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 7
STEP Standard 5 – Implementation of Instructional Unit 11
STEP Standard 6 – Analysis of Student Learning 12
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 14

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STEP Standard 1 – Contextual Factors: Knowing Your School and
Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

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: Literacy

Unit Title: Letter sounds and Names

National or State Academic Content Standards: CCSS.ELA-LITERACY.RF.K.1:
Demonstrate understanding of the organization and basic features of print. This reading
foundational skill focuses on having students recognize print conventions and concepts (CCSSI,
2021). Students will learn basic print concepts like directionality and the differences between
letters, words, and sentences.
CCSS.ELA-LITERACY.RF.K.1. B: Recognize that spoken words are represented in written
language by specific sequences of letters. This standard addresses the alphabetic principle,
having students understand that the letters in written words represent the sounds in spoken words
(Education, 2023). Students will learn to connect verbal language to print.
CCSS.ELA-LITERACY.RF.K.1. D: These standard covers letter recognition. The student will
recognize and name all upper- and lowercase letters of the alphabet (Education, 2023). Students
will identify and say the names of uppercase and lowercase letters to master alphabet knowledge.
This skill establishes the foundation for encoding and decoding print.

Learning Goal:
When shown flashcards, students will identify at least ten alphabet letters by name.
● Students will say the corresponding sounds for at least five letters when shown
flashcards.
● Students will write at least three letters correctly when given the name.

Measurable Objectives:

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● Students will sing an alphabet song.
● Students will take turns identifying letter flashcards.
● Students will practice writing letters on whiteboards and tracing sheets.

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.
The pre-assessment activity will be classified into three parts:

1. Organization and basic features of print
   Exercise/Activity 1: Students are requested to write at least ten alphabet letters correctly on
   whiteboards and trace letters on tracing sheets. Students are given a worksheet containing
   randomly arranged lowercase and uppercase alphabet letters. They are then required to
   identify and circle ten they can correctly recognize within 5 minutes.
   2 Recognizing the sequence of letters in spoken and written language
   Exercise/Activity 1: Students are requested to say the corresponding sounds of ten letters
   when shown flashcards. Present several flashcards displaying images of words, animals, or
   objects related to the letters (cat, apple, etc.) and request learners to write the letter
   corresponding to the beginning sounds of each word, animal, or object. This should be done
   within 5 minutes.
2. Singing the alphabet
   Exercise/Activity: Students are requested to recite/sing the alphabet song. Each student’s
   turn is recorded on tape and reviewed later.
   Scoring: For activities 1 & 2, a point is awarded for each item identified correctly (total is ten
   points). The checklist below can then be used to establish whether the student is highly
   proficient, proficient, partially proficient, or minimally proficient. The same checklist can also
   be used to rate students alphabet singing ability.

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.

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Number of Students

Highly Proficient (90%-100%)

4

Proficient
(80%-89%) 2
Partially Proficient
(70%-79%) 0
Minimally Proficient
(69% and below) 4
Pre-Assessment Analysis: Whole Class

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.
The post-assessment activity will be the same as the pre-assessment activity. It will organized
into three parts:

2. Organization and basic features of print
   Exercise/Activity 1: Students are requested to write at least ten alphabet letters correctly on
   whiteboards and trace letters on tracing sheets. Students are given a worksheet containing
   randomly arranged lowercase and uppercase alphabet letters. They are then required to
   identify and circle ten they can correctly recognize within 5 minutes.
   3 Recognizing the sequence of letters in spoken and written language
   Exercise/Activity 1: Students are requested to say the corresponding sounds of ten letters
   when shown flashcards. Present several flashcards displaying images of words, animals, or
   objects related to the letters (cat, apple, etc.) and request learners to write the letter
   corresponding to the beginning sounds of each word, animal, or object. This should be done
   within 5 minutes.
3. Singing the alphabet
   Exercise/Activity: Students are requested to recite/sing the alphabet song. Each student’s turn
   is recorded on tape and reviewed later.
   Scoring: For activities 1 & 2, a point is awarded for each item identified correctly (total is ten
   points). The checklist below can then be used to establish whether the student is highly
   proficient, proficient, partially proficient, or minimally proficient. The same checklist can also be
   used to rate students alphabet singing ability.

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Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.

CCSS.ELA-
LITERACY.RF.K.1.A

CCSS.ELA-
LITERACY.RF.K.1.B

CCSS.ELA-
LITERACY.RF.K.1.C

CCSS.ELA-
LITERACY.RF.K.1.D

CCSS.ELA-
LITERACY.RF.K.2

Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to be
measured in learning.

Follow words from
left to right, top to
bottom, and page by
page

Recognize that spoken
words are represented
in written language by
specific letter
sequences

Understand that words
are separated by
spaces in print

Recognize and name
all lower- and
uppercase letters of
the alphabet

Recognize and
produce rhyming
words

Academic Language
General academic vocabulary
and content-specific
vocabulary included in the
unit.

