Step Mccann PDF

Student Teaching Evaluation of Performance (STEP)
Template
Carman McCann
© 2022. Grand Canyon University. All Rights Reserved. Page

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Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .... 3
STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal ........................................................................................................... 4
STEP Standard 3 - Assessment and Data Literacy ................................................... 5
STEP Standard 4 - Unit and Lesson Planning ........................................................ 14
STEP Standard 5 - Implementation of Instructional Unit ...................................... 23
STEP Standard 6 - Analysis of Student Learning .................................................. 26
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress ........... 31

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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 Digital Classroom.
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.
Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
• Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document. When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address.
• An initial email will be sent to you to confirm your email address.
• A completed copy of the document will be emailed to you within minutes of
confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Digital
Classroom.

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STEP Standard 2 - Writing Standards-Based Measurable
Objectives and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.
Unit Topic: Stepping Stones 3.4 Multiplication
Unit Title: Introducing the fours facts
National or State Academic Content Standards: SMP2 When students describe real-world
situations to match multiplication equations
Learning Goal: In this lesson, students learn how to efficiently multiply by four by doubling a
number and then doubling again.
Measurable Objectives: Given a set of numbers, students will multiply 4 by doubling a number
and then doubling again with 80% accuracy in 4/5 trials. Students will answer questions to check
their understanding. What do you see? How could you figure out the total number of dots? What
equation could we write to match the dots? Students will compare two arrays and describe what
they notice. The teacher will ask, how could you determine the total number of dots in this array?
How could you use doubling to help your thinking? What equation could we write?
For example, the teacher will write on the board 4 × 3 = 12 and 3 × 4 = 12 on the board.
Reinforce the idea of doubling 3 to make 6 and then doubling 6 to make 12.
If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to
determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
Daniel K Inouye Grading Scale

ME Meets with Excellence
MP Meets with Proficiency
DP Developing
WB Well Below
Multiplication Unit
Example:
Pre- Post Workbook Group Extension Exit
Assessment Assessment Lesson Participation Activity Interview
(Stepping 6) (Checkup 1) 3.1, 3.2, 3.3, 3.4
Ethan DP MP DP ME MP ME
Jayden DP DP DP DP MP DP
Tylen DP DP DP MP DP MP
Will MP MP ME MP MP ME
Kenya DP DP DP DP DP DP
Cherish DP DP DP DP MP MP
Kelcy DP DP DP ME DP MP
Macie DP DP DP DP MP DP
Noah DP DP DP DP DP DP
Malachi MP MP ME ME MP ME

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Calvin DP DP DP DP DP DP
Kawahi DP DP DP MP MP ME
Taelyn MP MP MP DP MP MP
Ali DP DP DP MP DP DP
Annabelle MP DP DP DP DP DP
Lillian DP DP MP MP DP MP
Jacob DP DP DP DP DP DP
John WB DP DP DP DP DP
Toa WB DP DP DP DP DP
Aliliah DP DP MP MP MP MP
Andres DP DP DP DP MP MP
Lucia WB DP DP DP DP DP
Malcolm DP DP MP MP DP MP
Cadeldrick DP DP DP DP DP DP
Demitri DP DP DP DP DP DP
Assessments Whole Group
During each lesson a temperature check will help determine understanding (Thumbs up, in the
middle, or down). This will be helpful to determine if students need more time on a lesson or if
they are ready to continue. If students indicate they are still unsure, I can revisit a question.
Cooperative Learning Pods: Students will collaborate with a pod group to demonstrate doubling
strategies (multiplying by twos and fours). Students will work together as they share ideas. After
working with pods, the students should have a better understanding of the work they just did.
Therefore, students can listen to the thinking and reasoning of others and see if they
agree/disagree with the work that was shared.
Example Below:

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I will cast the word problem and then ask questions.
1. How can we organize the information to help answer the question? (I will encourage
students to recall strategies we have used.
2. Would drawing a picture help?
3. What equations could you write?
I will observe whether students are systematic in their approach. Students will share their
solution and explain their strategies to the whole class. We will list strategies on the board.
*In addition to the above, weekly tasks will be done in their journal, on whiteboards, or through
practice activities. This will provide opportunities to gather data about student progress towards
mastery and identify areas of need, which will be addressed through reteaching using different
strategies.

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Pre-Assessment Test

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Post-Assessment Test

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Extension Assessment
Activity Game Maker Technology Challenge
Students will create an online game for the class to play.
Each pod will visit Kahoot.com and use inspiration from the 4 Facts unit.
The pods will make 5 to 10 questions and share the game code with the class.
We will play each mini game as a class.
Discover
Photo: Kahoot.discover in action

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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.

