Student Teaching Evaluation of Performance Step Carmell 1

Student Teaching Evaluation of Performance (STEP)
Jessica Carmell
ELM-490
Yusra Millenbaugh
© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 34

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

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................7
STEP Standard 4 - Unit and Lesson Planning .........................................................12
STEP Standard 5 - Implementation of Instructional Unit .......................................28
STEP Standard 6 - Analysis of Student Learning....................................................28
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........32

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

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

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Narrative Writing
Unit Title: Creative Narrative: If I were small...
National or State Academic Content Standards

Overall Unit Standard: Washington State English Language Arts Common Core Standards –
CCSS.ELA-LITERACY.W.5.3: Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
Day 1: Washington State English Language Arts Common Core Standard - CCSS.ELA-
LITERACY.W.5.3.A: Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
LITERACY.W.5.3.A: Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
Washington State English Language Arts Common Core Standard - CCSS.ELA-
LITERACY.W.5.3.C: Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
Washington State English Language Arts Common Core Standard - CCSS.ELA-
LITERACY.W.5.3.D: Use concrete words and phrases and sensory details to convey experiences
and events precisely.
LITERACY.W.5.3.B: Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations.
LITERACY.W.5.3.E: Provide a conclusion that follows from the narrated experiences or events.
LITERACY.W.5.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grade
5.)
Learning Goal
Students will be able to construct a narrative of real or fictitious events using effective
techniques, descriptive details, and clear sequence events.
Measurable Objectives
Overall Unit Objective: By the end of the unit, students will be able to compose a narrative
with a score of “Proficient” to develop real or imagined experiences using effective technique,
descriptive detail, and clear event sequences

Day 1: By the end of the lesson, students will be able to orient the reader by introducing a well-
developed narrator and characters with a score of “Proficient” through the planning and use of a
character development graphic organizer.
Day 2: By the end of the lesson, students will be able to organize a sequence of events that
unfold naturally with a score of “Proficient”, through the use of a story outline and plot
development graphic organizer.
By the end of the lesson, students will be able to use transitional words, phrases, and clauses with
a score of “Proficient” by imbedding them into their writing to organize the sequence of events
in their essays using resources provided during instruction.
By the end of the lesson, students will be able to use sensory details to convey the events and
experiences of the narrator in their essays with a score of “Proficient” through the use of a
sensory and setting development graphic organizer throughout their writing.
Day 3: By the end of the lesson, students will be able to use narrative technique, especially
dialogue, with a score of “Proficient” by demonstrating their knowledge of dialogue attribution
and applying it to their writing.
Day 4: By the end of the lesson, students will be able to create a strong conclusion that follows
the series of events narrated in their essay with a score of “Proficient” by analyzing the endings
of experienced authors.
Day 5: By the end of the lesson, students will strengthen their writing through planning, revising,
editing, and rewriting by using the conventions of the writing process to earn a score of
“Proficient”.

STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Fictional Narrative Rubric
Exceeding Proficient Developing
(4 Points) (3 Points) (2 Points)
Event/Experience My narrative writing piece My narrative writing piece My narrative writing piece M
CLEARLY and creatively is mostly clear when is about an imagined
develops an imagined developing an imagined experience/event, but it
experience/event. experience/event. isn’t clear as to what it is
exactly about.
Situation, Narrator, & My narrative writing piece My narrative writing piece My narrative writing piece M
Characters CLEARLY establishes a is mostly clear when is about a situation, but
situation and introduces establishing a situation it’s kind of confusing. I
the narrator and/or and introducing the have little character
characters. My narrative narrator and/or development. a
writing piece has Great characters. My narrative
Character development. writing piece has good
character development.
Sequence of Events The sequence of events in The sequence of events in The sequence of events in M
my narrative writing piece my narrative writing piece my narrative writing piece
unfold SUBTLY and unfold naturally. unfold, but it’s awkward in
naturally. some areas.
Dialogue & Description My narrative writing piece My narrative writing piece My narrative writing piece M
has CONSISTENTLY and has accurately used has some dialogue and/or d
accurately used dialogue dialogue and/or description to develop the
and description to description to develop the experience/event.
develop the experience/event.
experience/event
throughout the narrative.

