Step Template

Student Teaching Evaluation of Performance (STEP)
Template
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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....................................................8
STEP Standard 4 - Unit and Lesson Planning.........................................................11
STEP Standard 5 - Implementation of Instructional Unit.......................................35
STEP Standard 6 - Analysis of Student Learning...................................................37
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............42

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.

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: Who We Are?
National or State Academic Content Standards:

IV. LANGUAGE AND LITERACY DOMAIN*
 A. LISTENING AND UNDERSTANDING
1. Demonstrates understanding when listening.
2. Increases knowledge through listening
 F. EMERGENT READING
2. Shows age-appropriate phonological awareness.
3. Shows alphabetic and print knowledge.
4. Demonstrates comprehension of books read aloud.
Learning Goals:
1) The students will identify uppercase and lower-case letters, their sounds and names.
2) The students will demonstrate comprehension of books read aloud by listening, asking,
and answering questions during whole group and small group discussions.
3) The students will show age-appropriate phonological awareness.
4) The students will show alphabetic and print knowledge.
5) Students will demonstrate understanding of retelling a story by using pictures and
retelling cards to identify three events in sequence using first, next, and last, the
characters, the problem, and the setting in the story.
Measurable Objectives: Upon completion of this lesson:
1. The students will be able to sort letters and words to show print awareness.

2. The students will be able to identify uppercase and lower-case letters, their sounds and
names.
3. Given the prompt, “Allie sometimes like to -----. Allie always likes to -----.,” after a read
aloud text, students will be able to draw what they saw and heard in the text and dictate a
sentence to describe their picture.
4. Students will be able to identify the letter S, the sound the letter S makes, and name 3-5
words that begin with the letter S.
5. Given a story with no pictures such as The Knee-High Man, students will be able to listen
to the story, then use the pictures and retelling cards to put three events in sequence using
first, next, and last and identify the characters, setting, and problem in the story.
If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.
As a pre-assessment, the student will be asked seven questions. I will do this as a small
group activity, while students are in the ABC/Vocabulary Center. I will have a chart listed
with students’ name and the numbers 1-7 for the questions. A check or an X will be placed
beside each question if the student gets the answer right or wrong.
Question 1 Question Question Question Question Question Question Question

Part 1 1 Part 2 2 3 4 5 6 7
Student’s Names
1
2
3
4
5
6
7
8
9
10
11
12
13
14
‘Who We Are’ Unit Pre-assessment (Oral Assessment)

1. Here, I have listed two things (on a sentence strip). One is a letter and the other is a word.
Can you tell me which one is a letter and which one is a word? (To differentiate for my
ELL students, my mentor teacher said it is okay to use pictures.)
a) S b) School

2. Can you tell me what sound the letter S makes?
3. When I say, “alright (student’s name), what part of your body do you use to listen with?”
(To differentiate for my ELL students, my mentor teacher said it is okay to use pictures.)
a) Eyes or b) Ears
4. Listen to the sound of these words: snack, see, and teacher. Which one does not make
the S sound? (To differentiate for my ELL students, my mentor teacher said to only use 1
s-word and one that is not).
5. Listen to this short story: Wee Willie Winkie ran all through town, in his nightgown. He
was tapping on windows and whispering through the locks, are all the children sleeping
for now it is nine o’clock. Now look at the pictures and point to and tell me what came
first, next, last? (The pictures will be shown after the story is read).
6. Look at this letter Ss written on the sentence strip. Give me two words that starts with the
letter Ss.
7. Look at the alphabet card. Point to the uppercase S (big S), lowercase s (small s).

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.
As a pre-assessment, the student will be asked seven questions. I will do this as a small
group activity, while students are in the ABC/Vocabulary Center. I will have a chart listed
with students’ name and the numbers 1-7 for the questions. A check or an X will be placed
beside each question if the student gets the answer right or wrong.
Question 1 Question Question Question Question Question Question Question

Part 1 1 Part 2 2 3 4 5 6
Student’s Names
1
2
3
4
5
6
7
8
9
10
11
12
13
14
b) S b) School

b) Eyes or b) Ears
the S sound? (To differentiate for my ELL students, my mentor teacher said to only use
1 s-word and one that is not).
5. Listen to this short story: Wee Wille Winkie ran all through town, in his nightgown. He
first, next, last?
6. Look at this letter written on the sentence strip. Give me two words that starts with the
letter S.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Highly Proficient (90%-100%)

7
Proficient 1

(80%-89%)
Partially Proficient
3
(70%-79%)
Minimally Proficient
3
(69% and below)
Pre-Assessment Analysis: Whole Class

There are 14 students in the class. Five of which are ESOL students. Two of these students barely speaks
or understands English. Even with some modifications to the assessment, they were still unable to be
proficient on the pre-assessment. As a whole, half the class made a 100 percent on the test, while one
student was proficient and the others were partially or minimally proficient. I am considering that
students’ scores may look the way they do because most of them are just starting school. They have never
gone to daycare or had any learning before entering Pre-K. With these scores, I have determined that I
will have to teach and/or review these skills with all students before moving on to the next step.
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.
c) S b) School

c) Eyes or b) Ears
the S sound? (To differentiate for my ELL students, my mentor teacher said to only use 1
s-word and one that is not).
5. Listen to this short story: Wee Willie Winkie ran all through town, in his nightgown. He

first, next, last?
6. Look at this letter written on the sentence strip. Give me two words that starts with the
letter S.
Number of Students
Highly Proficient (90%-100%)
Proficient (80%-89%)
Partially Proficient (69% and below)
Minimally Proficient (69% and below)

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: Pre-Kindergarten

Unit/Subject: Who We Are/Literacy
Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning IV. LANGUAGE AND IV. LANGUAGE AND IV. LANGUAGE AND IV. LANGUAGE AND IV. LANGUAGE AND
Standards LITERACY DOMAIN* LITERACY DOMAIN* LITERACY DOMAIN* LITERACY DOMAIN* LITERACY DOMAIN*
List specific grade-level A. LISTENING AND A. LISTENING AND A. LISTENING AND A. LISTENING AND A. LISTENING AND
standards that are the UNDERSTANDING UNDERSTANDING UNDERSTANDING UNDERSTANDING UNDERSTANDING
focus of the lesson being
1. Demonstrates 1. Demonstrates 1. Demonstrates 1. Demonstrates 1. Demonstrates
presented.
understanding when understanding when understanding when understanding when understanding when
listening. listening. listening. listening. listening.
2. Increases knowledge 2. Increases knowledge 2. Increases knowledge 2. Increases knowledge 2. Increases knowledge
through listening. through listening. through listening. through listening. through listening.
F. EMERGENT F. EMERGENT F. EMERGENT F. EMERGENT F. EMERGENT
READING READING READING READING READING
2. Shows age-appropriate 2. Shows age-appropriate 2. Shows age-appropriate 2. Shows age-appropriate 2. Shows age-appropriate
phonological awareness. phonological awareness. phonological awareness. phonological awareness. phonological awareness.
3. Shows alphabetic and 3. Shows alphabetic and 3. Shows alphabetic and 3. Shows alphabetic and 3. Shows alphabetic and
print knowledge. print knowledge. print knowledge. print knowledge. print knowledge.

4. Demonstrates 4. Demonstrates 4. Demonstrates 4. Demonstrates 4. Demonstrates
comprehension of books comprehension of books comprehension of books comprehension of books comprehension of books
read aloud. read aloud. read aloud. read aloud. read aloud.
Specific Learning Learning Goals: Learning Goals: Learning Goals: Learning Goals: Learning Goals:
Target(s)/Objectives
1) The students will 1) The students will 1) The students will 1) The students will 1) The students will
Based on state standards,
identify uppercase and identify uppercase and identify uppercase and identify uppercase and identify uppercase and
identify what is intended to
lower-case letters, their lower-case letters, their lower-case letters, their lower-case letters, their lower-case letters, their
be measured in learning.
sounds and names. sounds and names. sounds and names. sounds and names. sounds and names.
2) The students will 2) The students will 2) The students will 2) The students will 2) The students will
demonstrate demonstrate demonstrate demonstrate demonstrate
comprehension of books comprehension of books comprehension of books comprehension of books comprehension of books
read aloud by listening, read aloud by listening, read aloud by listening, read aloud by listening, read aloud by listening,
asking, and answering asking, and answering asking, and answering asking, and answering asking, and answering
questions during whole questions during whole questions during whole questions during whole questions during whole
group and small group group and small group group and small group group and small group group and small group
discussions. discussions. discussions. discussions. discussions.
3) The students will show 3) The students will show 3) The students will show 3) The students will show 3) The students will show
age-appropriate age-appropriate age-appropriate age-appropriate age-appropriate
phonological awareness. phonological awareness. phonological awareness. phonological awareness. phonological awareness.
4) The students will show 4) The students will show 4) The students will show 4) The students will show 4) The students will show
alphabetic and print alphabetic and print alphabetic and print alphabetic and print alphabetic and print
knowledge. knowledge. knowledge. knowledge. knowledge.
5) Students will 5) Students will 5) Students will 5) Students will 5) Students will
demonstrate understanding demonstrate understanding demonstrate understanding demonstrate understanding demonstrate understanding
of retelling a story by using of retelling a story by using of retelling a story by using of retelling a story by using of retelling a story by using
pictures and retelling cards pictures and retelling cards pictures and retelling cards pictures and retelling cards pictures and retelling cards
to identify three events in to identify three events in to identify three events in to identify three events in to identify three events in
sequence using first, next, sequence using first, next, sequence using first, next, sequence using first, next, sequence using first, next,
and last, the characters, the and last, the characters, the and last, the characters, the and last, the characters, the and last, the characters, the
problem, and the setting in problem, and the setting in problem, and the setting in problem, and the setting in problem, and the setting in
the story. the story. the story. the story. the story.
Measurable Objectives: Measurable Objectives: Measurable Objectives: Measurable Objectives: Measurable Objectives:
Upon completion of this Upon completion of this Upon completion of this Upon completion of this Upon completion of this
lesson: lesson: lesson: lesson: lesson:

1. The students will be able 1. The students will be able 1. The students will be able 1. The students will be able 1. The students will be able
to sort letters and words to to sort letters and words to to sort letters and words to to sort letters and words to to sort letters and words to
show print awareness. show print awareness. show print awareness. show print awareness. show print awareness.
2. The students will be able 2. The students will be able 2. The students will be able 2. The students will be able 2. The students will be able
to identify uppercase and to identify uppercase and to identify uppercase and to identify uppercase and to identify uppercase and
lower-case letters, their lower-case letters, their lower-case letters, their lower-case letters, their lower-case letters, their
sounds and names. sounds and names. sounds and names. sounds and names. sounds and names.
3. Given the prompt, “Allie 3. Given the prompt, “Allie 3. Given the prompt, “Allie 3. Given the prompt, “Allie 3. Given the prompt, “Allie
sometimes like to -----. sometimes like to -----. sometimes like to -----. sometimes like to -----. sometimes like to -----.
Allie always likes to -----.,” Allie always likes to -----.,” Allie always likes to -----.,” Allie always likes to -----.,” Allie always likes to -----.,”
after a read aloud text, after a read aloud text, after a read aloud text, after a read aloud text, after a read aloud text,
students will be able to students will be able to students will be able to students will be able to students will be able to
draw what they saw and draw what they saw and draw what they saw and draw what they saw and draw what they saw and
heard in the text and dictate heard in the text and dictate heard in the text and dictate heard in the text and dictate heard in the text and dictate
a sentence to describe their a sentence to describe their a sentence to describe their a sentence to describe their a sentence to describe their
picture. picture. picture. picture. picture.
4. Students will be able to 4. Students will be able to 4. Students will be able to 4. Students will be able to 4. Students will be able to
identify the letter S, the identify the letter S, the identify the letter S, the identify the letter S, the identify the letter S, the
sound the letter S makes, sound the letter S makes, sound the letter S makes, sound the letter S makes, sound the letter S makes,
and name 3-5 words that and name 3-5 words that and name 3-5 words that and name 3-5 words that and name 3-5 words that
begin with the letter S. begin with the letter S. begin with the letter S. begin with the letter S. begin with the letter S.
5. Given a story with no 5. Given a story with no 5. Given a story with no 5. Given a story with no 5. Given a story with no
pictures such as The Knee- pictures such as The Knee- pictures such as The Knee- pictures such as The Knee- pictures such as The Knee-
High Man, students will be High Man, students will be High Man, students will be High Man, students will be High Man, students will be
able to listen to the story, able to listen to the story, able to listen to the story, able to listen to the story, able to listen to the story,
then use the pictures and then use the pictures and then use the pictures and then use the pictures and then use the pictures and
retelling cards to put three retelling cards to put three retelling cards to put three retelling cards to put three retelling cards to put three
events in sequence using events in sequence using events in sequence using events in sequence using events in sequence using
first, next, and last and first, next, and last and first, next, and last and first, next, and last and first, next, and last and
identify the characters, identify the characters, identify the characters, identify the characters, identify the characters,
setting, and problem in the setting, and problem in the setting, and problem in the setting, and problem in the setting, and problem in the
story. story. story. story. story.
Academic Language 1) Author- writes the 1) Author- writes the 1) Author- writes the 1) Author- writes the 1) Author- writes the
General academic story or the words story or the words story or the words story or the words story or the words
vocabulary and content- in the book. in the book. in the book. in the book. in the book.
specific vocabulary
included in the unit. 2) Illustrator- draws 2) Illustrator- draws 2) Illustrator- draws 2) Illustrator- draws 2) Illustrator- draws

the pictures in the the pictures in the the pictures in the the pictures in the the pictures in the
book. book. book. book. book.
3) Upper Case/ 3) Upper Case/ 3) Upper Case/ 3) First- what 3) First- what
Capital Letter- the Capital Letter- the Capital Letter- the happens at the happens at the
bigger, taller bigger, taller bigger, taller beginning. beginning.
letters that are letters that are letters that are 4) Next- usually tells 4) Next- usually tells
used at the used at the used at the you what you what
beginning of your beginning of your beginning of your happened in the happened in the
name and the name and the name and the middle of the story middle of the story
beginning of a beginning of a beginning of a or what happens or what happens
sentence. sentence. sentence. after the after the
beginning. beginning.
4) Lower Case- the 4) Lower Case- the 4) Lower Case- the
smaller letter, smaller letter, smaller letter, 5) Last- a word that 5) Last- a word that
which is the same which is the same which is the same tells you what tells you what
as the bigger as the bigger as the bigger happened at the happened at the
letter. For letter. For letter. For end of the story. end of the story.
example: Ss or Tt. example: Ss or Tt. example: Ss or Tt. 6) Characters- 6) Characters-
5) Always- this is 5) Always- this is 5) Always- this is animals or people animals or people
something you do something you do something you do in the story. in the story.
not stop doing or not stop doing or not stop doing or 7) Setting- where the 7) Setting- where the
you do it every you do it every you do it every story takes place. story takes place.
day! day! day!
I will have a sequence strip I will have a sequence strip
6) Sometimes- this is 6) Sometimes- this is 6) Sometimes- this is to also show first, next, and to also show first, next, and
something you do something you do something you do last. last.
some days, but not some days, but not some days, but not
every day! every day! every day!
I will also have ABC Cards I will also have ABC Cards I will also have ABC Cards
with pictures of the upper with pictures of the upper with pictures of the upper
case and lower-case letters case and lower-case letters case and lower-case letters
to reference. to reference. to reference.
Unit Resources,  YouTube video-  YouTube video-  YouTube video-  YouTube video-  YouTube video-
Materials, Equipment, Have a Good Have a Good Have a Good Have a Good Have a Good
and Technology Morning, Have a Morning, Have a Morning, Have a Morning, Have a Morning, Have a
Good Day | Good Day | Good Day | Good Day | Good Day |
List all resources,
Morning Song for Morning Song for Morning Song for Morning Song for Morning Song for
materials, equipment, and
Kids | Jack Kids | Jack Kids | Jack Kids | Jack Kids | Jack

technology to be used in Hartmann by Jack Hartmann by Jack Hartmann by Jack Hartmann by Jack Hartmann by Jack
the unit. Hartmann Kids Hartmann Kids Hartmann Kids Hartmann Kids Hartmann Kids
Music Channel Music Channel Music Channel Music Channel Music Channel
(YouTube, 2019) (YouTube, 2019) (YouTube, 2019) (YouTube, 2019) (YouTube, 2019)
 YouTube video-  YouTube video-  YouTube video-  YouTube video-  YouTube video-
Days of the Week Days of the Week Days of the Week Days of the Week Days of the Week
Rap Back | Learn Rap Back | Learn Rap Back | Learn Rap Back | Learn Rap Back | Learn
the Days of the the Days of the the Days of the the Days of the the Days of the
Week | Jack Week | Jack Week | Jack Week | Jack Week | Jack
Hartmann by Jack Hartmann by Jack Hartmann by Jack Hartmann by Jack Hartmann by Jack
Hartmann Kids Hartmann Kids Hartmann Kids Hartmann Kids Hartmann Kids
Music Channel Music Channel Music Channel Music Channel Music Channel
(YouTube, 2017) (YouTube, 2017) (YouTube, 2017) (YouTube, 2017) (YouTube, 2017)
 YouTube video-  YouTube video-  YouTube video-  The Knee-High  The Knee-High
Learn The Letter S Learn The Letter S Learn The Letter S Man retelling Man retelling
| Let's Learn | Let's Learn | Let's Learn cards. cards.
About The About The About The
Alphabet | Phonics  Interactive Read-  Interactive Read-
Alphabet | Phonics Alphabet | Phonics Aloud Anthology Aloud Anthology
Song for Kids | Song for Kids | Song for Kids |
Jack Hartmann with stories, with stories,
Jack Hartmann Jack Hartmann Rhymes, and Rhymes, and
(YouTube, 2016)
(YouTube, 2016) (YouTube, 2016) Songs by McGraw Songs by McGraw
 Always, Hill Education Hill Education
Sometimes,  Always,  YouTube video- pages 51-53. The pages 51-53. The
Never- by Ellen Sometimes, The Big and Small Knee-High Man: Knee-High Man:
Cynthia Low Never- by Ellen Letters Song by An African An African
Cynthia Low KidsTV123 American Tale American Tale
 Sentence starters (YouTube, 2016)
 Sentence starters  Sentence starters  Sentence starters
 Visual vocabulary  Always,
cards  Visual vocabulary Sometimes,  Sequence strip to  Sequence strip to
cards Never- by Ellen reference first, reference first,
 Various Books next, and last next, and last
(library center)  Various Books Cynthia Low
(library center)  Sentence starter  Visual vocabulary  Visual vocabulary
 Technology cards cards
devices (e.g.,  Technology  Visual vocabulary
computer, devices (e.g., cards  Various Books  Various Books
smartboard) computer, (library center) (library center)
smartboard)  Various Books
 My mentor teacher (library center)  Technology  Technology

to translate for the  My mentor teacher  Technology devices (e.g., devices (e.g.,
ELLs if needed. to translate for the devices (e.g., computer, computer,
ELLs if needed. computer, smartboard) smartboard)
 Writing utensils smartboard)
 My mentor teacher  My mentor teacher
 Writing utensils
 Coloring utensils  My mentor teacher to translate for the to translate for the
 Coloring utensils to translate for the ELLs if needed. ELLs if needed.
 Writing folders
(Students trace ELLs if needed.
 Writing folders  Writing utensils  Writing utensils
their names in the (Students trace  Writing utensils
writing center  Coloring utensils  Coloring utensils
their names in the
when finished writing center  Coloring utensils
 Writing folders  Writing folders
with their when finished  Writing folders (Students trace (Students trace
drawings.) with their (Students trace their names in the their names in the
drawings.) their names in the writing center writing center
 Play-Doh
writing center when finished when finished
 Play-Doh
 Interactive Play- when finished with their with their
Doh Mats for  Interactive Play- with their drawings.) drawings.)
students to trace Doh Mats for drawings.)
upper case and  Play-Doh  Play-Doh
students to trace
lower-case letters. upper case and  Play-Doh
 Interactive Play-  Interactive Play-
(ABC center) lower-case letters.  Interactive Play- Doh Mats for Doh Mats for
(ABC center) Doh Mats for students to trace students to trace
 Sentence strips
students to trace upper case and upper case and
 Sentence strips
 Chart paper upper case and lower-case letters. lower-case letters.
 Chart paper lower-case letters. (ABC center) (ABC center)
 (ABC center)
 Markers  Sentence strips  Sentence strips
 Markers  Sentence strips
 Glue  Chart paper  Chart paper
 Glue
 Chart paper
 Tape  Mother Goose  Mother Goose
 Tape
 S is for snake puppet puppet
 Whiteboard
 Whiteboard worksheet
 Markers  S is for snake
 Dry erase markers
 Dry erase markers  Glue worksheet
 Glue
 Dry board eraser
 Dry board eraser  Tape  Markers
 Tape
 Alphabet Cards
 Alphabet Cards  Markers  Glue
 Whiteboard
 Other Visuals
 Other Visuals  Whiteboard  Tape
 Dry erase markers