ME Meets with Excellence Number of Students
DP Developing
WB Well Below
Highly Proficient (90%-100%)
0
Proficient
4
(80%-89%)
Partially Proficient
17
(70%-79%)
Minimally Proficient
3
(69% and below)
Pre-Assessment Analysis: Whole Class

Every student made progress. Most students started at DP for developing. Unit 3 has 12 lessons total (The
week lessons included 3.1, 3.2, 3.3, 3.5 and a review day). Unit 3 focused on multiplication two facts,
four facts, and doubling strategies.
Data indicated students had prior knowledge of strategies to apply when multiplying. Students used
arrays, grouping, repeated addition, and sequencing. The data can help create individual goals for the
week’s assignments. The pre assessment can also be used for the Special Education Teacher to adjust
learning when he pulls students for minutes.
The class is an inclusion class. Students in class in received accommodations such as extra time,
chunking the assignment into smaller sections, and support from EA or special education teacher.
Learning goals and measurable outcomes are also adjusted when students are pulled for minutes with the
special education teacher. The students may work in small groups with me, SPED teacher, or EA.
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’
knowledge of the topic after implementing the unit lessons. The post-assessment can be the same
as the pre-assessment, a modified version, or something comparable that measures the same
concepts. Include the scoring criteria used to determine whether students are Highly Proficient,
Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal
and measurable objectives.

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The post-assessment will give additional insight to a student’s growth. This will be helpful for
inputting grades for unit 3 into the report cards. The data can also be shown during parent
conferences to show students achievements. Teachers, students, and parents can create goals
related to the information gathered. For example, if a student straggled with multiplication facts
parents can utilize flash cards at home.
My mentor teacher assesses the weeks work, collaboration, and assessments to give a score of
DP Developing
WB Well Below
The student data can include the chart and the students work for the portfolio. The information
can be showcased at parent conferences. New goals can be created for individual students.
A Post-Assessment Interview will be utilized as students discuss with the teacher (one-on-one)
what areas of strength and weakness they felt they had. This is a student lead activity where the
child will look over their work and discuss with the teacher more about the lesson.

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STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your
teaching in the STEP process.
Grade Level: 3rd

Unit/Subject: Math Stepping Stones
Day 1 Day 2 Day 3 Day 4 Day 5

National/State Unit 3.1 Unit 3.2 Unit 3.3 Unit 3.4 Review Day
Learning Standards
Multiplication: Multiplication: Multiplication:
3rd Grade Multiplication: Reinforcing the twos Introducing the Reinforcing the
Introducing the twos facts facts four facts four facts
Common Core State
Standards • 3.OA.A.1
• 3.OA.A.1 Represent • 3.OA.A.1 • 3.OA.A.1 • 3.OA.A.1
Math Content and solve problems Represent
Represent and Represent Represent and solve
involving solve problems and solve and solve
multiplication problems
involving problems problems involving
• 3.OA.A.4 1 Represent multiplication involving involving
and solve problems multiplication
• 3.OA.A.4 1 multiplication multiplication
• 3.OA.A.4 1
involving Represent and • 3.OA.A.4 1 • 3.OA.A.4 1
multiplication Represent
solve problems Represent Represent and solve
• 3.OA.B.5 Understand involving and solve and solve
the properties of problems
multiplication problems problems
multiplication and the
© 2022. Grand Canyon University. All Rights Reserved. Page 14 of 40

relationship between • 3.OA.B.5 involving involving involving
multiplication and Understand the multiplication multiplication multiplication
division. properties of • 3.OA.B.5 • 3.OA.B.5 • 3.OA.B.5
• 3.OA.C.7 Multiply and multiplication and Understand Understand Understand
divide within 100 the relationship the properties the properties the properties
between of of of
multiplication and multiplication multiplication multiplication
division. and the and the and the
• 3.OA.C.7 relationship relationship relationship
Multiply and between between between
divide within 100 multiplication multiplication multiplication
and division. and division. and division.
• 3.OA.C.7 • 3.OA.C.7 • 3.OA.C.7
Multiply and Multiply and Multiply and
divide within divide within divide within
100 100 100
Specific Learning SMP2 — when students SMP2 — when SMP2 — when SMP7 — when SMP2
Target(s)/Objectives contextualize arrays to students contextualize students describe students recognize
SMP4
Based on state create word problems, and equations, showing real-world that doubling
standards, identify what decontextualize arrays to solutions using images situations to twice gives the SMP7
is intended to be create equations showing or on a number line, match same product as SMP8
measured in learning. turnaround facts for twos multiplication multiplying by 4,
facts, and SMP4 — when equations. and
students use number
SMP6 — when students lines to show their SMP8 — when
express numerical answers thinking and reinforce students apply
with precision and check efficient strategies for strategies, such as
their work prior to moving multiplication by two, using the
on. and turnaround, to
calculate 2 × 4
SMP8 — when rather than 4 × 2,
students make because they only