Transitions My narrative writing piece My narrative writing piece My narrative writing piece M
has a VARIETY of has transitional words, has some transitional
transitional words, phrases, & clauses. words, phrases, or
phrases, & clauses to clauses.
manage the sequence of

events.
Word Choice My narrative writing piece My narrative writing piece My narrative writing piece M
has STRONG & concrete has concrete has some concrete
words/phrases to words/phrases to tell the words/phrases to tell
precisely tell the reader reader about the about the
about the experience/event. experience/event, but it is
experience/event. unclear or inaccurate in
some areas.
Sensory Detail My narrative writing piece My narrative writing piece My narrative writing piece M
has a VARIETY of sensory has some sensory details has few sensory details to
details to PRECISELY tell to tell the reader about describe the
the reader about the the experience/event. experience/event.
experience/event.
Conclusion My narrative writing piece My narrative writing piece My narrative writing piece M
provides a STRONG provides a conclusion that provides a conclusion, but
conclusion that follows mostly follows the it does not follow the
the sequence of the sequence of the narrated sequence of the narrated
narrated experience/event. experience/event.
experience/event.
Mechanics My writing was peer My writing was peer My Writing was not peer
(Spelling & Grammar) edited and contains NO edited and contains a few edited and contains
mistakes. mistakes. several mistakes.
Total: _____ / 36 Points

Exceeding: 90% - 100% Proficient: 80% - 89% Developing: 70-79% Beginning: 69% & Below
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%) 0

Proficient
(80%-89%) 1

Partially Proficient
(70%-79%) 11
Minimally Proficient
(69% and below) 6
Pre-Assessment Analysis: Whole Class

Three students were not assessed, as they were absent on the two days that the assessment was
administered. We have had two students withdrawn since the beginning of this STEP assignment,
both a male and female student. The class loved the creative freedom of being very limited by the
parameters of the pre-assessment writing prompt. (The students were diligent and worked for each
block of literacy time, spanning two 25 minute blocks , and two 40 minute blocks. The students
were graded on a four-point rubric in 9 categories for a possibility or 36 points. Three students
were absent for the full duration of the pre-assessment and devoting the amount of time to make it
up during the school day was unfeasible. Due to socioeconomic status, not all of the students who
missed the pre-assessment have access to the technology required to complete the assignment
(within Google Docs).
After discussion of the unit standard, both my mentor teacher and I have discussed that the standards that
have been chosen are best suited to meet the needs of the students. The students in this classroom have
already had exposure to formative narrative essays in the fall of 2018, and by leaving the unit standard as
they are, it opens my unit up for freedom to focus most on what makes a quality creative fiction narrative
and to focus on the areas in which my students have shown that they need the most growth: dialogue,
sequencing events so that they unfold naturally, and character development. These are all standards and
learning objectives that will be addressed within the mini unit that I am teaching.
The data that has been collected from the 19 of the 22 students that have been tested in my fifth-grade
student teaching classroom tells me a lot about how I need to structure my lessons as well as the types of
resources that I need to be providing my students. The majority of my students reside in what Grand
Canyon University considers the “Partially Proficient” domain, and Madison Elementary considers the
“Developing” domain. Looking over their pre-assessment writing pieces, I am able to see where their
strengths and weaknesses lie, many students struggling with sequencing of events, transitions and word
choice, and revising and editing.
Having this data, I know that I can help guide my students through mini lessons and give them more
meaningful instruction by modeling the concepts I am teaching, which will allow them to be more
purposeful and successful in their writing. In order to accommodate this graduated release of
responsibility in my instruction, I will adjust the delivery of my lessons from what I had originally
planned by breaking off the direct and guided instruction blocks from the application of content and
writing into two different segments. Students will work through the different mini lessons and writing
processes with the instructor. Anchor charts will also be created within their interactive notebooks at this
point to use as reference materials when it comes to individual brainstorming and writing time. Once this
instructional period has ended, students have a break for recess and then D.E.A.R. After they return from
those two scheduled events, they come back to apply what they had learned from earlier literacy block.
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic afte
lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that m
Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the lea
objectives.