 Cushion pillows  Cushion pillows  Dry erase markers  Dry board eraser  Whiteboard
 Laundry baskets  Laundry baskets  Dry board eraser  Alphabet Cards  Dry erase markers
 Alphabet Cards  Other Visuals  Dry board eraser
 Other Visuals  Cushion pillows  Alphabet Cards
 Cushion pillows  Laundry baskets  Other Visuals
 Laundry baskets  Cushion pillows
 Laundry baskets
Depth of Knowledge - What special things can - What special things can - What special things can - How does the knee-high - How does the knee-high
Lesson Questions we do? we do? we do? man feel? man feel?
What questions can be - What are things that Allie - What are things that Allie - What are things that Allie - Why does he feel this - Why does he feel this
posed throughout the always does? always does? always does? way? way?
lesson to assess all levels
- What are things that Allie - What are things that Allie - What are things that Allie - What was the problem in - What was the problem in
of student understanding?
sometimes does? sometimes does? sometimes does? the story? the story?
 Level 1: Recall
- What are things that Allie - What are things that Allie - What are things that Allie - What happened first in the - What happened first in the
 Level 2: never does? never does? never does? story? story?
Skill/Concepts - What happens to make - What happens to make - What happens to make - What happened next in - What happened next in
 Level 3: Strategic Allie change her mind Allie change her mind Allie change her mind the story? the story?
Thinking about what she never does? about what she never does? about what she never does?
- What happened last in the - What happened last in the
 Level 4: Extended - Who is the story about? - Who is the story about? - Who is the story about? story? story?
Thinking - What are somethings that - What are somethings that - What are somethings that - What animals did the - What animals did the
Allie likes to do? Allie likes to do? Allie likes to do? knee-high man talk to in knee-high man talk to in
the story? the story?
- Why do you think Allie - Why do you think Allie - Why do you think Allie
never wants to pet the cat? never wants to pet the cat? never wants to pet the cat? Who are the characters in Who are the characters in
the story? the story?
- Why do you think Allie - Why do you think Allie - Why do you think Allie
changes her mind about the changes her mind about the changes her mind about the What is the setting of the What is the setting of the
cat? cat? cat? setting of the story? setting of the story?
- How can you express - How can you express - How can you express
your feelings? your feelings? your feelings?
Anticipatory Set Pre-assessment: I will I will say to students, I will say to students, I will review last week’s Post-assessment: I will
encourage the students to "There are 26 letters in the "There are 26 letters in the story/nursery rhyme Wee encourage the students to
How will students’ prior
answer the questions using alphabet” Let’s say our alphabet” Let’s say our Willie Winkie and remind answer the questions using

knowledge be activated as their prior knowledge of alphabet together! alphabet together! students of the events that their prior knowledge and
well as gain student what they already know. happened in the story. (He what they have learned
After we say the alphabet, I After we say the alphabet, I
interest in the upcoming was running through town based on the lesson that
I will say to students, will say to students, “Did will say to students, “Did
content? in his nightgown, tapping was taught.
"There are 26 letters in the you know that every letter you know that every letter
on windows softly and
alphabet” Let’s say our of the alphabet has a big of the alphabet has a big I will review last week’s
asking everyone are their
alphabet together! letter and a small letter? letter and a small letter? story/nursery rhyme Wee
children sleeping!
Willie Winkie and remind
After we say the alphabet, I Wait for students replied. Wait for students replied.
Today we will be reading a students of the events that
will say to students, “Did
Let’s look at the alphabet Let’s look at the alphabet story and retelling it happened in the story. (He
you know that every letter
cards for you to see what I cards for you to see what I together. was running through town
of the alphabet has a big
am talking about! am talking about! in his nightgown, tapping
letter and a small letter? Ask who knows what
on windows softly and
We will go over the We will go over the retelling means?
Wait for students replied. asking everyone is their
alphabet cards together and alphabet cards together and
We will also be looking at children sleeping!
Let’s look at the alphabet talk about the upper-case talk about the upper-case
the characters in the story
cards for you to see what I and lower-case letters. and lower-case letters. Today we will be reading a
and the setting!
am talking about! story and retelling it
I will show them The Big I will show them The Big
How can we identify the together.
We will go over the and Small Letters Song to and Small Letters Song to
characters in a story?
alphabet cards together and review upper case and review upper case and Ask who knows what
talk about the upper-case lower-case letters. lower-case letters. What about the setting? retelling means?
and lower-case letters.
As I show the alphabet As I show the alphabet As I talk to students, I will We will also be looking at
I will show them The Big cards, I will connect the cards, I will connect the show them the retelling the characters in the story
and Small Letters Song to letters to the first letter in letters to the first letter in cards as a visual for them to and the setting!
review upper case and each student’s name. For each student’s name. For activate their prior
How can we identify the
lower-case letters. example A, just like the example A, just like the knowledge.
characters in a story?
first letter in Andrea’s first letter in Andrea’s
As I show the alphabet Also, point out the letter Ss
name. name. What about the setting?
cards, I will connect the in the word setting.
letters to the first letter in Show them the cover of the Show them the cover of the As I talk to students, I will
Give an example of the
each student’s name. For book. Ask them to look book. Ask them to look show them the retelling
setting, and characters from
example A, just like the carefully at the cover and carefully at the cover and cards as a visual for them to
the story Wee Willie
first letter in Andrea’s share what they see using share what they see using activate their prior
Winkle.
name. the sentence starter, "I the sentence starter, "I knowledge.
see__." see__." The characters were Wee
Show them the cover of the Also, point out the letter Ss
Willie Winkie and the
book. Ask them to look Then, I will tell students Then, I will tell students in the word setting.
children sleeping in their
carefully at the cover and that the cover of a book that the cover of a book
beds. The setting was The characters were Wee
share what they see using helps us to learn about the helps us to learn about the
around town at different Willie Winkie and the
the sentence starter, "I story. story.
houses. children sleeping in their

see__." Ask students, what do you Ask students, what do you beds. The setting was
think the story will be think the story will be around town at different
Then, I will tell students
about and why? What do about and why? What do houses.
that the cover of a book
you think will happen first, you think will happen first,
helps us to learn about the
next, and last based on the next, and last based on the
story.
picture? picture?
Ask students, what do you
Review the vocabulary Review the vocabulary
think the story will be
words author and the words author and the
about and why? What do
illustrator of the book. illustrator of the book.
you think will happen first,
next, and last based on the Read the title of the book Read the title of the book
picture? aloud Always, Sometimes, aloud Always, Sometimes,
Never by Ellen Cynthia Never by Ellen Cynthia
I will also remind students
Low / Illustrated by Emily Low / Illustrated by Emily
that last week we learned
Arnold. Arnold.
about the author and the
illustrator of the book. Ask students to tell me Ask students to tell me
what the author does? what the author does?
Read the title of the book
Illustrator? Illustrator?
aloud Always, Sometimes,
Never by Ellen Cynthia
Low / Illustrated by Emily
Arnold.
Ask students to tell me
what the author does?
Illustrator?
Presentation of Content
Multiple Means of I will provide student- I will provide student- I will provide student- I will provide student- I will provide student-
Representation friendly definitions for friendly definitions for friendly definitions for friendly definitions for friendly definitions for
vocabulary words and write vocabulary words and write vocabulary words and write vocabulary words and write vocabulary words and write
Describe how content will
the words on the board as the words on the board as the words on the board as the words on the board as the words on the board as
be presented in various
we talk about them. we talk about them. we talk about them. we talk about them. we talk about them.
ways to meet the needs of
different learners. I will review vocabulary I will review vocabulary I will review vocabulary I will review vocabulary I will review vocabulary
words before the lesson and words before the lesson and words before the lesson and words before the lesson and words before the lesson and
have all students repeat have all students repeat have all students repeat have all students repeat have all students repeat
them with me. them with me. them with me. them with me. them with me.
During whole group, if During whole group, if During whole group, if During whole group, if During whole group, if
students do not know the students do not know the students do not know the students do not know the students do not know the

answer, I will ask them if answer, I will ask them if answer, I will ask them if answer, I will ask them if answer, I will ask them if
they need help from a they need help from a they need help from a they need help from a they need help from a
friend and allow the friend friend and allow the friend friend and allow the friend friend and allow the friend friend and allow the friend
to answer or help them to answer or help them to answer or help them to answer or help them to answer or help them
answer the question. answer the question. answer the question. answer the question. answer the question.
I will incorporate pictures I will incorporate pictures I will incorporate pictures I will incorporate pictures I will incorporate pictures
to words when writing on to words when writing on to words when writing on to words when writing on to words when writing on
the board and/or chart the board and/or chart the board and/or chart the board and/or chart the board and/or chart
paper. paper. paper. paper. paper.
Also, incorporate visuals to Also, incorporate visuals to Also, incorporate visuals to Also, incorporate visuals to Also, incorporate visuals to
help the ELL students make help the ELL students make help the ELL students make help the ELL students make help the ELL students make
a connection to their a connection to their a connection to their a connection to their a connection to their
learning. learning. learning. learning. learning.
I will review the previous I will review the previous I will review the previous I will review the previous I will review the previous
lesson to help students lesson to help students lesson to help students lesson to help students lesson to help students
make a connection to this make a connection to this make a connection to this make a connection to this make a connection to this
lesson. lesson. lesson. lesson. lesson.
When ELL students When ELL students When ELL students When ELL students When ELL students
answers questions in answers questions in answers questions in answers questions in answers questions in
Spanish, encourage them to Spanish, encourage them to Spanish, encourage them to Spanish, encourage them to Spanish, encourage them to
repeat what they said in repeat what they said in repeat what they said in repeat what they said in repeat what they said in
English as well. English as well. English as well. English as well. English as well.
During the read aloud, I During the read aloud, I During the read aloud, I During the read aloud, I During the read aloud, I
will role-play some events will role-play some events will role-play some events will role-play some events will role-play some events
in the book to help the in the book to help the in the book to help the in the book to help the in the book to help the
students engage within the students engage within the students engage within the students engage within the students engage within the
lesson. This will also help lesson. This will also help lesson. This will also help lesson. This will also help lesson. This will also help
my ELL students by my ELL students by my ELL students by my ELL students by my ELL students by
providing them with a providing them with a providing them with a providing them with a providing them with a
visual to receive a better visual to receive a better visual to receive a better visual to receive a better visual to receive a better
understanding on what’s understanding on what’s understanding on what’s understanding on what’s understanding on what’s
happening in the story. happening in the story. happening in the story. happening in the story. happening in the story.
During the read aloud, I During the read aloud, I During the read aloud, I During the read aloud, I During the read aloud, I
will ask students guiding will ask students guiding will ask students guiding will ask students guiding will ask students guiding
questions to help them questions to help them questions to help them questions to help them questions to help them
make connections to the make connections to the make connections to the make connections to the make connections to the
story. Students will take story. Students will take story. Students will take story. Students will take story. Students will take