observations about need to double
arrays and number once.
lines showing twos
facts.
Academic Language In this lesson, students use This lesson reinforces In this lesson, In this lesson, the In this lesson
General academic the doubles strategy to the twos students learn fours students will have
vocabulary and multiply by two. The multiplication facts. how to efficiently multiplication the opportunity to
content-specific turnaround idea is We are going to start multiply by four facts are share what they
vocabulary included in reinforced so students recall today's lesson by by doubling a reinforced by have learned
the unit. that they can multiply by looking at a number and then students throughout the
reading a multiplication multiplication pattern doubling again. practicing the week. They will
equation in either order. (SMP8). double-double share strategies,
strategy. favorite activities,
and practice
multiplication
facts.
Unit Resources, • Slides from Stepping • Slides from • Slides from • Slides from • Slides from
Materials, Equipment, Stones Stepping Stones Stepping Stepping Stepping
and Technology • Workbooks • Workbooks Stones Stones Stones
List all resources, • Counter Manipulatives • Counter • Workbooks • Workbooks • Workbooks
materials, equipment, • Anchor Chart Manipulatives • Counter • Counter • Counter
and technology to be • Paper, pencil, paint • Anchor Chart Manipulatives Manipulatives Manipulatives
used in the unit. • Number cubes • Paper, pencil, • Anchor Chart • Anchor Chart • Anchor Chart
• Base 10 blocks paint • Paper, pencil, • Paper, pencil, • Paper, pencil,
• Single-digit place- paint paint paint
value cards
Depth of Knowledge How are the tens facts and What number is at the Write ___ × 4 = What strategy did How can you
Lesson Questions the fives facts related? end of the jumps? ___ on the board. you use to explain
(Each five fact is one-half (16.)
of the product of the related How does that number

What questions can be tens fact or each tens fact is relate to the What two-digit calculate each multiplication to a
posed throughout the double the product of the multiplication fact? (It number that has product? friend?
lesson to assess all related fives fact.) is the product.) zero ones could How can you
levels of student we write here? What do you think draw
understanding? What are turnaround facts? What is the turnaround the arrows are multiplication to
(Facts in which the number fact for 2 × 8? (8 × 2.) What can you do showing us in the
• Level 1: Recall show your
of groups and the number in in your head to diagram? method?
• Level 2: each group appear in a How are the number multiply (20) by
Skill/Concepts different order but the of groups and the 4? What strategies How can we apply
product remains the same.) number in each group did you use when these strategies to
• Level 3: Strategic numbers other
shown on the number Ask students to doubling the two-
Thinking than two and four?
How can turnaround facts line? use what they digit numbers?
• Level 4: Extended help us? (Using a know about What new goal
Thinking turnaround fact might make What number is at the related facts (for can you set for
it easier to find the end of the jumps? example, 2 × 4) yourself?
product.) (16.) and what they
learned about How can you
How does that doubling twice to challenge yourself
compare to the find the product. and get practice at
previous number line? home?
Anticipatory Set https://youtu.be/BsQo5SF- Review earlier lessons What is a story we Explain that How can we apply
How will students’ uLo Multiplying with a in which could write to students are going these strategies to
prior knowledge be Number Line multiplication was match to practice future lessons?
activated as well as modeled with equal an equation like doubling.
gain student interest in Ask different students to groups or arrays. this? (Draw any
give the turnaround fact for array). I will say a Review the
the upcoming content? workbook for
each example provided Explain that today number. Then if
earlier in the discussion. multiplication will be Encourage you know what each day and the
modeled on a number students to the double is I question sets.
line. describe a range want you to put
of situations for your hand up. If I
the different choose you, say

models that relate the answer. For Have students
to multiplication. example, if I say discuss outcomes.
4, you would say,
“Double 4 is 8.”
Presentation of Content
Multiple Means of What stories could we write Allow time for the Reinforce the idea Have student Have students
Representation or what pictures could we students to write of doubling 3 to create their own create their own
Describe how content draw to match this descriptions about the make 6 and then questions. visuals.
will be presented in equation? array, then invite doubling 6 to Have student
various ways to meet individuals to share make 12. create their own
Have students create stories their observations. Then have
the needs of different students answer questions.
learners. equations in pods and share EA will assist with Draw examples
with class. and have students the questions.
small group and one-
on-one. participate.
Multiple Means of Slides for visual Slides for visual Slides for visual Slides for visual Slides for visual
Representation Manipulatives for hands-on Manipulatives for Manipulatives for Manipulatives for Manipulatives for
Differentiation practice (for students hands-on practice (for hands-on practice hands-on practice hands-on practice
• English needing additional support). students needing (for students (for students (for students
Language additional support). needing additional needing additional needing additional
Small group for scaffolding
Learners (ELL) Small group for support). support). support).
Flash cards to take centered
• Students with around individual learning scaffolding Small group for Small group for Small group for
special needs goals. Flash cards to take scaffolding scaffolding scaffolding
• Students with Additional time for students centered around Flash cards to take Flash cards to take Flash cards to take
gifted abilities with accommodations or in individual learning centered around centered around centered around
goals. individual individual individual
Early finishers (those need.
Additional time for learning goals. learning goals. learning goals.
who finish early and
may need additional Early finishers can turn students with Additional time Additional time Additional time
sources/support) page to “Maintain accommodations or in for students with for students with for students with
Concepts”. need. accommodations accommodations accommodations
or in need. or in need. or in need.