Event/Experience My narrative writing piece My narrative writing piece My narrative writing piece M
CLEARLY and creatively is mostly clear when is about an imagined
develops an imagined developing an imagined experience/event, but it
experience/event. experience/event. isn’t clear as to what it is
exactly about.
Situation, Narrator, & My narrative writing piece My narrative writing piece My narrative writing piece M
Characters CLEARLY establishes a is mostly clear when is about a situation, but
situation and introduces establishing a situation it’s kind of confusing. I
the narrator and/or and introducing the have little character
characters. My narrative narrator and/or development. a
writing piece has Great characters. My narrative
Character development. writing piece has good
character development.
Sequence of Events The sequence of events in The sequence of events in The sequence of events in M
my narrative writing piece my narrative writing piece my narrative writing piece
unfold SUBTLY and unfold naturally. unfold, but it’s awkward in
naturally. some areas.
Dialogue & Description My narrative writing piece My narrative writing piece My narrative writing piece M
has CONSISTENTLY and has accurately used has some dialogue and/or d
accurately used dialogue dialogue and/or description to develop the
and description to description to develop the experience/event.
develop the experience/event.
experience/event
throughout the narrative.

Transitions My narrative writing piece My narrative writing piece My narrative writing piece M
has a VARIETY of has transitional words, has some transitional
transitional words, phrases, & clauses. words, phrases, or
phrases, & clauses to clauses.
manage the sequence of
events.
Word Choice My narrative writing piece My narrative writing piece My narrative writing piece M
has STRONG & concrete has concrete has some concrete
words/phrases to words/phrases to tell the words/phrases to tell
precisely tell the reader reader about the about the
about the experience/event. experience/event, but it is
experience/event. unclear or inaccurate in

some areas.
Sensory Detail My narrative writing piece My narrative writing piece My narrative writing piece M
has a VARIETY of sensory has some sensory details has few sensory details to
details to PRECISELY tell to tell the reader about describe the
the reader about the the experience/event. experience/event.
experience/event.
Conclusion My narrative writing piece My narrative writing piece My narrative writing piece M
provides a STRONG provides a conclusion that provides a conclusion, but
conclusion that follows mostly follows the it does not follow the
the sequence of the sequence of the narrated sequence of the narrated
narrated experience/event. experience/event.
experience/event.
Mechanics My writing was peer My writing was peer My Writing was not peer
(Spelling & Grammar) edited and contains NO edited and contains a few edited and contains
mistakes. mistakes. several mistakes.
Total: _____ / 36 Points
Exceeding: 90% - 100% Proficient: 80% - 89% Developing: 70-79% Beginning: 69% & Below

STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,
Day 1 Day 2 Day 3 Day 4 Day 5

Title of Fictional Fictional Fictional Narrative- Dialogue Fictional Narrative- Strong Fictional
Lesson or Narrative- Narrative- Endings Narrative-
Activity Character Sequence & Review,
Development Transitions Revise, & Edit
Standards Washington Washington Washington State English Washington State English Washington
and State English State English Language Arts Common Core Language Arts Common Core State English
Objectives Language Arts Language Arts Standard - CCSS.ELA- Standard - CCSS.ELA- Language Arts
What do Common Core Common Core LITERACY.W.5.3.B: Use LITERACY.W.5.3.E: Provide Common Core
students Standard - Standard - narrative techniques, such as a conclusion that follows from Standard -
need to CCSS.ELA- CCSS.ELA- dialogue, description, and the narrated experiences or CCSS.ELA-
know and LITERACY.W LITERACY.W pacing, to develop experiences events. LITERACY.W
be able to .5.3.A: Orient .5.3.A: Orient and events or show the .5.5: With
do for each the reader by the reader by responses of characters to By the end of the lesson, guidance and
day of the establishing a establishing a situations. students will be able to create support from
unit? situation and situation and a strong conclusion that peers and
introducing a introducing a By the end of the lesson, follows the series of events adults, develop
narrator and/or narrator and/or students will be able to use narrated in their essay with a and strengthen
characters; characters; narrative technique, especially score of “Proficient” by writing as
organize an organize an dialogue, with a score of analyzing the endings of needed by
event sequence event sequence “Proficient” by demonstrating experienced authors. planning,
that unfolds that unfolds their knowledge of dialogue revising,
naturally. naturally. attribution and applying it to editing,
Washington their writing. rewriting, or
By the end of State English trying a new
the lesson, Language Arts approach.
students will be Common Core (Editing for
able to orient Standard - conventions