General specific
vocabulary: follow
words, page by page,
top to bottom, left to
right.
Content-specific
vocabulary:
Decoding, phonics,
fluency, tracking, and
directionality

General specific
vocabulary: spoken
words, written
language, and
sequences
Content-specific
vocabulary: letter-
sound correspondence,
letter recognition, and
phoneme

General specific
vocabulary: spaces
and print
Content-specific
vocabulary: word
boundaries,
whitespaces, textual
awareness, and word
segmentation

General specific
vocabulary: alphabet,
upper case letters, and
lowercase letters
Content-specific
vocabulary: letter
naming, identification,
and formation

General specific
vocabulary: rhyming
words
Content-specific
vocabulary: rhyme,
nursery rhymes, sound
patterns, sound
patterns, and
phonology

Unit Resources,
Materials, Equipment,
and Technology
List all resources, materials,
equipment, and technology to
be used in the unit.

Picture books,
worksheets,
storybooks,
whiteboards,
chalkboards,
tables/computers,
games (puzzles or
board games),
magnetic letters,
visuals/charts, and
projectors

Picture books,
worksheets,
storybooks,
whiteboards,
chalkboards,
tables/computers,
games (puzzles or
board games),
magnetic letters,
visuals/charts, and
projectors

Picture books,
worksheets,
storybooks,
whiteboards,
chalkboards,
tables/computers,
games (puzzles or
board games),
magnetic letters,
visuals/charts, and
projectors

Picture books,
worksheets,
storybooks,
whiteboards,
chalkboards,
tables/computers,
games (puzzles or
board games),
magnetic letters,
visuals/charts, and
projectors

Picture books,
worksheets,
storybooks,
whiteboards,
chalkboards,
tables/computers,
games (puzzles or
board games),
magnetic letters,
visuals/charts, and
projectors
Depth of Knowledge ● Level 1: Recall ● Level 1: Recall ● Level 1: Recall ● Level 1: Recall ● Level 1: Recall

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Lesson Questions
What questions can be posed
throughout the lesson to
assess all levels of student
understanding?
● Level 1: Recall
● Level 2: Skill/Concepts
● Level 3: Strategic
Thinking
● Level 4: Extended
Thinking

Which letter comes after
letter “C”?
● Level 2:
Skill/Concepts
Why is it important to
read from top to down
in a page?
● Level 3: Strategic
Thinking
Can you identify capital
and small letters in this
statement: “John and
George are eating.”
● Level 4: Extended
Thinking
Explain why your sister
or brother should read
from left to right.
Assume you are the
teacher.

Can you recall how the
letter “syllable” is
written?
● Level 2:
Skill/Concepts
How can one pronounce
the word “apple.”
● Level 3: Strategic
Thinking
By applying what we
have learnt, how many
syllables are in
“pawpaw”?
● Level 4: Extended
Thinking
Write down a list of
words with 2, 3, and 4
syllables. Do you notice
any differences?

What is the meaning of
“rhyme”?
● Level 2:
Skill/Concepts
Can you give examples
of rhymes?
● Level 3: Strategic
Thinking
Using the word star, can
you separate it into rime
and onset?
● Level 4: Extended
Thinking
Assess how a rime and
onset are important in
reading. Do they make
reading simpler?

Can you remember how
to write a lowercase
letter?
● Level 2:
Skill/Concepts
What is the difference
between lowercase and
uppercase letter?
● Level 3: Strategic
Thinking
Analyze letters “A” and
“a.” Can you recognize
any difference?
● Level 4: Extended
Thinking
Create a list with
lowercase letters and
another list with
uppercase letters.

Can you remember any
word that rhymes with
“rotten”?
● Level 2:
Skill/Concepts
What is the meaning of
rhyme?
● Level 3: Strategic
Thinking
Examine the words “cat”
and “dog.” Are these
words rhyming or not?
● Level 4: Extended
Thinking
Write a sentence with
two or three rhyming
words. Why are these
words rhyming?

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: Kindergarten

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Unit/Subject:

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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.

Video Recording Link: https://youtu.be/9RCgdDW6SpA?si=EQ3bok8pmCCk3_UV

Summary of Unit Implementation:
The unit implemented was teaching students “to follow words from left to right, top to bottom, and page
by page” [CCSS.ELA-LITERACY.RF.K.1.A]. Students were specifically guided and assisted to read
words in books from left to right, top to bottom, and page to page by pointing to each word while
sounding the words. The reading activity was implemented during the first day of learning.

Summary of Student Learning:
Pre-assessment and post-assessment tests were conducted to examine the student’s level of understanding
and comprehension of the skills. During pre-assessment, 50% of students were “minimally proficient,”
40% “partially proficient,” and 10% “proficient.” No student was “highly proficient.” At post-assessment,
90% were “highly proficient” and 10% “proficient.”