This lesson provides Early finishers can Early finishers Early finishers Early finishers can
projectable practice that is turn page to “Maintain can turn page to can turn page to turn page to
designed to foster fluency Concepts”. This lesson “Maintain “Maintain “Maintain
of basic facts. provides projectable Concepts”. This Concepts”. This Concepts”. This
practice that is lesson provides lesson provides lesson provides
Early finishers can also log designed to foster projectable projectable projectable
into iReady and do online fluency of basic facts practice that is practice that is practice that is
math lessons. designed to foster designed to foster designed to foster
fluency of basic fluency of basic fluency of basic
facts facts facts
Application of Content
Multiple Means of Extra help: Each pair of Extra help: Each Extra help: Each Pod Anchor Extra Practice
Engagement students will need: 20 base- student will need: group of students Chart Activity: Open
How will students 10 one’s blocks. paper and a number will need: paint, the Flare Number
explore, practice, and line card. paint brushes. Each pod will get Line online tool.
apply the content? Activity: Organize students one math problem Invite a student to
into pairs and distribute the Activity: Distribute Activity: Model to represent. select one of the
resources. Have the the resources. Write 4 folding a paper in single-digit place-
students select an even × 2 = ___ on the half and then in What strategies value cards (for
number of blocks (for board. Ask students to half again. Ask did you use when example, 6). Tell
example, 12). The blocks draw a picture of what them to choose a doubling the two- the student the
are then arranged into two that equation means or number between digit numbers? digit they select
equal rows. The students would look like. three and nine, represents the
can then write two Ensure all students and put that Students will number of jumps
multiplication facts to have drawn a picture number of paint create a visual and of 2 that they
match their array (for of blobs in the first share their should make
example, 2 × 6 = 12 and 6 × 4 groups of 2. Then column on the strategies such as along the number
2 = 12). Repeat as time write 2 × 4 = ___ on left. Have them “I doubled the line. The student
allows. the board and repeat carefully fold the tens and doubled draws jumps
the activity. Have first column over the ones above the number
Extra Practice Activity: students show how to the second separately, then line, then writes
Students take turns to roll figure out both column from the the multiplication

the two cubes and use the equations on two left to double the added the equation to match
numbers that they roll to different number lines. number of paint answers.” (for example, 6 ×
form an array. They then Organize students into blobs, as shown. 2 = 12). Repeat
outline the array on their pairs. Have them and displayed in the activity as
support page. For example, explain their thinking the classroom. time allows.
for a roll of 2 and 4, with their partner; ask
students could outline 2 students what the
rows of 4 or 4 rows of 2. differences and
similarities are
between the equations.
Multiple Means of Extra Challenge Activity Extra Challenge Have some Students will have Students will have
Engagement Activity students draw the opportunity to the opportunity to
Differentiation Organize students into their answers for work with teacher, work with teacher,
Explain how materials small groups, and challenge Organize students into Step Up Question mentor, special mentor, special
will be differentiated them to double starting pairs to play the online 1 on the board and education teacher, education teacher,
for each of the from a single digit number Fundamentals game, compare their and EA. and EA.
following groups: until they are unable to Seeing Double. representations.
double anymore. For
• English example, the first student Discuss the students Then ask students Students will be Students will be
Language may say “Five,” then the answers to Student to share the jumps paired for paired for
Learners (ELL) doubling count will Journal. This lesson they made to scaffolding. scaffolding.
• Students with continue with students provides one page of solve the question.
special needs taking turns saying, “Ten, written practice for
twenty, forty, ...” If a mental computation Early finishers Students will be Students will be
• Students with student is unable to strategies. can help others or given additional given additional
gifted abilities continue the count, they are use time to get visuals and one- visuals and one-
out and the next student minutes in iReady on-one support. on-one support.
Early finishers (those
who finish early and takes over. If they are able math.
may need additional to say the next double, they
get a point and the game Students will Students will
sources/support) create goals create goals
starts again from a different
single-digit number. according to their according to their
needs. needs.

Assessment of Content
Multiple Means of Assessments are located Assessments are Assessments are Assessments are Assessments are
Expression above and include a pre and located above and located above and located above and located above and
Formative and post assessment. The data include a pre and post include a pre and include a pre and include a pre and
summative assessments will be input into a chart assessment. The data post assessment. post assessment. post assessment.
used to monitor student and include assessments, will be input into a The data will be The data will be The data will be
progress and modify workbook, participating, chart and include input into a chart input into a chart input into a chart
and exit interview. Friday assessments, and include and include and include
instruction.
will be a review day for workbook, assessments, assessments, assessments,
individual leaners, small participating, and exit workbook, workbook, workbook,
group, and focused interview. Friday will participating, and participating, and participating, and
intervention for any be a review day for exit interview. exit interview. exit interview.
students in need. individual leaners, Friday will be a Friday will be a Friday will be a
small group, and review day for review day for review day for
focused intervention individual leaners, individual leaners, individual leaners,
for any students in small group, and small group, and small group, and
need. focused focused focused
intervention for intervention for intervention for
any students in any students in any students in
need. need. need.
Multiple Means of Mr. Miller will work on Mr. Miller will work Mr. Miller will Mr. Miller will Mr. Miller will
Expression assessments with students. on assessments with work on work on work on
Differentiation He is the special education students. He is the assessments with assessments with assessments with
Explain how materials teacher assigned to the special education students. He is the students. He is the students. He is the
will be differentiated inclusion class. When they teacher assigned to the special education special education special education
for each of the do assessments or tests, he inclusion class. When teacher assigned teacher assigned teacher assigned
pulls the students with they do assessments or to the inclusion to the inclusion to the inclusion
following groups:
IEP’s or students who are tests, he pulls the class. When they class. When they class. When they
• English low/struggling. students with IEP’s or do assessments or do assessments or do assessments or
Language students who are tests, he pulls the tests, he pulls the tests, he pulls the
Students with ELL with
Learners (ELL) low/struggling. students with students with students with
have additional visuals and
IEP’s or students IEP’s or students IEP’s or students