the reader by CCSS.ELA- should
introducing a LITERACY.W demonstrate
well-developed .5.3.C: Use a command of
narrator and variety of Language
characters with transitional standards 1-3
a score of words, phrases, up to and
“Proficient” and clauses to including grade
through the manage the 5.)
planning and sequence of
use of a events. By the end of
character Washington the lesson,
development State English students will
graphic Language Arts strengthen their
organizer. Common Core writing through
Standard - planning,
CCSS.ELA- revising,
LITERACY.W editing, and
.5.3.D: Use rewriting by
concrete words using the
and phrases conventions of
and sensory the writing
details to process to earn
convey a score of
experiences “Proficient
and events
precisely.
By the end of
the lesson,
students will be
able to
organize a
sequence of

events that
unfold
naturally with a
score of
“Proficient”,
through the use
of a story
outline and plot
development
graphic
organizer.
By the end of
the lesson,
students will be
able to use
transitional
words, phrases,
and clauses
with a score of
“Proficient” by
imbedding
them into their
writing to
organize the
sequence of
events in their
essays using
resources
provided
during
instruction.
By the end of
the lesson,

students will be
able to use
sensory details
to convey the
events and
experiences of
the narrator in
their essays
with a score of
“Proficient”
through the use
of a sensory
and setting
development
graphic
organizer
throughout
their writing.
Academic Academic Academic Academic Language- Academic Language- Academic

Language Language- Language- Embedded Instruction as it Embedded Instruction as it Language-
and Embedded Embedded comes up in the lesson as comes up in the lesson as Embedded
Vocabular Instruction as it Instruction as it review. The students have review. The students have Instruction as it
y comes up in comes up in already been taught this already been taught this comes up in
What the lesson as the lesson as academic language. The terms academic language. The terms the lesson as
academic review. The review. The that will be reviewed and that will be reviewed and review. The
language students have students have discussed will be: discussed will be: resolution, students have
will you already been already been [Dialogue] attribution, dialogue conclusion already been
emphasize taught this taught this taught this
and teach academic academic academic
each day language. The language. The language. The
during this terms that will terms that will terms that will
unit? be reviewed be reviewed be reviewed

and discussed and discussed and discussed
will be: will be: will be:
character exposition, conventions,
attributes, climax, punctuation
exposition, resolution,
climax, situation,
resolution, conflict
adjectives
Summary Summary: Summary: Summary: Summary: Summary:
of Students will Students will Students will be taught the Student will be taught the Students will
Instruction be taught the learn how to rules of attribution and characteristics of a strongbe
and elements of develop their formatting for writing ending and will see examples
taught/review
Activities narrative setting using dialogue within their of strong endings through the
revising and
for the writing and descriptive narratives. Students will be works of experienced authors.
editing
Lesson character words and guided through revising Students will create an anchor
techniques and
How will development phrases examples of dialogue. chart in their interactive elements
the through the use (sensory detail) Rules: 1) New speaker talking notebooks for reference. through the aid
instruction of a narrative through teacher -> New Line 2) Attribution -> Strong Endings: Leave no of anchor
and writing modeling and Punctuation rules 3) questions about the character’s
charts
activities elements independent Quotations. Students will also situations unanswered, (D.A.R.E. &
flow? anchor chart, a practice. learn that dialogue can help sometimes include somethingC.U.P.S.)
Consider character Students will keep the action moving, add that the character learned,(Delete
how the development also use a personality to their characters, complete the story, end with a
unnecessary
students graphic setting and add information to their info Add more
final thought- often dialogue,
will organizer, and development stories. and are often heart-warmingimportant
efficiently their graphic details &
transition interactive organizer to Anticipatory Set: Anticipatory Set: transition
from one to writing imagine what Start the lesson off by Students will listen to the read words
the next. notebooks. their setting watching the Brainpop video aloud in class or watch the Rearrange text
Teacher will will look like, “Dialogue” found at link: read aloud of Fox by Margaret to be logical
model writing draw a picture, https://www.brainpop.com/eng Wild and Ron Sparks on and effective
with students, and write about lish/writing/dialogue/ youtube found at the following Exchange
using an what they’ve link: word for