turns listening and turns listening and turns listening and turns listening and turns listening and
responding to these responding to these responding to these responding to these responding to these
questions. questions. questions. questions. questions.
I will use the ABC I will use the ABC I will use the ABC I will use the retelling cards I will use the retelling cards
flashcards with pictures flashcards with pictures flashcards with pictures to help students retell the to help students retell the
that also shows capital and that also shows capital and that also shows capital and events that happened in the events that happened in the
lowercase letters to help lowercase letters to help lowercase letters to help story. story.
students make connections students make connections students make connections
I will use a Mother Goose I will use a Mother Goose
to the lesson. to the lesson. to the lesson.
Puppet to tell the story Puppet to tell the story
I will re-teach any part of I will re-teach any part of I will re-teach any part of since there are no pictures, since there are no pictures,
the lesson to students when the lesson to students when the lesson to students when this will help students this will help students
needed. needed. needed. engage and interact to the engage and interact to the
story. story
During centers, I will walk During centers, I will walk During centers, I will walk
around the room to assess around the room to assess around the room to assess I will re-teach any part of I will re-teach any part of
student’s comprehension student’s comprehension student’s comprehension the lesson to students when the lesson to students when
and ability. and ability. and ability. needed. needed.
Continuously re-enforce the Continuously re-enforce the Continuously re-enforce the During centers, I will walk During centers, I will walk
rules during the lesson and rules during the lesson and rules during the lesson and around the room to assess around the room to assess
activities. When students activities. When students activities. When students student’s comprehension student’s comprehension
are listening and engaged in are listening and engaged in are listening and engaged in and ability. and ability.
the lesson they will the lesson they will the lesson they will
Continuously re-enforce the Continuously re-enforce the
comprehend better. comprehend better. comprehend better.
rules during the lesson and rules during the lesson and
activities. When students activities. When students
are listening and engaged in are listening and engaged in
the lesson they will the lesson they will
comprehend better. comprehend better.
Multiple Means of English Language English Language English Language English Language English Language
Representation Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL):
Differentiation
Students may answer Students may answer Students may answer Students may answer Students may answer
Explain how materials will questions through eye questions through eye questions through eye questions through eye questions through eye
be differentiated for each gazing, pointing, blinking, gazing, pointing, blinking, gazing, pointing, blinking, gazing, pointing, blinking, gazing, pointing, blinking,
of the following groups: yes/no, or thumbs-up yes/no, or thumbs-up yes/no, or thumbs-up yes/no, or thumbs-up yes/no, or thumbs-up
thumbs-down. thumbs-down. thumbs-down. thumbs-down. thumbs-down.
 English Language
Learners (ELL) Incorporate pictures to Incorporate pictures to Incorporate pictures to Incorporate pictures to Incorporate pictures to
words when writing on the words when writing on the words when writing on the words when writing on the words when writing on the
 Students with board and/or chart paper.

special needs Incorporate visuals or board and/or chart paper. board and/or chart paper. board and/or chart paper. board and/or chart paper.
concrete items to help the
 Students with Incorporate visuals or Incorporate visuals or Incorporate visuals or Incorporate visuals or
students make a connection
gifted abilities concrete items to help the concrete items to help the concrete items to help the concrete items to help the
to their learning and to help
students make a connection students make a connection students make a connection students make a connection
 Early finishers them process what I am
to their learning and to help to their learning and to help to their learning and to help to their learning and to help
(those who finish saying to them.
them process what I am them process what I am them process what I am them process what I am
early and may Use vocabulary cards with saying to them. saying to them. saying to them. saying to them.
need additional pictures.
sources/support) Use vocabulary cards with Use vocabulary cards with When reading and When reading and
I will pair ELL students pictures. pictures. portraying animal portraying animal
with native speakers during characters, I will use body characters, I will use body
I will pair ELL students I will pair ELL students
centers, so the students can language, vocal tone, and language, vocal tone, and
with native speakers during with native speakers during
support the ELL student. facial expressions to facial expressions to
centers, so the students can centers, so the students can
convey the characters in a convey the characters in a
Repetition, rephrasing, support the ELL student. support the ELL student.
nonverbal way. nonverbal way.
reteaching, and modeling
Repetition, rephrasing, Repetition, rephrasing,
Use vocabulary cards with Use vocabulary cards with
Ask my mentor teacher to reteaching, and modeling reteaching, and modeling
pictures. pictures.
help translate, if needed.
Ask my mentor teacher to Ask my mentor teacher to
I will pair ESOL students I will pair ESOL students
Offer appropriate scaffolds help translate if needed. help translate, if needed.
with native speakers during with native speakers during
as needed.
Offer appropriate scaffolds Offer appropriate scaffolds centers, so the students can centers, so the students can
Use the ABC flashcards as needed. as needed. support the ESOL student. support the ESOL student.
with pictures that also
Use the ABC flashcards Use the ABC flashcards Repetition, rephrasing, Repetition, rephrasing,
shows capital and
with pictures that also with pictures that also reteaching, and modeling reteaching, and modeling
lowercase letters to help
shows capital and shows capital and
students make connections Ask my mentor teacher to Ask my mentor teacher to
lowercase letters to help lowercase letters to help
to the lesson. help translate, if needed. help translate, if needed.
students make connections students make connections
Students with special to the lesson. to the lesson. Offer appropriate scaffolds Offer appropriate scaffolds
needs: as needed. as needed.
Students with special Students with special
See ELLs section, as well. needs: needs: Students with special Students with special
needs: needs:
Allow struggling students See ELLs section, as well. See ELLs section, as well.
to receive help from a See ELLs section, as well. See ELLs section, as well.
Allow struggling students Allow struggling students
friend during whole group
to receive help from a to receive help from a Allow struggling students Allow struggling students
instruction.
friend during whole group friend during whole group to receive help from a to receive help from a
In the writing center, I will instruction. instruction. friend during whole group friend during whole group
reread or reference events instruction. instruction.
In the writing center, I will In the writing center, I will
in the story to help students
reread or reference events reread or reference events In the writing center, I will In the writing center, I will
draw their pictures.

Provide an opportunity for in the story to help students in the story to help students reread or reference events reread or reference events
students (with a partner, in draw their pictures. draw their pictures. in the story to help students in the story to help students
centers, or small groups) to draw their pictures. draw their pictures.
Provide an opportunity for Provide an opportunity for
practice the skill taught
students (with a partner, in students (with a partner, in Provide an opportunity for Provide an opportunity for
during instruction.
centers, or small groups) to centers, or small groups) to students (with a partner, in students (with a partner, in
Continuously re-enforce the practice the skill taught practice the skill taught centers, or small groups) to centers, or small groups) to
rules and expectations. during instruction. during instruction. practice the skill taught practice the skill taught
during instruction. during instruction.
Use the ABC flashcards Continuously re-enforce the Continuously re-enforce the
with pictures and other rules and expectations. rules and expectations. Continuously re-enforce the Continuously re-enforce the
visuals to help students rules and expectations. rules and expectations.
Use the ABC flashcards Use the ABC flashcards
make connections to the
with pictures and other with pictures and other Use the ABC flashcards Use the ABC flashcards
lesson.
visuals to help students visuals to help students with pictures and other with pictures and other
Repetition, rephrasing, make connections to the make connections to the visuals to help students visuals to help students
reteaching, and modeling lesson. lesson. make connections to the make connections to the
lesson. lesson.
Offer appropriate scaffolds, Repetition, rephrasing, Repetition, rephrasing,
as needed. reteaching, and modeling reteaching, and modeling Repetition, rephrasing, Repetition, rephrasing,
reteaching, and modeling reteaching, and modeling
During whole group and Offer appropriate scaffolds, Offer appropriate scaffolds,
circle time, we have a few as needed. as needed. Offer appropriate scaffolds, Offer appropriate scaffolds,
students that are very antsy, as needed. as needed.
During whole group and During whole group and
so we are going to try the
circle time, we have a few circle time, we have a few During whole group and During whole group and
laundry basket idea for
students that are very antsy, students that are very antsy, circle time, we have a few circle time, we have a few
these students to help them
so we are going to try the so we are going to try the students that are very antsy, students that are very antsy,
calm down and stay put.
laundry basket idea for laundry basket idea for so we are going to try the so we are going to try the
During whole group and these students to help them these students to help them laundry basket idea for laundry basket idea for
circle time, we will also try calm down and stay put. calm down and stay put. these students to help them these students to help them
the cushion pillow idea for calm down and stay put. calm down and stay put.
During whole group and During whole group and
the students who cannot
circle time, we will also try circle time, we will also try During whole group and During whole group and
stay put and need some
the cushion pillow idea for the cushion pillow idea for circle time, we will also try circle time, we will also try
type of sensory seating to
the students who cannot the students who cannot the cushion pillow idea for the cushion pillow idea for
help keep the child more
stay put and need some stay put and need some the students who cannot the students who cannot
alert and to keep their
type of sensory seating to type of sensory seating to stay put and need some stay put and need some
attention and focus.
help keep the child more help keep the child more type of sensory seating to type of sensory seating to
Students with gifted alert and to keep their alert and to keep their help keep the child more help keep the child more
abilities: attention and focus. attention and focus. alert and to keep their alert and to keep their
attention and focus. attention and focus.
Have students try to write Students with gifted Students with gifted
their dictation of their Students with gifted Students with gifted

drawings and label their abilities: abilities: abilities: abilities:
pictures.
Have students try to write Have students try to write Have students try to write Have students try to write
their dictation of their their dictation of their their dictation of their their dictation of their
drawings and label their drawings and label their drawings and label their drawings and label their
pictures. pictures. pictures. pictures.
Application of Content
Multiple Means of 9:00am-9:30am (Morning 9:00am-9:30am (Morning 9:00am-9:30am (Morning 9:00am-9:30am (Morning 9:00am-9:30am (Morning
Engagement Circle/Literacy) Circle/Literacy) Circle/Literacy) Circle/Literacy) Circle/Literacy)
How will students explore, Have a Good Morning, Have a Good Morning, Have a Good Morning, Have a Good Morning, Have a Good Morning,
practice, and apply the Have a Good Day | Have a Good Day | Have a Good Day | Have a Good Day | Have a Good Day |
content? Morning Song for Kids | Morning Song for Kids | Morning Song for Kids | Morning Song for Kids | Morning Song for Kids |
Jack Hartmann by Jack Jack Hartmann by Jack Jack Hartmann by Jack Jack Hartmann by Jack Jack Hartmann by Jack
Hartmann Kids Music Hartmann Kids Music Hartmann Kids Music Hartmann Kids Music Hartmann Kids Music
Channel (YouTube, 2019) Channel (YouTube, 2019) Channel (YouTube, 2019) Channel (YouTube, 2019) Channel (YouTube, 2019)
Days of the Week Rap Days of the Week Rap Days of the Week Rap Days of the Week Rap Days of the Week Rap
Back | Learn the Days of Back | Learn the Days of Back | Learn the Days of Back | Learn the Days of Back | Learn the Days of
the Week | Jack Hartmann the Week | Jack Hartmann the Week | Jack Hartmann the Week | Jack Hartmann the Week | Jack Hartmann
by Jack Hartmann Kids by Jack Hartmann Kids by Jack Hartmann Kids by Jack Hartmann Kids by Jack Hartmann Kids
Music Channel (YouTube, Music Channel (YouTube, Music Channel (YouTube, Music Channel (YouTube, Music Channel (YouTube,
2017) 2017) 2017) 2017) 2017)
Review CHAMPS Review CHAMPS Review CHAMPS Review CHAMPS Review CHAMPS
(Communication, Help, (Communication, Help, (Communication, Help, (Communication, Help, (Communication, Help,
Activity, Movement, Activity, Movement, Activity, Movement, Activity, Movement, Activity, Movement,
Participation, Success) and Participation, Success) and Participation, Success) and Participation, Success) and Participation, Success) and
the Behavior Clip Chart. the Behavior Clip Chart. the Behavior Clip Chart. the Behavior Clip Chart. the Behavior Clip Chart.
Ask students, How was Calendar- Days of the Calendar- Days of the Calendar- Days of the Calendar- Days of the
your weekend? What did Week (Say them together). Week (Say them together). Week (Say them together). Week (Say them together).
you do? Count the days in the Count the days in the Count the days in the Count the days in the
month until we get to month until we get to month until we get to month until we get to
Calendar- Days of the
today’s date (Have today’s date (Have today’s date (Have today’s date (Have
Week (Say them together).
everyone point and count everyone point and count everyone point and count everyone point and count
Count the days in the
with me). Ask some same with me). Ask some same with me). Ask some same with me). Ask some same
month until we get to
and different questions and different questions and different questions and different questions
today’s date (Have
about the date. (For about the date. (For about the date. (For about the date. (For
everyone point and count
example today is the 6th and example today is the 6th and example today is the 6th and example today is the 6th and

