their
unknown words unknown words unknown words own thesis
and use all note and use all note and use all note statement based
taking strategies taking strategies taking strategies on instruction
that will be that will be that will be of thesis
completed as a completed as a completed as a statements.
class. class. class.  Students will
 Students will  Students will  Students will think aloud as
create and write create and write create and write they come
a list of the a list of the a list of the across facts and
benefits at the benefits at the benefits at the benefits to
bottom of the bottom of the bottom of the check their
article article article validity.

Summative, Post- The summative/post assessment of the unit will be the essay itself. The students will write a multi-paragraph
Assessment explanatory essay, which will demonstrate their growth in writing and analyzing informational texts. Students

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 26

 What post- will be assessed on the final draft of their explanatory essay. Their essays will be graded based on the rubric
assessment will attached to the PBA practice.
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

Day 6 Day 7-8 Days 9-10 (11?)8 Day 119 Day 12 (possibly
13)0
Title of Lesson or Thesis Statements Introduction Paragraph Body Paragraphs Conclusion Paragraph Final Draft
Activity and Body Paragraph
Planning
Standards and  W.9-10.2.  W.9-10.10  RI.9-10.1, L.9-  L.9-10.2.f.  W.9-10.10, W.9-
Objectives  Students will  Students will 10.2  Students will 10.2., RI.9-10.1,
plan their ACE demonstrate  Students will write a conclusion L.9-10.2, L.9-
paragraphs by understanding of apply sentence paragraph in their 10.3, L.9-10.1
explaining the introduction structures to practice PBA.  Students will
implications of paragraphs embed their produce a rough
their highlighted through quotes. draft multiple
facts. completion of intro  W.9-10.10, W.9- paragraph
packet. 10.2., RI.9-10.1, explanatory
 W.9-10.10, W.9- L.9-10.2, L.9- essay.
10.2., L.9-10.2, 10.3, L.9-10.1  Students will
L.9-10.3, L.9-10.1  Students will revise their
 Students will write write body essays.
introduction paragraphs using
paragraphs for the ACE format.
their PBA practice

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 26

 Academic N/A  Introduction  Lead-in  Restate thesis N/A
Language and paragraph  Transition words statement
Vocabulary  Hook  Tie-back
 Bridge  Recommendation/
prediction

Summary of  Bell Work  Bell work  Bell Work  Bell Work  Bell Work
Instruction and  If unfinished  Introduction  Instruction on  Whole class:  Students will
Activities for the with thesis paragraph topic sentences --Using intro and complete any
Lesson statement instruction/practice and topic conclusion packet, I unfinished
practice, student  Provide students sentence practice will explain the writing and
will finish it with a type of purpose and parts of a revise their work
 I will inform
during the first hook to use in their conclusion paragraph --When revising,
them of the
half of class. intro. --I will explain how students will go
 Model the transition words
 Explain what a to rewrite the thesis through their essay
process of bridge is. within their statement in reverse in pen and check for
annotating each  Touch on thesis packets and tell structure as presented spelling,
highlight for statements (to be them what they in the packet punctuation,
three pieces of discussed in next are used for.  Students will grammar, and
evidence of one lesson) These transition practice in their capitalization errors
color.  Students will write words will be intro and (They will use page
--On the left, students their individual implemented into conclusion 15 of their packet as
will answer: This introduction their body packets a guide, as this page
section is about… has a check list of
paragraph for their paragraphs.  I will explain the
---On the right, criteria for the essay)
essays, using a  I will introduce idea of tie-back as
students will answer: hook, a bridge, and  When students
sentence frames it is modeled in
This matters a thesis. have finished
because… for the students the packet
 Closure: Students revising, they
--All students will to use when  Students will will type their
will write down embedding
have the same notes practice this final drafts in
what a hook is and quotes. These
for one set of concept in the Synergy.
the purpose it sentences frames
evidence in an ACE packet as well --Students will
serves. They will
paragraph
also write what a
can be found in  I will explain the receive instruction
 Students will go their ACE purpose of on how to do that
through their bridge is and the folders individually as they
purpose it has. recommendation
remaining finish.

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 26

 highlighted facts  I will also and prediction --This process may
and write explain why we with the model take two days to get
claims/answers need to cite and presented in the everyone on the
on the left side of how we cite packet same page again.
each quote and correctly.  Students will  Closure: After
Students will practice one reading the
articles and
practice making recommendation
writing the
in-text citations and one
essays, do they
on their in-text prediction within trust driverless
citation work the packet cars? Why or
sheets.  Using the intro why not? (to be
 Students will already written in written on a
continue to write their PBA, piece of paper)
their body students will
paragraphs. independently
 Closure: write their
Students will conclusion
verbally explain paragraph
what it means to  Closure: Students
lead in a quote will write the
and give purpose of a
example conclusion
structures. paragraph.
Students will
explain how to
properly cite.

 Mini-lesson:
 I will give a
mini-lesson on
how to add
insight to

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 26

 explanations in
paragraph.
--this will be
presented through
power point and will
have activities for the
students to do based
on all three insights:
analogy, cause and
effect, and
example/detail.