experience/eve drawn in order https://www.youtube.com/wat clearer &
nt of their own. to apply it to Lesson/Model: ch?v=y1AQgyhAvFQ stronger ones)
their writing. Have students open a new (Capitalize Use
Anticipatory page in their interactive Lesson/Model: correct nouns
Set: Tell a Anticipatory notebooks and title the page Have students pull out their & verbs
really funny Set: “Dialogue Rules:” 1) New writing interactive notebooks Punctuation
story but make Show the Speaker New Line 2) and title a new page “Strong Spelling)
it from my own students a Attribution  Punctuation endings” Solicit what the
point of view. picture of my Rules 3) Quotation Marks qualities of a strong ending are Anticipatory
Make it really daughter. Ask ALWAYS and have students talk in their Set:
great so all the them what they Dialogue Helps Keep the table groups. Create an anchor Open this
kids laugh. Set thought Action Moving, Shows chart in their notebooks. lesson with
the parameters happened just Personality, & Adds Strong endings: Leave no letting them
for the before the Information!!! questions about the character’s know how
assignment, or picture was Pass out “Revising Dialogue” situations unanswered, much their
give ideas: taken and what Anchor Chart and have student sometimes include something hard work is
• tell a happened just Glue it into note book. Pass that the character learned, going noticed
true after the out “Writing Dialogue complete the story, end with a and give
story picture was Bookmark”. final thought- often dialogue, themselves a
from taken. Use and are often heart-warming. well-deserved
their their ideas to Guided Practice: pat on the
own brainstorm for Go through examples of Guided Practice: back. Allow
experie my lesson on writing down funny Read “The Lunchtime them to
nce but the fictional conversations that the students Disaster”, ask students to celebrate all of
write it narrative. have had using correct identify what qualifies this their hard
as if it dialogue attribution to help story as having a strong work!!!
were a Lesson/Model: add context to the situation, ending.
fiction add information, or show Lesson/Model:
piece, Students will action. Record in their Independent Practice: Students will
with have a “Setting interactive notebooks. Students work on writing their be taught
fictiona Development” ending to their fictional revising,
l Graphic Independent Practice: narrative to ensure that it is a editing, and
charact Organizer strong ending. rewriting
Closure:

ers, in (printed at 80% Students will use their As the writing block comes to techniques
third GLUED into resources and go back into an end, the floor will be through the
person. Interactive their writing to add dialogue to opened up for the last few teaching of
• Create Notebooks). help keep the action moving, minutes to allow students to both the
complet Students will add personality to their share any personal feedback C.U.P.S. and
ely be instructed to characters, and to add and observations that students D.A.R.E.
fictiona close their eyes information. had about their writing- strategies.
l and imagine especially in regard to their Students will
charact their well- Closure endings. create both
ers with developed As the writing block comes to anchor charts
complet characters in an end, take a poll from the along with the
ely the settings of students to see how many of teacher inside
fictiona their stories. them feel that adding dialogue their writing
l events They should to their writing has helped interactive
tell about a true then draw what develop their characters or notebooks.
event that they see. their story. Ask if anyone
happened to wants to share a specific Guided
someone else Guided example as to how. Practice:
but write about Practice: Students will
it in first Students will work along
person. work on a with the
Teach Story outline teacher to edit
Lesson/Model: (printed at 80% their model
• Go over and Glued into using the
“Eleme interactive C.U.P.S. and
nts of notebooks), D.A.R.E.
Creativ creating a Strategies.
e sequence of
Narrati events for their Independent
ve story using Practice:
Writing their character Students will
” and setting edit their own
Graphic graphic

Organiz organizers. fictional
er. Situation and narratives.
• Walk conflict will be Once they have
them discussed. edited their
through Students will own writing,
filling it be they will peer
out. brainstorming edit TWO of
Answer a situation that their peers’.
Key: their characters Students will
Clear are in at the then make
Plot, beginning of corrections,
Charact their stories share their final
er and a conflict copies to
Develo that their teacher email
pment, characters find for printing,
Point of themselves in. and grade
View, Discuss themselves
Descrip conflicts from according to
tive other stories student
Langua that students checklist/rubric
ge are familiar .
Read them with. Closure:
“First Draft” As the end of
 (“What our Independent the writing
essay is going Practice: block comes to
to look like is Students fill in an end, time
something of a “Plot Pyramid” will be set
framework as Graphic aside to allow
you have Organizer students to
printed here.”) (Printed at 80% share their
Printed out at and Glued into work with
80% and Glue interactive students. Each
notebooks) to day for a few