with me). Ask some same the calendar says the 2nd.) the calendar says the 2nd.) the calendar says the 2nd.) the calendar says the 2nd.)
and different questions (Is these numbers the same (Is these numbers the same (Is these numbers the same (Is these numbers the same
about the date. (For or different?) Also, do the or different?) Also, do the or different?) Also, do the or different?) Also, do the
example today is the 6th and same thing with the day of same thing with the day of same thing with the day of same thing with the day of
the calendar says the 2nd.) Is the week. (For example, the week. (For example, the week. (For example, the week. (For example,
these numbers the same or today is Tuesday and today is Tuesday and today is Tuesday and today is Tuesday and
different?) Also, do the yesterday was Monday. Is yesterday was Monday. Is yesterday was Monday. Is yesterday was Monday. Is
same thing with the day of this the same or different?) this the same or different?) this the same or different?) this the same or different?)
the week. (For example, Monday starts with and M Monday starts with and M Monday starts with and M Monday starts with and M
today is Tuesday and (Sound the letter out) and (Sound the letter out) and (Sound the letter out) and (Sound the letter out) and
yesterday was Monday. Is Tuesday starts with a T Tuesday starts with a T Tuesday starts with a T Tuesday starts with a T
this the same or different?) (Sound the letter out). (Sound the letter out). (Sound the letter out). (Sound the letter out).
Monday starts with and M Lastly, we will repeat the Lastly, we will repeat the Lastly, we will repeat the Lastly, we will repeat the
(Sound the letter out) and full date together. Today is full date together. Today is full date together. Today is full date together. Today is
Tuesday starts with a T Monday, September 5th, Monday, September 5th, Monday, September 5th, Monday, September 5th,
(Sound the letter out). 2022. 2022. 2022. 2022.
Lastly, we will repeat the
Point to the letter S in Point to the letter S in Point to the letter S in Point to the letter S in
full date together. Today is
September. Show the letter September. Show the letter September. Show the letter September. Show the letter
Monday, September 5th,
Ss alphabet card. What Ss alphabet card. What Ss alphabet card. What Ss alphabet card. What
2022.
sound does the letter Ss sound does the letter Ss sound does the letter Ss sound does the letter Ss
Point to the letter S in make? make? make? make?
September. Show the letter
Re-introduce the story. Show students some of Go over the vocabulary Go over the vocabulary
Ss alphabet card. What
their drawings from the words- first, next, and last. words again- first, next, and
sound does the letter Ss Re-read the story but this
past 2 days. Read what they last.
make? time focus on the character Use a sequence strip to help
said, “Allie sometimes like
(Allie). “This is Allie” students activate their prior Use a sequence strip to help
Explain that this is the to -----. Allie always likes
knowledge. students activate their prior
uppercase/capital S, which When finished reading ask to -----.
knowledge.
we can also call the big S. some guiding questions. Anthology: Display the
Show them the YouTube
We use capital letters when retelling cards and discuss Anthology: Display the
What are things that Allie video- The Big and Small
we write our names or like the illustrations of The retelling cards and discuss
always does? What are Letters Song by
the month September. We Knee-High Man. Read the the illustrations of The
things that Allie sometimes KidsTV123 (YouTube,
also use capital letters at story to find the problem. Knee-High Man. Re-read
does? What are some things 2011)
the beginning of a sentence. Retell the story, guide the story and discuss the
that Allie never does? What
Do a picture walk of the students to use retelling problem again. We will
Point to the lowercase s. is something you like to do
book with the students cards focusing on first, discuss how the knee-high
Explain that the lower-case that makes you happy?
showing alphabet and print next, and last. man feels and why do he
s is also the small s and it is
9:30am-10:05am knowledge. fell that way. Retell the
used in different words like When retelling the story, I
(Centers) story, guide students to use
snack or see. This time the lesson will be will use visuals and guiding
retelling cards focusing on

-Introduce the new book, In the writing center, have more student-lead. questions. first, next, and last.
Always, Sometimes, Never students finish their
As we do the picture walk, 9:30am-10:05am When retelling the story, I
by Ellen Cynthia Low drawings of Allie doing
students will tell me about (Centers) will use visuals and guiding
what she sometimes or
Review what and author the story. questions.
always likes to do. Help In the writing center,
and illustrator is.
them write a label for their When finished reading the students will draw the Ask students, why is Sam
Show students the cover of picture with a sentence story, have everyone face Knee-High Man talking to called the Knee-High Man?
the book. Ask, what do you starter. “Allie sometimes the chart paper on the one of the animals and I
Ask students, what would
think the story will be like to -----. Allie always board. will dictate their responses
they say to the animals if
about? (Have students raise likes to -----.” on how they described their
We will be writing a note they could talk to them?
their hands and accept a picture.
Students will trace their beginning with “Dear Big
few answers. 9:30am-10:05am
names in the writing center Cat.” Students will trace their
(Centers)
Read the book, develop when they are finished with names in the writing center
When finished with the
print awareness, build their drawings. when they are finished with In the writing center,
letter, I will read it to
vocabulary, ask questions, their drawings. students will finish their
In the language/ABC center students.
and have students take turn drawing of the Knee-High
students will review the In the language/ABC center
listening and responding. I will have students come Man talking to one of the
ABC flashcards to identify students will review the
up to the board and identify animals and I will dictate
9:30am-10:05am capital and lowercase ABC flashcards to identify
the letter Ss in the written their responses on how they
(Centers) letters and use the Play- capital and lowercase
note and circle them. described their picture.
Doh mats to trace their letters and use the Play-
In the writing center, have
letters with a focus on the 9:30am-10:05am Doh mats to trace their Students will trace their
students draw Allie doing
letter S. (Centers) letters with a focus on the names in the writing center
what she sometimes or
letter S. when they are finished with
always likes to do. Help In the library center, In the writing center, I will
their drawings.
them write a label for their students will have various encourage students to write In the library center,
picture with a sentence books to look at based on their names independently students will have various They may also use the S is
starter. “Allie sometimes the unit. after they have practiced books to look at based on for snake worksheet to
like to -----. Allie always tracing it. the unit. trace the letter S.
In the blocks center,
likes to -----.”
students will be encouraged They may also use the S is In the blocks center, In the language/ABC center
Students will trace their to build something that for snake worksheet to students will be encouraged students will review the
names in the writing center starts with the letter Ss, trace the letter S. to build something that ABC flashcards to identify
when they are finished with such as a school, a starts with the letter Ss, capital and lowercase
skyscraper, and a store. In the language/ABC center
their drawings. such as a school, a letters and use the Play-
students will review the
skyscraper, and a store. Doh mats to trace their
In the language/ABC center ABC flashcards to identify
letters with a focus on the
students will review the capital and lowercase
letter S.
ABC flashcards to identify letters and use the Play-
capital and lowercase Doh mats to trace their In the library center,
letters and use the Play- letters with a focus on the students will have various

Doh mats to trace their letter S. books to look at based on
letters with a focus on the the unit.
In the library center,
letter S.
students will have various In the blocks center,
In the library center, books to look at based on students will be encouraged
students will have various the unit. to build something that
books to look at based on starts with the letter Ss,
In the blocks center,
the unit. such as a school, a
students will be encouraged
skyscraper, and a store.
In the blocks center, to build something that
students will be encouraged starts with the letter Ss,
to build something that such as a school, a
starts with the letter Ss, skyscraper, and a store.
such as a school, a
skyscraper, and a store.
Multiple Means of English language learners English language learners English language learners English language learners English language learners
Engagement (ELL): (ELL): (ELL): (ELL): (ELL):
Differentiation
I will have visual I will have visual I will have visual I will have visual I will have visual
Explain how materials will vocabulary flashcards vocabulary flashcards vocabulary flashcards vocabulary flashcards vocabulary flashcards
be differentiated for each cards. cards. cards. cards. cards.
of the following groups:
I will incorporate songs and I will incorporate songs and I will incorporate songs and I will incorporate songs and I will incorporate songs and
 English videos from YouTube to videos from YouTube to videos from YouTube to videos from YouTube to videos from YouTube to
Language help students visualize and help students visualize and help students visualize and help students visualize and help students visualize and
Learners (ELL) hear. hear. hear. hear. hear.
 Students with I will act out the story as I I will act out the story as I I will act out the story as I I will act out the story as I I will act out the story as I
special needs read it and also change my read it and also change my read it and also change my read it and also change my read it and also change my
voice to portray different voice to portray different voice to portray different voice to portray different voice to portray different
 Students with characters. characters. characters. characters. characters.
gifted abilities
I will incorporate visuals I will incorporate visuals I will incorporate visuals I will incorporate visuals I will incorporate visuals
 Early finishers and concrete items during and concrete items during and concrete items during and concrete items during and concrete items during
(those who finish lesson and activities. lesson and activities. lesson and activities. lesson and activities. lesson and activities.
early and may
need additional I will provide and have I will provide and have I will provide and have I will provide and have I will provide and have
sources/support) conversations with sentence conversations with sentence conversations with sentence conversations with sentence conversations with sentence
frames or sentence starters frames or sentence starters frames or sentence starters frames or sentence starters frames or sentence starters
to help students respond. to help students respond. to help students respond. to help students respond. to help students respond.
I will model instructions, I will model instructions, I will model instructions, I will model instructions, I will model instructions,
directions, and everything I directions, and everything I directions, and everything I directions, and everything I directions, and everything I