• Students with flashcards with key terms Students with ELL who are who are who are
special needs and examples. with have additional low/struggling. low/struggling. low/struggling.
Studnets will be given visuals and flashcards Students with Students with Students with
• Students with with key terms and
gifted abilities additional time and flexible ELL with have ELL with have ELL with have
seating for assessments. examples. additional visuals additional visuals additional visuals
Early finishers (those
Gifted Abilities will Students will be given and flashcards and flashcards and flashcards
who finish early and additional time and with key terms with key terms with key terms
may need additional scaffold with peers.
flexible seating for and examples. and examples. and examples.
resources/support) assessments. Students will be Students will be Students will be
Gifted Abilities will given additional given additional given additional
scaffold with peers. time and flexible time and flexible time and flexible
seating for seating for seating for
assessments. assessments. assessments.
Gifted Abilities Gifted Abilities Gifted Abilities
will scaffold with will scaffold with will scaffold with
peers. peers. peers.
Extension Activity and/or Homework
Identify and describe Share flashcards at home Crete a word problem Showcase your Multiples or 2 and Flashcards for
any extension activities with your family. Review with your family and artwork array for 4 Flashcards for home
or homework tasks as the concepts of the day and then share it tomorrow Dot Day. Explain home. Practice Create a poster to
appropriate. Explain essential questions. in class. how you doubled multiples with a share strategies at
how the extension and then doubled family member.
home.
activity or homework again. Practice at
assignment supports the home.
learning
targets/objectives. As
required by your
instructor, attach any
copies of homework at
the end of this template.

STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5–10-minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.
Lesson Plan Link: https://docs.google.com/document/d/1-

4WBqaHPLu_55aWyUkUwBi_Be21u5vzS/edit?usp=sharing&ouid=100048156818168430537
&rtpof=true&sd=true
Video Recording Link: GCU Activity Stamping and Folding for Doubles:
https://youtu.be/NLlcObJj85I
Summary of Unit Implementation:

Group Work \ Stamping and Folding for Doubles
Group Work \ Stamping and Folding for Doubles
Supplies: paint, paint brushes, paper

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I will ask each “Pod Captain” to distribute the resources to each Pod. Each student will fold a
sheet of paper in half lengthwise and then in half lengthwise again to make four columns (photo
below).
Each student will choose a number between three and nine, and put that number of paint blobs in
the first column on the left.
They will carefully fold the first column over the second column from the left to double the
number of paint blobs. Now they unfold to show doubling the number. Next, have them fold the
paper again along the fold immediately to the right of the new column of paint blobs. Direct the
students to unfold the paper and ask them how many paint blobs they now have.
Talk: Encourage them to describe the total amount as being double the starting number. These
can be labeled with equations and displayed in the classroom.
Summary of Student Learning for Activity:

Students explored how to use doubles to multiply large numbers. Students were able to
brainstorm and practice strategies like drawing doubles, using manipulatives to show doubling,
and group practice to form a solid understanding of the lesson. Every student showed
improvement from the beginning of the unit to the end of the unit. Students were excited to use
hands on learning that include art! The unit was done on Dot Day as a cross curricular activity.
Multiplication: Introducing the four facts
Lesson Title:
CCSS.MATH.CONTENT
• 3.OA.A.1 Represent multiplication with array

• 3.OA.A.4 Calculate the unknown amount in multiplication
National/State Learning equations
Standards: • 3.OA.B.5 Use the commutative property of multiplication
• 3.OA.C.7 Use a strategy to multiply one-digit numbers by
4
In this lesson, students learn how to efficiently multiply by four

by doubling a number and then doubling again. The following
mathematical practices are developed:
Specific Learning
Targets/Objectives:
SMP2 — when students describe real-world situations to match
multiplication equations.
• I can construct viable arguments and critique the

reasoning of others. <I can explain my thinking and try to
Summary and Focus understand others.>
• I can use appropriate tools strategically. <I can use math
tool and explain why I used them.>

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Reflection of Video Recording
My teacher mentor, Mrs. U, liked that the activity was hands-on and done on Dot Day.
She gave feedback to have students write their number problem before they stamp. Once the
paper was wet, students did not want to write on the paper. Reflecting on her feedback, I would
also pass out papers with numbers already on the paper so that some would be challenges (with a
higher number) and some would be given single digits (for those that need modifications). I used
my GCU mentors’ advice, Mrs. Rita’s, to put my camera in the far back corner of the room to
cast more students and their interactions with the lesson.
The students enjoy math when it is cross-curricular and includes art or manipulatives.
Students were able to take work home and share how they created a double and then doubled the
double. I like that it gave students a chance to talk about math strategies outside of school.
Moving forward, I would have flashcards with mystery numbers that students could pull
a card for a number. I would have students write the number on the paper before painting. Lastly,
I would have students write the standard and learning goal on the back of the paper to
incorporate more connections to the lesson. By writing on the back of the paper, students can
explain work to families.
For example (students write this on the back of the paper). I can multiply by four by
doubling a number and then doubling again. I can explain my thinking and try to understand
others. I can use appropriate tools strategically.