into interactive guide them in minutes for the
notebooks. planning a next week or
series of events two, students
Guided that unfold will be allowed
Practice: naturally and to share their
Students will subtly. writing with
walk through their
filling out a Closure: classmates.
character As the writing
development block comes to
graphic a close, take a
organizer with poll of what
teacher. part of the
Students will story is
discuss developing to
Character become the
attributes, favorite of each
identify what of the students’
makes a strong and Create a
character, and Plot Pyramid
how to develop on the white
a strong board. Give
character in each student a
their own sticky note to
narratives write one
Independent element of
Practice: their own
Students are personal plot
given a pyramid on it.
character Then, ask them
development to read it out
graphic loud and put it
organizer

(printed to 80% up on the
and glued into board.
their
interactive
writing
notebooks).
They work on
developing the
main character
in their
fictional
narrative by
filling in
character
attributes.
Closure:
As the time
comes to a
close, as the
students to
share a little bit
about the
characters that
they developed
and help us
really GET
PUMPED
about our
writing.
Differentia Students will Students will Students will have scaffolded Students will have scaffolded Students will
tion have have instruction. Teacher will instruction. Teacher will have
What are scaffolded scaffolded model an example, writing model an example, writing scaffolded
the instruction. instruction. with students for each step of with students for each step of instruction.

adaptations Teacher will Teacher will the writing process. Graphic the writing process. Graphic Teacher will
or model an model an organizers will be printed out organizers will be printed out model an
modificatio example, example, at 80% to fit within interactive at 80% to fit within interactive example,
ns to the writing with writing with notebooks to guide students notebooks to guide students writing with
instruction/ students for students for through the writing process. through the writing process. students for
activities as each step of the each step of the Students will be encouraged to Students will be encouraged to each step of the
determined writing writing collaborate amongst their collaborate amongst their writing
by the process. process. peers to spark ideas and peers to spark ideas and process.
student Graphic Graphic support one another support one another Graphic
factors or organizers will organizers will academically. Students will be academically. Students will be organizers will
individual be printed out be printed out provided with step-by-step provided with step-by-step be printed out
learning at 80% to fit at 80% to fit instructions posted at the front instructions posted at the front at 80% to fit
needs? within within of the room. Students with of the room. Students with within
interactive interactive 504s and IEPS will have 504s and IEPS will have interactive
notebooks to notebooks to access to all necessary access to all necessary notebooks to
guide students guide students accommodations. accommodations. guide students
through the through the through the
writing writing writing
process. process. process.
Students will Students will Students will
be encouraged be encouraged be encouraged
to collaborate to collaborate to collaborate
amongst their amongst their amongst their
peers to spark peers to spark peers to spark
ideas and ideas and ideas and
support one support one support one
another another another
academically. academically. academically.
Students will Students will Students will
be provided be provided be provided
with step-by- with step-by- with step-by-
step step step
instructions instructions instructions

posted at the posted at the posted at the
front of the front of the front of the
room. Students room. Students room. Students
with 504s and with 504s and with 504s and
IEPS will have IEPS will have IEPS will have
access to all access to all access to all
necessary necessary necessary
accommodatio accommodatio accommodatio
ns. ns. ns.
Required Interactive Interactive Interactive Writing Notebook, Interactive Writing Notebook, Interactive
Materials, Writing Writing pencils, erasers, glue, scissors, pencils, erasers, glue, scissors, Writing
Handouts, Notebook, Notebook, document camera, computer, document camera, computer, Notebooks,
Text, pencils, pencils, rubric, Chromebooks, Google rubric, Chromebooks, Google Chromebooks,
Slides, and erasers, glue, erasers, glue, Docs, resources from: Docs, Internet,
Technolog scissors, scissors, Complete Guide Strong Endings Anchor Chart: Google Docs,
y document document Writing Dialogue Bookmark- Strong Endings: Leave no pencils,
camera, camera, Class Set – Page 39 questions about the character’s erasers,
computer, computer, Narrative Writing situations unanswered, document
rubric, rubric, Revising Dialogue - Page 35 sometimes include something camera,
Chromebooks, Chromebooks, that the character learned, computer,
Google Docs, Google Docs, complete the story, end with a white board,
Creative resources from: The Complete Guide to final thought- often dialogue, markers,
Writing Complete Narrative Writing by and are often heart-warming. “D.A.R.E.”
Elements Guide Performing in Education anchor chart,
Graphic Setting (Purchased off of The Complete Guide to “C.U.P.S.”
Organizer/Anc Development TeacherspayTeachers.com Narrative Writing by anchor chart
hor Chart Graphic Narrative Writing 10 Day Unit Performing in Education from The
(Student- Class Organizer- by Brain Waves Instruction (Purchased off of Complete
Set and teacher Class Set – (Purchased off of TeacherspayTeachers.com Guide to
model) Pages Page 17 TeacherspayTeachers.com Narrative Writing 10 Day Unit Narrative
12 & 13 Story Outline by Brain Waves Instruction Writing by
Character Graphic (Purchased off of Performing in
Development Organizer- TeacherspayTeachers.com Education.