require of students. require of students. require of students. require of students. require of students.
I will repeat and rephrase I will repeat and rephrase I will repeat and rephrase I will repeat and rephrase I will repeat and rephrase
instructions and directions. instructions and directions. instructions and directions. instructions and directions. instructions and directions.
I will provide additional I will provide additional I will provide additional I will provide additional I will provide additional
scaffolding, as needed. scaffolding, as needed. scaffolding, as needed. scaffolding, as needed. scaffolding, as needed.
I will provide one-on-one I will provide one-on-one I will provide one-on-one I will provide one-on-one I will provide one-on-one
time with the students, as time with the students, as time with the students, as time with the students, as time with the students, as
needed. needed. needed. needed. needed.
In the centers, I will use In the centers, I will use In the centers, I will use In the centers, I will use In the centers, I will use
this time for more practice this time for more practice this time for more practice this time for more practice this time for more practice
and comprehension, as and comprehension, as and comprehension, as and comprehension, as and comprehension, as
well. well. well. well. well.
I will leave any written I will leave any written I will leave any written I will leave any written I will leave any written
information on the board information on the board information on the board information on the board information on the board
and/or chart paper for and/or chart paper for and/or chart paper for and/or chart paper for and/or chart paper for
reference and review. reference and review. reference and review. reference and review. reference and review.
I will ask comprehension I will ask comprehension I will ask comprehension I will ask comprehension I will ask comprehension
questions throughout the questions throughout the questions throughout the questions throughout the questions throughout the
lesson and readings. lesson and readings. lesson and readings. lesson and readings. lesson and readings.
To help students To help students To help students To help students To help students
understand beginning, understand beginning, understand beginning, understand beginning, understand beginning,
middle, and end or first, middle, and end or first, middle, and end or first, middle, and end or first, middle, and end or first,
next and last, I can next and last, I can next and last, I can next and last, I can next, and last, I can
incorporate a movement incorporate a movement incorporate a movement incorporate a movement incorporate a movement
activity such as for the activity such as for the activity such as for the activity such as for the activity such as for the
beginning of the story beginning of the story beginning of the story beginning of the story beginning of the story
touch your head, for the touch your head, for the touch your head, for the touch your head, for the touch your head, for the
middle of the story touch middle of the story touch middle of the story touch middle of the story touch middle of the story touch
your stomach and for the your stomach and for the your stomach and for the your stomach and for the your stomach, and for the
end of the story touch your end of the story touch your end of the story touch your end of the story touch your end of the story touch your
toes. toes. toes. toes. toes.
I will give instructional I will give instructional I will give instructional I will give instructional I will give instructional
brain breaks by using a brain breaks by using a brain breaks by using a brain breaks by using a brain breaks by using a
video from YouTube to video from YouTube to video from YouTube to video from YouTube to video from YouTube to
have students engage in have students engage in have students engage in have students engage in have students engage in
some movements.

I will be rotating around the some movements. some movements. some movements. some movements.
room to each center to
I will be rotating around the I will be rotating around the I will be rotating around the I will be rotating around the
assist students with any
room to each center to room to each center to room to each center to room to each center to
questions and/or
assist students with any assist students with any assist students with any assist students with any
misconceptions.
questions and/or questions and/or questions and/or questions and/or
Students may answer misconceptions. misconceptions. misconceptions. misconceptions.
questions through eye
Students may answer Students may answer Students may answer Students may answer
gazing, pointing, blinking,
questions through eye questions through eye questions through eye questions through eye
yes/no, or thumbs-up
gazing, pointing, blinking, gazing, pointing, blinking, gazing, pointing, blinking, gazing, pointing, blinking,
thumbs-down.
yes/no, or thumbs-up yes/no, or thumbs-up yes/no, or thumbs-up yes/no, or thumbs-up
I will ask my mentor thumbs-down. thumbs-down. thumbs-down. thumbs-down.
teacher to help translate, if
I will ask my mentor I will ask my mentor I will ask my mentor I will ask my mentor
needed.
teacher to help translate, if teacher to help translate, if teacher to help translate, if teacher to help translate, if
I will continuously re- needed. needed. needed. needed.
enforce the rules and
I will continuously re- I will continuously re- I will continuously re- I will continuously re-
behavior expectations. I
enforce the rules and enforce the rules and enforce the rules and enforce the rules and
will model them, as well.
behavior expectations. I behavior expectations. I behavior expectations. I behavior expectations. I
Students with special will model them, as well. will model them, as well. will model them, as well. will model them, as well.
needs:
Students with special Students with special Students with special Students with special
See ELLs section, as well. needs: needs: needs: needs:
For any student that seems See ELLs section, as well. See ELLs section, as well. See ELLs section, as well. See ELLs section, as well.
distracted, I will move
For any student that seems For any student that seems For any student that seems For any student that seems
them to the front, when
distracted, I will move distracted, I will move distracted, I will move distracted, I will move
needed.
them to the front, when them to the front, when them to the front, when them to the front, when
Assistive devices such as needed. needed. needed. needed.
the laundry basket and
Assistive devices such as Assistive devices such as Assistive devices such as Assistive devices such as
sensory cushion will be
the laundry basket and the laundry basket and the laundry basket and the laundry basket and
provided and
sensory cushion will be sensory cushion will be sensory cushion will be sensory cushion will be
accommodated.
provided and provided and provided and provided and
Students may take a break accommodated. accommodated. accommodated. accommodated.
and/or move to quiet area
Students may take a break Students may take a break Students may take a break Students may take a break
such as the library if they
and/or move to quiet area and/or move to quiet area and/or move to quiet area and/or move to quiet area
become distracted and need
such as the library if they such as the library if they such as the library if they such as the library if they
to regulate their emotions.
become distracted and need become distracted and need become distracted and need become distracted and need
I will give students more to regulate their emotions. to regulate their emotions. to regulate their emotions. to regulate their emotions.

time to complete an I will give students more I will give students more I will give students more I will give students more
activity. time to complete an time to complete an time to complete an time to complete an
activity. activity. activity. activity.
Students with gifted
abilities: Students with gifted Students with gifted Students with gifted Students with gifted
abilities: abilities: abilities: abilities:
I will require a more
detailed response when I will require a more I will require a more I will require a more I will require a more
students are answering detailed response when detailed response when detailed response when detailed response when
questions. students are answering students are answering students are answering students are answering
questions. questions. questions. questions.
Students may be paired
with ELL students or Students may be paired Students may be paired Students may be paired Students may be paired
students with special needs with ELL students or with ELL students or with ELL students or with ELL students or
to help scaffold them. students with special needs students with special needs students with special needs students with special needs
to help scaffold them. to help scaffold them. to help scaffold them. to help scaffold them.
I will encourage students to
use more details in their I will encourage students to I will encourage students to I will encourage students to I will encourage students to
drawings and when explain use more details in their use more details in their use more details in their use more details in their
it to me, as well. drawings and when explain drawings and when explain drawings and when explain drawings and when explain
it to me, as well. it to me, as well. it to me, as well. it to me, as well.
Early finishers (those
students who finish early Early finishers (those Early finishers (those Early finishers (those Early finishers (those
and may need additional students who finish early students who finish early students who finish early students who finish early
resources/support): and may need additional and may need additional and may need additional and may need additional
resources/support): resources/support): resources/support): resources/support):
Allow students bathroom
breaks and time to prepare Allow students bathroom Allow students bathroom Allow students bathroom Allow students bathroom
themselves for lunch. If breaks and time to prepare breaks and time to prepare breaks and time to prepare breaks and time to prepare
students need additional themselves for lunch. If themselves for lunch. If themselves for lunch. If themselves for lunch. If
support, I will work with students need additional students need additional students need additional students need additional
them one-on-one during support, I will work with support, I will work with support, I will work with support, I will work with
afternoon center time. them one-on-one during them one-on-one during them one-on-one during them one-on-one during
afternoon center time. afternoon center time. afternoon center time. afternoon center time.
Assessment of Content

Multiple Means of Students’ responses, Students’ responses, Students’ responses, Students’ responses, As a post-assessment, I will
Expression comprehension, and comprehension, and comprehension, and comprehension, and use the same assessment as
expressions will be expressions will be expressions will be expressions will be the pre-assessment. I will
Formative and summative
monitored by formative monitored by formative monitored by formative monitored by formative modify the questions for
assessments used to
assessment throughout the assessment throughout the assessment throughout the assessment throughout the the ELLs and student’ with
monitor student progress
lesson and in the centers. I lesson and in the centers. I lesson and in the centers. I lesson and in the centers. I special needs if I see the
and modify instruction.
will use tally or check will use tally or check will use tally or check will use tally or check need.
marks beside students name marks beside students name marks beside students name marks beside students name
to keep a report of the to keep a report of the to keep a report of the to keep a report of the
Students’ responses,
students who answers students who answers students who answers students who answers
comprehension, and
questions during group questions during group questions during group questions during group
expressions will be
work and their ability to work and their ability to work and their ability to work and their ability to
monitored by formative
either answer the question either answer the question either answer the question either answer the question
assessment throughout the
correctly or give an answer correctly or give an answer correctly or give an answer correctly or give an answer
lesson and in the centers. I
that I was able to help them that I was able to help them that I was able to help them that I was able to help them
will use tally or check
navigate to the correct navigate to the correct navigate to the correct navigate to the correct
marks beside students’
answer. I will also keep a answer. I will also keep a answer. I will also keep a answer. I will also keep a
name to keep a report of the
record of students’ record of students’ record of students’ record of students’
students who answers
participation during group participation during group participation during group participation during group
questions during group
discussions. Thumbs up or discussions. Thumbs up or discussions. Thumbs up or discussions. Thumbs up or
work and their ability to
Thumbs down will be used Thumbs down will be used Thumbs down will be used Thumbs down will be used
either answer the question
as a more formative as a more formative as a more formative as a more formative
correctly or give an answer
assessment during whole assessment during whole assessment during whole assessment during whole
that I was able to help them
group instruction, as well. group instruction, as well. group instruction, as well. group instruction, as well.
navigate to the correct
I will use students’ I will use students’ I will use students’ I will use students’ answer. I will also keep a
drawings and their drawings and their drawings and their drawings and their record of students’
dictations of their drawings dictations of their drawings dictations of their drawings dictations of their drawings participation during group
to assess their to assess their to assess their to assess their discussions. Thumbs up or
comprehension of the comprehension of the comprehension of the comprehension of the Thumbs down will be used
readings. readings. readings. readings. as a more formative
assessment during whole
In the centers, students will In the centers, students will In the centers, students will In the centers, students will
group instruction, as well.
be observed to assess be observed to assess be observed to assess be observed to assess
whether everyone is whether everyone is whether everyone is whether everyone is I will use students’
grasping the concept and grasping the concept and grasping the concept and grasping the concept and drawings and their
how well they work with how well they work with how well they work with how well they work with dictations of their drawings
others. others. others. others. to assess their
comprehension of the
Students are also being Students are also being