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STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic,
collect and analyze the post-test data to determine the effectiveness of your instruction and
assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient 0 3
(90%-100%)
Proficient
5 10
(80%-89%)
Partially
Proficient 8 7
(70%-79%)
Minimally
Proficient 12 5
(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
students learning? Cite examples and provide evidence of student learning that helped you
come to this conclusion.
Beginning of the year, assessments with iReady math showed 56% of students below grade level.
This information is critical because it can determine where students start, help determine small
groups, and show where students can expect to grow. A growth mindset would teach the students
the power of Y.E.T. and that they are on a path of learning. The students were able to see abilities
can be developed with practice. Interviews at the end of the unit showcased students’ growth and
gave students the chance to create new math learning goals.
Overall Placement Prior to Unit

• Mid or Above Grade Level 5 students
• Early On Grade Level 2 students
• One Grade Level Below 5 students
• Two Grade Levels Below 9 students
• Three or More Grade Levels Below 4 students

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Overall, students completed pre-assessments, mid-assessments/check-ups, and post-assessments.
Reviewing the pre-assessments, students had some prior knowledge. On the last day of
instruction, students created new math goals along with the test.
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.
In class discussions, students recalled ways to multiply, like arrays, repeated addition, and
drawing strategies to assist. We reviewed and learned multiplying by 2’s, 4’s, and rounding. Over
the week, we held class discussions to work on group activities and individual work to strengthen
knowledge and deepen understanding. Using manipulatives for hands-on investigation and visuals
helped students make connections. For example, we used doubling strategies with paint and
folding paper (see activity Stamping and Folding Doubles).
I did the 2x10 intervention strategy, where I checked in with students over ten days to see how
they felt about the unit. The 2x10 intervention empowers students and teachers to build authentic
relationships with brief moments of social-emotional learning (Woolf, 2022). Small moments and
connections to the material throughout the day helped students remember the information and
build real-world connections. I would give examples like, “you bought 4 comics for 5 dollars
each. How much did you spend?” If students struggled, I would draw for boxes and put a 5 in
each box to show work and give a visual. Next, I would change the question to 4 comics for 7
dollars. I would encourage students to use the strategy of drawing and showing their work to help
answer the problem.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3
sentences).
5 IEP Students (4 male, 1 female)
IEP’s include Special Education up to 300 mins per week and supplementary aids/services. They
also include program modifications and supports.
• Frequent check for understanding
• Multisensory approach to learning
• Modeling
• Allow extra time to complete assignments
• Break assignments into smaller chunks
• Instruction in small group setting when possible
• Testing in small group environment when possible
• Read math problems during instruction when
For the subgroup I selected the 5 students with an IEP’s. They all tested at a second-grade or
below level for the initial iReady assessment. In the pre-assessment all 5-student scored at

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minimally proficient. In the post-assessment all five students showed an increase in results as they
all moved to partially proficient. Scores were based on assessments, observations, in class
activities, and data collected throughout the week.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or

504s, etc.)
5 Students Pre-Test Post-Test
(90%-100%)
Proficient
0 0
(80%-89%)
Partially
Proficient 0 5
(70%-79%)
Minimally
Proficient 5 0
(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.
Student learning was increased with hands-on learning, manipulatives, in class participation,
group work, and large group instruction. Below is a post-assessment from one of the subgroup
students.
In the pre-assessment he scored 1/6 and in the post-assessment he scored 3/6. He made
improvement and showed his work in half of the problems. For example, on question a. he drew
the two books and labeled them as 12 each. He did the doubling strategy but missed the additional
4 dollars for the pen. In future practice we will teach circling the critical information and reading
the problem three times. Students we be encouraged to check over work and show their thinking.

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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.
Self-Reflection is an important formative assessment because it allows the teacher and students to
understand what they have learned and what they have not. Reflection comes in many forms and
it is important for children to reflect on their actions and their work in order to build their
community and increase their own knowledge and skill (Kobialka, 2016). It also empowers
students to be self-aware of their understanding. During small group instruction the sub group
was encourages to check over their work, show their thinking, and use strategies (doubling a
double, tally marks, arrays, skip counting).
The students’ scores increased from 1/6 to 3/6 in the assessments. The student showed more
confidence in answering questions during class discussions. The student showed more confidence
in doubling strategies. The student showed strategies to solve multiplication. Therefore, the
student showed more understating of the standards and objectives for this math unit.