Differentiation  Students who are  Students who are  Students who are  Students who are  Students who are
absent will be absent will be absent will be absent will be absent will need
caught up in caught up in class caught up in caught up in class to come in
class as their as their classmates class as their as their before or after
classmates continue working. classmates classmates school to type
continue continue continue working. their final draft.
working. working.  If students are
 During small finished with
group, I will their rough
spend time with drafts, they will
individual reread and revise
students who their essay.
may need  During small
additional help group, I will
becoming spend time with
independent. individual
students who
may need
additional help
becoming
independent.

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 26

  Students who
finish their final
drafts will work
on their
homework.

Required Materials, PBA practice packet, PBA practice packet, PBA practice packet, PBA practice packet, PBA practice packet,
Handouts, Text, pencils, highlighter, pencils, highlighter, pencils, highlighter, pencils, highlighter, pencils, highlighter,
Slides, and smart board, Intro smart board, Intro and smart board, Intro smart board, Intro and smart board, Intro
Technology and conclusion conclusion packet, and conclusion conclusion packet, and conclusion
packet: thesis ACE folder packet, ACE folder ACE folder packet, ACE folder,
statement, ACE and Chromebook
folder computers
Instructional and  Students work in  Students work in  Students work in  Students work in  Students work in
Engagement small groups in small groups in small groups in small groups in small groups in
Strategies this class and this class and they this class and this class and they this class and
they move from move from station they move from move from they move from
station to station to station station to station station to station station to station
 Calling on  Call on individuals  Call on  Call on  Call on
individual individuals individuals individuals

Formative  Students will  I will have  Students will  Students will  I will monitor
Assessments summarize the individual students implement what share answers. students by
main idea of each repeat what the they learned in  Students will reading their
quote then parts of an their own writing write a conclusion essays and
explain introduction as they write paragraph giving them
significance of paragraph are and their body feedback.
independently
 The closure will
said quote in real what they do. paragraphs  The closure will
assess their
world context  The closure will  Students will help assess what
(i.e. analogy, ability to explain
help assess what verbally explain they are learning
cause and effect, statements.
they are learning what lead-ins are about writing
bigger picture). about writing for quoting multiple
 Students will multiple paragraph paragraph essays.
verbally help in essays.

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 26

 explaining what
chosen quotes
mean.
Summative, Post- The summative/post assessment of the unit will be the essay itself. The students will write a multi-paragraph
Assessment explanatory essay, which will demonstrate their growth in writing and analyzing informational texts. Students will be
assessed on the final draft of their explanatory essay. Their essays will be graded based on the rubric attached to the
PBA practice.

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 26

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://youtu.be/S1DcuK2gF5o

Summary of Unit Implementation:

This mini-lesson was implemented in the middle of the unit as the students were beginning their
ACE body paragraphs. It was done during whole group before the students rotated into their
small groups.

Summary of Student Learning:

Students demonstrated their learning by completing example sentences of each type of insight.
They shared their sentences with a partner, and they shared their sentences with the whole class
when they were called on. The major assessment was to see how well they carried the idea to their own
writing. After modeling and working together with them, they were released to try it on their own. The
students struggled in adding insight on their own. They knew the sentence structures and how each type
brought insight, but they did not understand how to input their topic into those formats.

Reflection of Video Recording:

Lesson Summary:
The video only shows the first three minutes of this mini-lesson, which is mostly just the set-up
of the lesson. During the remainder of the lesson, the students took notes about insight explanations;
the notes aligned with the power point presentation. After explaining each type of insight—analogy, cause
and effect, example/detail—I provided an example, which was also presented on the students’ notes for
them to refer to in the future. After giving the example, the students practiced with each type of insight by
writing sentences on their individual white boards. When they were finished writing their own sentences,
they shared their answer with a partner, then I called on a few individuals to share their sentence out aloud
to the class. That activity was repeated for each insight, but I made them change partners each time.

Reflection:
Watching the video, I noticed it looks like I gave my students too much time to fill in their notes. Most of
those students write very slowly, but I did not have to give them that much time, and it may have helped
them learn to write quickly if I had changed slides sooner. I noticed some students start to get bored as I
waited for everyone to finish writing. However, I was happy with the way the practice activity turned
out; the students were animated about sharing their sentences with one another and they enjoyed the
examples they were given to work with. They understood each type of insight after learning the
definitions and practicing them. Though they understood how to form those insights during practice, the
lesson seems to have failed in carrying over to their essay writing, as they had trouble applying the
concept to their writing. I modeled how to insert such insight into their explanations, and we did an

© 2018. Grand Canyon University. All Rights Reserved. Page 21 of 26

example together, but it did not stick when I released them on their own. I will need to come back to the
concept and find a new way to help them learn how to apply what they learned.