assessed on their ability to Students are also being Students are also being assessed on their ability to readings.
identify uppercase and assessed on their ability to assessed on their ability to identify uppercase and
In the centers, students will
lower-case letters and the identify uppercase and identify uppercase and lower-case letters and the
be observed to assess
sounds they make. lower-case letters and the lower-case letters and the sounds they make.
whether everyone is
sounds they make. sounds they make.
grasping the concept and
how well they work with
others.
Students are also being
assessed on their ability to
identify uppercase and
lower-case letters and the
sounds they make.
Multiple Means of English language learners English language learners English language learners English language learners English language learners
Expression (ELL): (ELL): (ELL): (ELL): (ELL):
Differentiation
If ELL students require If ELL students require If ELL students require If ELL students require If ELL students require
Explain how materials will more time or a different more time or a different more time or a different more time or a different more time or a different
be differentiated for each testing date, I will testing date, I will testing date, I will testing date, I will testing date, I will
of the following groups: accommodate them. accommodate them. accommodate them. accommodate them. accommodate them.
 English I will modify the test as I will modify the test as I will modify the test as I will modify the test as I will modify the test as
Language needed by rephrasing and needed by rephrasing and needed by rephrasing and needed by rephrasing and needed by rephrasing and
Learners (ELL) repeating the questions repeating the questions repeating the questions repeating the questions repeating the questions
and/or adding visuals to and/or adding visuals to and/or adding visuals to and/or adding visuals to and/or adding visuals to
 Students with help students comprehend help students comprehend help students comprehend help students comprehend help students comprehend
special needs better. better. better. better. better.
 Students with Students with special Students with special Students with special Students with special Students with special
gifted abilities needs: needs: needs: needs: needs:
 Early finishers
(those who finish See ELLs section, as well. See ELLs section, as well. See ELLs section, as well. See ELLs section, as well. See ELLs section, as well.
early and may
need additional I will test these students in I will test these students in I will test these students in I will test these students in I will test these students in
resources/support a quieter area away from a quieter area away from a quieter area away from a quieter area away from a quieter area away from
) distraction, if needed.. distraction, if needed.. distraction, if needed.. distraction, if needed.. distraction, if needed..
Students with gifted Students with gifted Students with gifted Students with gifted Students with gifted
abilities: abilities: abilities: abilities: abilities:

I will add a bonus question I will add a bonus question I will add a bonus question I will add a bonus question I will add a bonus question
to challenge students’ to challenge students’ to challenge students’ to challenge students’ to challenge students’
knowledge and knowledge and knowledge and knowledge and knowledge and
comprehension. comprehension. comprehension. comprehension. comprehension.
Early finishers (those Early finishers (those Early finishers (those Early finishers (those Early finishers (those
students who finish early students who finish early students who finish early students who finish early students who finish early
and may need additional and may need additional and may need additional and may need additional and may need additional
resources/support): resources/support): resources/support): resources/support): resources/support):
Once everyone is finished, Once everyone is finished, Once everyone is finished, Once everyone is finished, Once everyone is finished,
we will go out to recess and we will go out to recess and we will go out to recess and we will go out to recess and we will go out to recess and
on the way back we will do on the way back we will do on the way back we will do on the way back we will do on the way back we will do
the B3: Brain, Body, and the B3: Brain, Body, and the B3: Brain, Body, and the B3: Brain, Body, and the B3: Brain, Body, and
Behavior activities located Behavior activities located Behavior activities located Behavior activities located Behavior activities located
in the hallway. in the hallway. in the hallway. in the hallway. in the hallway.
Extension Activity and/or Homework

Identify and describe any Due to it being the Due to it being the Due to it being the Due to it being the Due to it being the
extension activities or beginning of the school beginning of the school beginning of the school beginning of the school beginning of the school
homework tasks as year and students are still year and students are still year and students are still year and students are still year and students are still
appropriate. Explain how being assessed on their being assessed on their being assessed on their being assessed on their being assessed on their
the extension activity or knowledge and skills, my knowledge and skills, my knowledge and skills, my knowledge and skills, my knowledge and skills, my
homework assignment mentor teacher said we do mentor teacher said we do mentor teacher said we do mentor teacher said we do mentor teacher said we do
supports the learning not assign homework yet. not assign homework yet. not assign homework yet. not assign homework yet. not assign homework yet.
targets/objectives. As
For now, I will encourage For now, I will encourage For now, I will encourage For now, I will encourage For now, I will encourage
required by your
parents to read to their parents to read to their parents to read to their parents to read to their parents to read to their
instructor, attach any
children at least 30 minutes children at least 30 minutes children at least 30 minutes children at least 30 minutes children at least 30 minutes
copies of homework at the
a day. Also, I will a day. Also, I will a day. Also, I will a day. Also, I will a day. Also, I will
end of this template.
encourage students to tell encourage students to tell encourage students to tell encourage students to tell encourage students to tell
parents about what they parents about what they parents about what they parents about what they parents about what they
have learned today. Parents have learned today. Parents have learned today. Parents have learned today. Parents have learned today. Parents

may need to start the may need to start the may need to start the may need to start the may need to start the
conversation by asking conversation by asking conversation by asking conversation by asking conversation by asking
their child questions about their child questions about their child questions about their child questions about their child questions about
their day, such as their day, such as their day, such as their day, such as their day, such as
- What did you - What did you - What did you - What did you - What did you
learn today? learn today? learn today? learn today? learn today?
- What did you do - What did you do - What did you do - What did you do - What did you do
today? today? today? today? today?

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/cXQZmZw2Zx4
Summary of Unit Implementation:

This activity was based on the book Always, Sometimes, Never by Ellen Cynthia Low / Illustrated by
Emily Arnold. The activity included students drawing a picture of Allie (the main character) doing what
she sometimes or always likes to do. When students finished their drawings, they described it to me and
dictated a sentence using the following sentence frame, “Allie sometimes like to ______. Allie always
likes to _____.” They also helped me label the picture, as well. As a differentiation strategy, I went over
the story again with students at the writing center and showed pictures from the story.
Summary of Student Learning:

Students learned how listen to a prompt based on a story that was read to them, comprehend the
information they heard from the story, and use it to draw a picture, dictate a sentence from that picture
using the sentence started, and label it as well. Students were able to show their creativity in their
drawings, but to show their comprehension their dictation of what they drew had to be on topic to show
their comprehension.
Reflection of Video Recording:

My cooperating teacher noted that the next time I should always make sure I make real life connections in
order for students to comprehend the story and help them draw their pictures. Such as we always brush
our teeth in the morning, and we sometimes have pancakes for breakfast at school. She also suggested
that I introduce the main vocabulary words sometimes (algunas veces) and always (siempre) in Spanish to
help students comprehend the story and to help them decide what they are going to draw.
While observing students, I continuously repeated myself on what they should be doing. I also showed
them pictures from the book. When students were finished I read the sentence starter to them, in order for
them to dictate what they drew and to help me label it. For a minute I had to leave the table while students
were drawing to take care of a behavior issue in another center. My cooperating teacher said that was
okay, but she noted that I should have been sitting in the chair that faced the whole class and not have my
back turned to some students.
I could have drawn my own picture to model to students my expectations instead of just expecting them
to comprehend and know what to do. I have to keep in mind that they are pre-k students and their

comprehension may not last as long as older students. The next day the review lesson went better and ran
more smoothly. I modeled everything I required of the students and I also learned the vocabulary words
in Spanish and a few words from the book, so when I introduced the words again and read the book, I
used these words in English and Spanish. I must also say upon grading all the drawings, most of the
students comprehended the story and their dictations matched what happened in the story.

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 7 9
(90%-100%)
Proficient
1 2
(80%-89%)
3 2
(70%-79%)
Minimally
Proficient 3 3
(69% and below)
Post-Test Analysis: Whole Class
During the pre-assessment, I had 14 students. Each week it seems as if another student has been
enrolled and now I am up to 17 students. One student of which has only been to school two times
since he was enrolled. Therefore, I was unable to pre- or post-assess him. With that being said,
there are 16 students that was given the post-assessment. Five of the students are ESOL, but one
of the student is a high achievement student. He is actually the only student that made a 100
percent on the post test. Based on the data, there were eight other students that were highly
proficient, as well. With these students they are highly active and engaging during whole group.
They are the ones that always raise their hands and want to be called on to answer questions and
show their comprehension. During small groups, especially in the writing center I have all
students draw pictures and dictate a sentence to go along with the drawing. This helps shows
students comprehension. These seven students drawings are always detailed and their
explanation and the way they help me label their pictures are detailed and helps me understand
their comprehension. I will attach a couple of the drawings for you to see.

The data also shows that I had 2 students that were proficient, two students that were partially
proficient and three that were minimally proficient. My students that were proficient are ESOL
students, but they speak and/or understand some English. They usually pay attention during
whole group, but they do not participate as much. During the small group writing center, they
show their comprehension very well through their drawings as they are the two best illustrator in
the class. I feel that sense they cannot express themselves fully through words, they show it
through their drawings. Their dictations are not as detailed, as others. I will attach them to show
you. My two students that are partially proficient usually never participates in anything. One of
them is a student who is always late to school and when he does come he either cries or falls
right to sleep! He never wants to participate in anything, and he only wants to play at centers and
outside, but I keep telling him that if he does not participate and engage in whole group and
writing activity, he cannot play outside. He has gotten a little better. Also, when he talks, you can
barely hear or understand him. I tried to sign him up for speech, but his mom is against it, she
does not want to label her child, as she said! My three students that were minimally proficient is
one of the students that I tried the laundry basket routine with where he sits in it to stay still at the
carpet. That did not work, so now I am trying close contact and touching. He barely pays
attention, and he barely talks and when he do you cannot understand him. He has been signed up
for speech to receive additional assistance. The other is a ESOL student that does not speak or
understand English. When he’s at the writing center to show his comprehension he scribbles and
plays around. The only thing he ever says is si’ for everything you ask him. The last little girl is
another student that shows up late every day and only worries about when we are going to lunch
and recess. She never wants to do any work, and she never listens during whole group. She only
wants to talk about grownup situations as if she is “one of your girlfriends.” I tell her all the time
she has to listen and pay attention and stop playing around. Her mom thinks she knows a lot, but
really she also understands that her daughter is very grown and outspoken for her age! She does
not want to learn, but yet only play, eat, and talk with the ‘girls’ or, so she thinks so, but I do not
allow her to entertain in a conversation with me as if she was a grown lady, but others do!
After careful consideration and observation, this is why I feel that the data shows what it does.
With the start of each week, I review what we learned the week before. I have also extended the
letter S recognition and retelling for another week.
Based on the whole class post-test data, and my interpretation of the student learning the
majority of my student’s scores increased from the pre-assessment to the post-assessment. At the
end of the unit, more students extended their knowledge than they did when the unit began, while

others stayed the same. The students that came in during the unit was not pre-assessed, but they
were still able to show some knowledge and comprehension. With these two students, I have been
working with them in small groups as well and teaching or explaining to them what they may
have missed. As I stated before, many of the students have never been to school or daycare, so I
was quite impressed with how many actually did well on the preassessment, and to see that these
same students progressed during the post-assessment. This shows me that they comprehended
well and my instruction was effective. I also had a few students that were low show improvement,
as well.
Post-Assessment Analysis: Subgroup Selection