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Future aids would be take-home activities to straighten multiplication facts. For example, fortune
tellers and games are a fun way to practice multiplication facts at home. Parents would be
encouraged to practice with children.
Multiplication
NO PREP
35 Games Games 4 Learning
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
(90%-100%)
Proficient
3 7
(80%-89%)
Partially
Proficient 11 6
(70%-79%)
Minimally
Proficient 6 1
(69% and below)

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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 finding from your analysis.
The remainder of the class also increased scores and knowledge of the unit. Looking at the
remainder of the class most jumped one level. Future testing would be beneficial to see if students
retain the information. Spiral learning would help students practice and retain the information.
Students showed pride in their work and excitement to share strategies with families.
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.
Next step instruction is unit 4. The unit will focus on more multiples and students can use the
skills gathered in unit 3. Students will understand the process of pre assessment, checkup, post
assessment interviews and the importance of portfolios. Having student work in one area is great
for reflection and student created goals.
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.
MY GOAL:
My short-term goals will build on my profession development and ensure I continue to
build my craft.
Plan to Reach the Goal (i.e., professional
development, research on the Internet,
Short-Term Goal
observation of a veteran teacher, etc.)
1. Maintain Routines I have • The unit was well designed and
created showed that every student made some
A well-designed unit is excellent, improvement. The goal will be to
as is student growth, but I need to ensure I use the data sheet and
ensure I carry the success to the strategies moving to Unit three.
upcoming units.

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• Maintaining these steps, I have created
will help me build confidence and
skill in my abilities.
• The student’s enjoyed using the math
games, art activities, and collaboration
to deepen math skills. I want to
continue that momentum.
2. Weekly Collaboration Meetings • At Daniel K. a school mentor is
I want to make sure I reflect and provided for me to continue to excel.
continue my weekly mentor My mentor was Mrs. U and she
sessions provided by my school’s doubled as my mentor for GCU and
mentor (for new teachers). Daniel. K. In my next class I will have
a different mentor but have the option
to keep Mrs. U.
I need to ensure that when she • I have requested to continue to receive
looks over the units, I add the weekly sessions so I may build my
documents into a shard grade upcoming lessons and portfolio.
folder. This will help me complete Continuing will help me reach my
my long-term goal for building long-term goal.
resources for the next year. • Mrs. U has helped me develop my unit
and will continue to help me with the
upcoming units. I want to take
advantage of the help from a well-
seasoned teacher. With her guidance I
will add the documents to our shared
third grade folder.
3. Attend PD Profession • I have signed up for one in October
Development Courses provided with the University of Hawaii. It is on
by outside resources lesson development and available to
anyone interested that is currently
employed at any Hawaii school. I
want to continue to build a portfolio
with courses related to teaching.
• I also have requested to attend the
Math Second Step articulation
meetings in second quarter. I want to
use the skills I learn to adjust future
math lessons.

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STUDENT GOALS
Plan to Reach the Goal (i.e., professional
development, research on the Internet,
Short-Term Goal
observation of a veteran teacher, etc.)
1. Weekly Goal Sheet – Attached • Student self-reflection tool. Students
Below will use worksheet to indicate weekly
academic and behavior goals. Friday
students will take home goal sheet for
parent signature and the following
weeks goal sheet. Students will have
the opportunity to create goals at
home with families or in class.
• Students sharing their individual goal
with families to keep students
accountable.
• Students will feel they have a voice as
they have created the goals for
themselves.
2. Flash Cards and Fortune Tellers for • Students will participate in class as
Home they make flash cards and fortune
tellers for multiples of 3, 6, and 7.
• Students will work on memorizing
multiples for homework.
• Students will have fun resources to
take home and use outside of the
classroom.
• Making homework fun and engaging
for families can deepen knowledge
and excite students to practice at
home.
3. Students will participate in group • Students will participate in group

work work, furthering connections with
peers and scaffolding.

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• Student will be engaged in activates,
raise hands, complete assignments,
and share strategies.
Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:
MY GOAL
• Long-Term Goal: Build Resources for Next Year that prove to be successful
Rationale: Why did you choose this goal? • I want to take the items I am creating
How do you expect it to improve the and use them in future years. I want to
outcomes of your future students? take advantage of the lessons I have
learned at GCU and apply them to
future years (not just now and for an
My teaching practice will slowly grow, as
will my resources for next year. I will have internship).
more data for my professional evaluation at • I want all the time and energy that has
the school where I will work. been spent to be utilized and next year
adjust the lessons to be even more
useful. I have great foundations and I
want to keep building the math
lessons.
• I will continue to add the documents
into my google drive and create
folders for each unit. I want to use the
data to showcase my end of year
progress for my evaluation (at Daniel
K.). I can use the information gathered
to complete my school’s evaluation
and end of year portfolio.
End Date: By when do you expect to • This is a year goal. It does not end in
accomplish this goal? December when I graduate.
School Year 2022/2023 • I want to take the information from
this unit and start to build google
folders for each unit. I will be able to
use this for the following year but also
for my school portfolio. I can also
share the units with new teachers.
• A shared older in my grade will be
helpful because we can use the

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materials, slides, worksheets, and
more. The other teachers can also add
to the folder and therefore we are
collaborating and building successful
materials for future years.
Action Timeline: What steps will you take to • Every two weeks I need to make sure
complete this goal, and by when will you take I am uploading the information into
them? Example: the school google folder.
*Every Two Weeks or • I can also ensure at the end of every
*End of every unit unit all documents are in the correct
third grade shard folder.
• I have learned it is easier to keep up
with a goal when you have a partner
helping you with accountability.
When I attend my weekly meetings,
with Mrs. U, I will slowly add
resources to our shard third grade
folder.
Resources: What resources are available to • The third-grade shard folder at Daniel
assist you in accomplishing your goal? K will be a collaborative resources.
• The lessons, skills, and resources I
learn at the upcoming PD meetings. I
can learn but also share anything I
learn with new teachers and the other
intern in my grade.
• My continued meetings with Mrs. U
will also help me accomplish my goal.
STUDENT LONG TERM GOAL

• Long-Term Goal: Spiral learning to calculating the unknown amount in
multiplication equations
By the end of the second quarter, the student will increase their math computation skills
and fluency using multiplication strategies. Each student will be able to solve
multiplication problems with 90% accuracy in 4 out of 5 trials during the Decenter, end
of the quarter interviews.