© 2018. Grand Canyon University. All Rights Reserved. Page 22 of 26

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%) #N/A 12

Proficient
(80%-89%) #N/A 1

Partially
Proficient
N/A 3
(70%-79%)

Minimally
Proficient
N/A 0
(69% and below)

Post-Test Analysis: Whole Class

Due to this assessment being my students’ first multi-paragraph essay, the data above is taken
from a rubric that focuses on the student’s inclusion of the components of an essay, rather than
the actual quality of their essays. I would have liked to assess them on quality as that would show
me a clearer reflection of my teaching, but I felt that would be unfair to these students who
already struggle with reading and writing when none of them have written an essay before. The
rubric I used was modified from the one I provided in STEP Standard 3. Some of those
components include an intro paragraph, two body paragraphs, explanations with insight, a
conclusion paragraph, correct spelling, correct punctuation, etc.
According to the data above, most of the students included all the necessary components of an
explanatory essay in their writing. Only three students were in the approaches level, and that was
due to them leaving out their conclusion paragraphs.

Based on the data above, I feel that I could have monitored the students better to make sure they
remembered to type their conclusion paragraphs (which were written in their rough drafts). I did
have the order of the paragraphs written on the white board in front of them, but some of the
students still forgot to type that part of their essay. If I had monitored the student’s more closely
as they wrote, there would be more students in the exceeding zone. Throughout the unit, I had the
students give verbally tell me the parts of an essay and the correct order to try to instill it in their
minds. For the most part, those parts of the unit helped the students.

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 Post-Assessment Analysis: Subgroup Selection

The subgroup I have chosen is the male population of my class. I chose that subgroup because
there are more boys in my class than girls. In addition, the boys tend to show more reluctance
when it comes to writing, so I want to analyze the data to see if that reluctance effected their
scores.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds N/A 6

Meets N/A 1

Approaches N/A 2

Falls Far Below N/A 0

Post-Assessment Analysis: Subgroup

Based on the data above, more male students received lower scores on their essay, but most of
them exceeded in the writing of their explanatory essay. The students who received lower grades
forgot to include their conclusion paragraph and had some other errors in their papers. Because
they do not like writing, I think they started to get anxious about finishing typing their essays that
they skipped the last paragraph in their haste to finish. It was difficult to keep the students,
especially the guys, on task when they were writing their rough drafts and typing their final
drafts, so they may also have been distracted and thought they were finished.

To help the students receive better scores, I will make sure I check each student’s computer
before they submit the final drafts of their next essays. This will give me a chance to make sure
they included everything they had written in their rough draft. I will also find new ways to teach
particular elements of explanatory essays that the students were struggling with. For example,
most of the students, though they added it in their essays, were struggling with writing sentences
with insight to strengthen their explanations. My cooperating teacher says students usually do not
get that down until later in their high school career, but I would like to make it as easy for the
Read 180 students to understand as possible that way they do not have too much trouble when
they get into the normal English classrooms. Overall, the subgroup, and the whole group, reached
the goal of writing a multiple paragraph essay, even if they left out a paragraph.

© 2018. Grand Canyon University. All Rights Reserved. Page 24 of 26

 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds N/A 6

Meets N/A 0

Approaches N/A 1

Falls Far Below N/A 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The remainder of the class and the subgroup have an equal number of students who exceeded in the
assessment. This shows me that the boys’ reluctance to writing did not affect their outcomes as much as I
expected. Because there are more males in the class, there was more of a variety in the scores than the
female group. Overall, the scores tell me that I was effective in teaching the elements a multi-paragraph
explanatory essay requires.

Based on the data, the students have the key elements of an essay down. They know that each paragraph
should be indented and that each paragraph needs a topic sentence, two ACEs (answer, cite, explain), and
a concluding sentence. They also understand the purpose and structure of introduction paragraphs and
conclusion paragraphs. The next step is to encourage quality in the multiple paragraph essays. The
objective would then be: students will be able to write an explanatory essay with insight. This objective
will put more focus on explaining, rather than just the process of writing. I will do this by spending more
time on teaching the students how to explain and how to include insight. I will also keep verbally assessing
the students on the steps of writing as they were given during the first essay instruction: they made a folder
that had the steps of essay writing glued in it.

© 2018. Grand Canyon University. All Rights Reserved. Page 25 of 26

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. Improve my ability in getting student To reach this goal, I will research different
attention. methods on the internet that will suit me. I
will also try different ways in the classroom
to see which methods the students are most
receptive to. I will also practice waiting for
students to comply before I start speaking.
This has been effective so far, but I still want
to improve in this area.

2. Improve my ability to think on my Though the best way to do this is through

feet. experience, I will start by always planning
with a backup, whether it’s a backup
explanation or a backup activity. If I have
enough ideas collected in my mind, I will be
able to think on my feet quicker. I will gain
more ideas by looking up activities online
and by listening to other teachers explain
things in my subject.

3. Continue to improve in giving very I’ve come to realize, especially with my

clear instructions. freshman, that I cannot assume they know
what I mean when I do not give step by step
instructions. The clearer I am, the better
result I get in students following the
instructions. I will continue to practice being
very specific in my instructions and
expectations.

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