The subgroup I choose to analysis is my male students. This subgroup contains the most students
in the classroom. My male students include three ESOL students and other males that need
special attention because of behavioral or mental issues. With these students, I have to tailor my
lesson to focus on how I will engage these students, keep their attention, and help them
comprehend the lesson.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
(90%-100%)
Proficient
1 2
(80%-89%)
2 2
(70%-79%)
Minimally
Proficient 0 2
(69% and below)
Post-Assessment Analysis: Subgroup
After analyzing the post-assessment for the males in the classroom, It shows me that the pre-
assessment and post-assessment is about the same. The only numbers that have changed was the
minimally proficient. One of which this male did not pretest, and he came in at the end of the
unit. The other is the male that does not listen or even keep still during learning. He is the one
that I mentioned with the laundry basket experience and the close touching. The three males, two
of which is ESOL are very attentive. They engaged in all the lessons and activities, and they are
always raising their hands to ask/answer questions during whole group! Sometimes one of the
ESOL student gets upset if he does not get called on because he loves learning so much! In the
writing center these two students are not particularly good at expressing themselves in their
drawing, but their comprehension of the lesson is very well, and they are able to dictate a

sentence to show their comprehension of the story and lesson. I will attach pictures. Even though
more females, exceeded the post-test that males, I chose the male subgroup to make notice of the
two ESOL students that are doing exceptionally well even with a language barrier. Overall, this
subgroup’s learning was good.
Based on the subgroup class post-test data, and my interpretation of the student’s learning, the
majority of my student’s scores stayed the same. The instruction of the subgroup was effective
and accommodated the needs of the students. During the pre-assessment, three students were
highly proficient and the same three students were highly proficient during the post assessment,
so those students extended their knowledge of what they already knew. This subgroup also
includes students that are more actively engaged during lessons and activities. These students
were also able to successfully show their comprehension through my observations, their
questioning, answering of questions, and their dictation and comprehension during writing
center.
One of the student’s moved up to proficient, when there was only one during the pre-assessment
period. This shows that the instruction was effective and the student comprehended the lesson
and activities, as well. I had two students that was minimally proficient. One of those males was a
late comer and the other have behavioral and listening issues, which causes him to not listen
during instruction and miss a lot of important and valuable information! Since these students
have not mastered the concept, I have been working with them more one-on-one. Also, in centers
I observe them more. For example in the writing center, I model again what is required of the
student. I draw my own picture and explain it to show them what is expected of them. I sit in
proximity of the student and give them frequent reminders along with encouragement such as,
“you can do it!” I have also gone over the lesson more in-depth at the centers and extended parts
of the lesson into the next week. Before I leave the classroom and move on to my next student
teaching classroom, I will provide an assessment for these students to see if they have extended
their knowledge. If not, I will have my mentor teacher sit with me, so we can create a plan for her
to help the students further extend their knowledge of the skills and concept.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test

(90%-100%)
Proficient
0 0
(80%-89%)
1 0
(70%-79%)
Minimally
Proficient 3 1
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
The remainder of the class was females. They make up the rest of the subgroup. Among the
remainder of the class, there are two students that are ESOL. As I mentioned earlier, these
students speak and/or understand some English. They usually pay attention during whole group,
but they do not participate as much, as others do. When I call on them they either say I do not
know or is afraid to answer either because they do not understand my questioning, or they are
shy. I invite them up a lot to point to things to help them answer and I even translate words from
English to Spanish that I know or researched. During the small group writing center, these two
students show their comprehension very well through their drawings as they are the two best
illustrator in the class. Their dictation, on the other hand, is not as detailed or sometimes none at
all. I feel as if they are drawing what they see from the pictures in the book and other visuals I
supply, and they understand when I translate to them, because based on the data and my
observation the instruction is working well for these students.
The females were more proficient than the males. My females are usually more actively engaged
in the instruction than most of the males. They are also more receptive to helping each other out
when the other student does not know the answer or what they should be doing. Also, based on
the data, the females that were either proficient or partially proficient are now highly proficient,
which means they have extended their learning. The one student that was minimally proficient is
the female student that was a late comer, and she comes to school late everyday only wanting to
ask about when we are going to lunch or when are we going outside to play! With this student, I
have to constantly stay on her about not coming to school to only eat lunch or play! I say to her
all the time, we are here to learn, as well! I do a lot of one-on-one with this student, as well, but
many times she is still not listening. The mentor teacher and paraprofessional feels the same way
as they have tried one-on-one with her, as well. My mentor teacher and I have talked about
sitting with her mom to explain to her what has been going on and to create a plan, but it seems
as if her mom can never find the time as she works at the school as well and part of the problem
is she always brings her daughter to school late around lunchtime and the student is missing a lot
of valuable information! This is when I take her one-on-one and try to explain to her what she
has missed.
Based on my analysis of student learning, it is actually better than I expected. As I have
mentioned before I have five ESOL students along with many other students that have never been

in school or had any learning at home. There is also various behavioral, mental, and emotional
conditions among the students in the classroom, as well. The instruction was effective for more
than half the student and I know that they have extended their knowledge because of the way they
show their comprehension and actively engage in the lesson and activities. For my students that
were either partially proficient and minimally proficient, I have been working more one-on-one
with these students and even in small groups. As I also mentioned before I have been modeling
for these students in the small groups, as well and explaining/teaching more one-on-one with
them. Certain parts of the lesson such as learning the letter S along with its beginning sound, and
words that begin with the letter S was extended for another week. I have also extended the
concept of first, next, and last along with identifying the characters and settings. These concepts
are where some students were less proficient. I have also made more accommodations and/or
modifications for these students such as one-on-one instruction, translating for my ESOL,
repeating, rephrasing, and allowing students more time.
An objective that I would use to build upon the content taught in this unit of instruction is:
Students will be able to extend their knowledge and comprehension of identifying the letter S and
its beginning sound. Students will also be able to extend their knowledge and comprehension of
the letter S by identifying and naming words that begin with the letter S. For students that are
below proficient, they will be able to build upon what they know and learned to extend their
knowledge to become proficient and/or highly proficient when identifying the letter S, its
beginning sound, and identifying and naming words that begin with the letter S. Students will
also build upon their knowledge and comprehension of the concept first, next, and, last as they
listen to read-aloud stories and work together as a whole group to comprehend this concept
through questioning and answering.
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. Become the best teacher and person I
can be to provide the best education First, I plan to take care of myself and not
for my students. stress so much. I can do this by taking some
time to relax and not over work myself, which
leads to an early burnout. I understand that
my students need me to stay healthy, happy,
and at the top of my game in order to educate

them correctly and more effectively. Second,
I would like to observe other veteran teachers
from which I can learn. I want to get advice
from them on how to improve as a teacher
and how to engage and encourage my
students to learn. I will also continue to do as
much research as possible. Lastly, I will self-
reflect daily to think about what went well or
what did not go well, so that I can think
about and plan to know what I will do
differently in the future.
2. I want to learn more Spanish. My district, community, and state is filled
many with ELL students and families. I
would like to learn more Spanish so that I can
better teach my ELL students and talk to my
ELL families. I have been using google
translate thus far, but I plan to look into the
application software called Duolingo. The
application software is free and it has great
reviews. Learning Spanish will also help me
better empathize with my ELL students.
Along with learning a second language I will
also continue to use visuals, as well.
3. Become more confident in myself and Sometimes I find myself second guessing
my teaching skills. things I do, but when I ask someone such as
my mentor teacher what she thinks, she
actually says it was great, or she like the way
I did that! I want to continue honing my
teaching skills and being unique, without
second guessing myself! I plan to even
practice with my children at home before
actually teaching the concept or skills to my
students to get their feedback. Lastly, I
would like to ask for feedback from veteran
teachers and even have them observe me to
give their feedback.
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: Collaborate and network with other teachers and faculty inside and
outside of my community.
Rationale: Why did you choose this goal? How I chose this goal because I know that working
do you expect it to improve the outcomes of your with other teachers and faculty staff to do
future students? things such as plan lessons, reflect on
classroom methods, and chat about academics
can strengthen my instruction, help share
ideas with each other to improve lessons,
provide more opportunities to learn best
practices, help me focus on individual student
needs, help me gain the perspective of others
inside and outside of my community, my
state, and maybe even my country which will
inspire me. With all this collaborating and
networking, I know that I will gain a great
support system!
End Date: By when do you expect to accomplish This is an ongoing goal and I want to be a
this goal? life-long learner. Therefore, this goal has no
end date and I plan to learn, collaborate, and
network with as many teachers and faculty as
I can in order to build a relationship with
these individuals. Therefore, we can learn
from each other and collaborate together.
They will be used a resource and my support
system for now and all future endeavors.
Action Timeline: What steps will you take to 9/30/2022- Search for online groups to meet
complete this goal, and by when will you take and chat with fellow teachers from a variety
them? Example: of disciples and academic institutions. Join
1/31/18: Join AACTE them, as well.
10/3/2022- Ask my mentor teacher and other
teachers at my current school about
collaborating and PLC meetings. Also, have
them refer me to any networking groups
and/or websites that may assist me.
10/6/2022- Request a meeting with the
principal and assistant principal of the school
before moving on to my next mentor’s class
to discuss concerns and request additional
assistance with networking and collaborating
with teachers and faculty at the school and
beyond.

10/14/2022- Attend weekly PLCs to
collaborate with other teachers and to discuss
supports and student progress to continue
supporting students’ learning. Self-reflect
weekly, as well.
11/14/2022- Review and join as many PLCs
as possible, staff meetings, and training that I
can to receive additional support, feedback,
and ways that I can support my students’
needs, but also become a better teacher and
person.
12/4/2022-Request an exit interview with
mentor teachers and other staff at the school.
Receive their feedback and ask questions on
how to become better and a life-long learner.
Also, request additional supports and
recommendations.
Resources: What resources are available to assist Resources available to assist me in
you in accomplishing your goal? accomplishing my goals include my
cooperating teachers, other grade level
teachers, past mentor teachers, my GCU
faculty supervisor, other faculty at the school,
and weekly PLC meetings. Some networking
resources I have found include Teachers
CONNECT, Teachers Network, The Educator
Collaborative, and Classroom 2.0. I will also
seek support from the school district, as well.

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Student Teaching Evaluation of Performance (STEP)

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

Part II: Demographic, Environment, and Academic Factors

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

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Unit Topic: Literacy

Unit Title: Who We Are?

National or State Academic Content Standards:

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Question 1 Question Question Question Question Question Question Question

‘Who We Are’ Unit Pre-assessment (Oral Assessment)

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Question 1 Question Question Question Question Question Question Question

‘Who We Are’ Unit Pre-assessment (Oral Assessment)

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Highly Proficient (90%-100%)

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Pre-Assessment Analysis: Whole Class

‘Who We Are’ Unit Pre-assessment (Oral Assessment)

2. Can you tell me what sound the letter S makes?

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Grade Level: Pre-Kindergarten

Day 1 Day 2 Day 3 Day 4 Day 5

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Extension Activity and/or Homework

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Video Recording Link: https://youtu.be/cXQZmZw2Zx4

Summary of Unit Implementation:

Summary of Student Learning:

Reflection of Video Recording:

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