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Rationale: Why did you choose this goal? • Spiral learning for multiplication
How do you expect it to improve the strategies so students can continue
outcomes of your future students? practicing techniques learned in this
unit to deepen their knowledge. Unit 3
focused on multiplying 2's and 4's.
• The students will be working on
multiplying new numbers in the
upcoming units. Students can use prior
strategies like arrays, skip counting,
doubling, drawing to show work, or
explaining their thinking.
• The expected outcome is for each
student to gain more confidence in
multiplying. With continuous
repetition, spiraling back to prior
strategies learned, students will
continue to practice and improve
multiplication.
• IEP students will follow IEP goals
designated in math IEP goals.
End Date: By when do you expect to • Unit 4 and Unit 5 Stepping Stones
accomplish this goal? • Second Quarter Goal
• Teacher Weekly log will ensure
students are meeting short term goals
or staying on track.
• Students will complete daily
worksheets in their work journals.
• Assessments will check student
understanding periodically.
Action Timeline: What steps will you take to • Each unit will be approximately 2 to 3
complete this goal, and by when will you take weeks long. Each unit will have a pre-
them? Example: assessments, check-up, and post
12/15/22: Able to solve multilocation assessment.
problem with 90% accuracy in 4 out of 5 • Throughout the units the students and
trials. (3 x 7 =) teacher can check in for understating.
• Student created goals can be
evaluated, readjusted, increased, or
HOW WILL PROGRESS TOWARD THE
decreased depending on the student’s
GOAL BE MEASURED:
accomplishments.
Stepping Stone Tests and Assessments
Teacher-made Tests

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Daily Work
Resources: What resources are available to • Data Chart to log student work. The
assist you in accomplishing your goal? data chart can be a reflection tool for
teacher, students, and parents. Data
Chart for Unit 4 and 5 is attached
below.
Attached Below: • Second Steps Assessments – Students
Student Data Sheet are familiar with tests and have used
them in Unit 1, Unit 2, and Unit 3.
Student Goal Sheet
Assessments will be used for Unit 3
and Unit 4.
• Google Slides for each lesson,
manipulatives for hands-on practice,
flashcards for practice at home, anchor
charts for visual in class, group work
to encourage participation share
strategies.

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DATA CHART
DP Developing
WB Well Below
Multiplication Unit 4 and Unit 5 (Use one data sheet for each unit)
Example:
Pre- Post Workbook Group Extension Exit
Assessment Assessment Lesson Participation Activity Interview
(Checkup 1)
Ethan
Jayden
Tylen
Will
Kenya
Cherish
Kelcy
Macie
Noah
Malachi
Calvin
Kawahi
Taelyn
Ali
Lucia
Malcolm
Cadeldrick
Demitri

38 of 40
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References
Kobialka, J. (2016). 7 reflection tips for assessment, empowerment, and self-awareness.

Edutopia. https://www.edutopia.org/blog/reflection-assessment-empowerment-self-
awareness-james-kobialka
Woolf, N. (2022, August 23). 2X10 relationship building: How to do it (and why it works!). 2x10
Relationship Building: How to Do It (and Why It Works!). Retrieved September 30, 2022,
from https://www.panoramaed.com/blog/2x10-relationship-building-strategy

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Student Teaching Evaluation of Performance (STEP)

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Part II: Demographic, Environment, and Academic Factors

Please note, that in order to submit this assignment, you must:

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Unit Topic: Stepping Stones 3.4 Multiplication

Unit Title: Introducing the fours facts

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Daniel K Inouye Grading Scale

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Assessments Whole Group

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Photo: Kahoot.discover in action

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Daniel K Inouye Grading Scale

Pre-Assessment Analysis: Whole Class

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Grade Level: 3rd

Day 1 Day 2 Day 3 Day 4 Day 5

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Lesson Plan Link: https://docs.google.com/document/d/1-

Summary of Unit Implementation:

Group Work \ Stamping and Folding for Doubles

Supplies: paint, paint brushes, paper

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Summary of Student Learning for Activity:

• 3.OA.A.1 Represent multiplication with array

In this lesson, students learn how to efficiently multiply by four

• I can construct viable arguments and critique the

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cast more students and their interactions with the lesson.

explain work to families.

others. I can use appropriate tools strategically.

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Overall Placement Prior to Unit

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Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or

Post-Assessment Analysis: Subgroup

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35 Games Games 4 Learning

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

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STEP Standard 7 – Reflecting on Instruction to Improve Student