Reflection of Video Recording:

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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
Pre-Test

Number of Students
Post-Test

Highly Proficient
(90%-100%) 4 6
Proficient
(80%-89%) 2 4
Partially Proficient
(70%-79%) 0 0
Minimally
Proficient
(69% and below)

4 0

Post-Test Analysis: Whole Class
All students (including English Language Learners and students with special needs) showed
significant improvement post-test in all three test exercises. Six out of ten students were highly
proficient (scored between 90% and 100%) during the post-test, compared to only four students
during the pre-test. Four students were proficient (scored 80%-90%) during the post-test,
compared to two students during the pre-test. No student was partially proficient (70%-79%) or
minimally proficient (below 69%).
In post-test, the six highly proficient students excelled in all three exercises, including (1) writing
at least ten alphabet letters correctly on a whiteboard and tracing letters on sheets, (2) saying
loudly the corresponding sounds of ten letters when shown flashcards, and (3) singing the
alphabet. The first two activities tested the organization/basic features of print and the ability to
recognize the sequences of letters in written/spoken language. The four proficient students scored
highly (90%-100%) in the first two exercises but showed slight deficiency (scored 80%-90%) in
singing the alphabet. All the students could not remember the sequence of words in the song. This
demonstrates problems in phonemic awareness, letter recognition, sequencing, and memory and
recall. Additionally, most students were shy and were uncomfortable singing and cooperating
with others. One of the students was an ELL learner, and another was a special needs student.

© 2022. Grand Canyon University. All Rights Reserved. Page 14 of 2
The other two were “normal students” with no learning or cognitive disabilities.
Based on post-test data, it is evident that the instruction and assessment (pre-and post) were
effective for all students. Six students were highly proficient (scored between 90%-100%), and
four others were proficient (80%-89%) during the post-test. Learning improvements were
recorded across all three test areas: organization and basic features of print, recognizing the
sequence of letters in spoken and written language and singing the alphabet.
Post-Assessment Analysis: Subgroup Selection
The group I would focus on are “gifted students.” This is because “gifted students” are unique
and possess exceptional skills, including memory, learning, active listening, and cognitive
abilities, among others.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students
Pre-Test

Number of Students
Post-Test

Highly Proficient
(90%-100%) 2 4
Proficient
(80%-89%) 2 0
Partially Proficient
(70%-79%) 0 0
Minimally
Proficient
(69% and below)

0 0

Post-Assessment Analysis: Subgroup
The four “gifted” students were the best performers in the class. During the pre-test, two were
highly proficient, and the other two were proficient. The two proficient students excelled in the
first two tests and only scored a mean of 85% in the singing alphabet. I noticed that they were shy
and uncooperative. They were disinterested in group and social activities, including singing with
other students. After instruction, the post-test results showed that all four were highly proficient,
scoring above 90%.
All the four “gifted” students excelled in the three exercises. Post-test data shows that they all
scored 90% and above. There is no need to design individualized education programs (IEPs) for
this group.
Post-Assessment Data: Remainder of Class

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Number of Students
Pre-Test

Number of Students
Post-Test

Highly Proficient
(90%-100%) 0 2
Proficient
(80%-89%) 2 4
Partially Proficient
(70%-79%) 0 0
Minimally
Proficient
(69% and below)

4 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The rest of the students (six) demonstrated significant weaknesses in at least one of the three
learning activities or test areas. Only two were proficient (scored 80%-89%) during the pre-test;
this group scored 90%-100% during the post-test. The biggest challenge for the two before
instruction was singing the alphabet; they were shy and unwilling to participate in group
activities. The other four students were minimally proficient (scored below 69% during the pre-
test), with each student demonstrating weakness in at least two out of the instructional areas.
There was an isolated case of a student with dyslexia, a learning disability characterized by the
inability to write, spell, and read. The student could not recognize letters and process written
words shown on the flashcards. Surprisingly, post-test data showed that the instruction was
effective, with the four scoring 80%-89%. No student in this group demonstrated high
proficiency.

Since four students failed to attain “high proficiency,” it is prudent to design individualized
education programs (IEPs) to address the specific learning needs of each learner. The IEPs will
reflect the unique learning needs and abilities of each student. The objective is to ensure all
students become highly proficient in all learning areas for this unit, including organizing the basic
features of print, recognizing the letter sequence in written/spoken language, and singing the
alphabet.
STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress
Improved Practice Based on the Unit of Study

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Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Short-Term Goal

Plan to Reach the Goal (i.e., professional
development, research on the Internet,
observation of a veteran teacher, etc.)

1.

2.

3.

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:
Long-Term Goal:
Rationale: Why did you choose this goal? How
do you expect it to improve the outcomes of your
future students?
End Date: By when do you expect to accomplish
this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?