Graphic Class set –
Organizer Page 19 The Complete
(Student- Class Plot Guide to
Set and Development Narrative
Teacher Graphic Writing by
Model) Pages Organizer- Performing in
15 & 16 - Class set – Education
Complete Page 22 (Purchased off
Guide Narrative of
“First Draft” – Transitions TeacherspayTe
Class set Page Bookmark achers.com
28 Narrative List-Class set – Narrative
Writing Page 40 Writing 10 Day
Unit by Brain
The Complete The Complete Waves
Guide to Guide to Instruction
Narrative Narrative (Purchased off
Writing by Writing by of
Performing in Performing in TeacherspayTe
Education Education achers.com
(Purchased off (Purchased off
of of
TeacherspayTe TeacherspayTe
achers.com achers.com
Narrative Narrative
Writing 10 Day Writing 10 Day
Unit by Brain Unit by Brain
Waves Waves
Instruction Instruction
(Purchased off (Purchased off
of of
TeacherspayTe TeacherspayTe
achers.com achers.com

Instruction Students will Students will Students will be engaged Students will be engaged Students will
al and be engaged be engaged through polling and their through polling and their be engaged
Engageme through through polling understanding will be checked understanding will be checked through polling
nt polling, and and their as well. Students will be as well. Students will be and their
Strategies their understanding encouraged to think, pair, encouraged to think, pair, understanding
What understanding will be checked share for short bursts to help share for short bursts to help will be checked
strategies will be gauged as well. spark ideas and collaborative spark ideas and collaborative as well.
are you simultaneously Students will learning experiences. Students learning experiences. Students Students will
going to . Students will be encouraged have teacher led and guided have teacher led and guided be encouraged
use with be asked to to think, pair, instruction and independent instruction and independent to think, pair,
your share their share for short practice. Create Dialogue practice. Students will create share for short
students to work. Students bursts to help anchor chart in their writing anchor charts within their bursts to help
keep them will be spark ideas and interactive notebooks along writing interactive notebooks spark ideas and
engaged solicited to collaborative with teacher. Teacher will along with teacher. collaborative
throughout help build a learning solicit funny conversations to learning
the unit of shared piece of experiences. create examples and practice experiences.
study? writing as a Students have dialogue with students. Students have
classroom teacher led and teacher led and
example. There guided guided
is teacher led instruction and instruction and
and guided independent independent
instruction. practice. practice.
Engage my Student will
students create C.U.P.S.
through and D.A.R.E.
building a anchor charts
relationship in their writing
with them and interactive
sharing part of notebooks
my life with along with
them. teacher.

Formative Students will Students will Students will be informally Students will be informally Students will
Assessmen be informally be informally assessed through questioning assessed through questioning be informally
ts assessed assessed and conferences/check-ins and conferences/check-ins assessed
How are through through with the teacher. with the teacher. through
you going questioning questioning Students will go through a Students will go through a questioning
to measure and and guided portion of instruction guided portion of instruction and
the learning conferences/ch conferences/ch in which the teacher will ask in which the teacher will ask conferences/ch
of your eck-ins with eck-ins with for a check in that is some sort for a check in that is some sort eck-ins with
students the teacher. the teacher. of whole group response of whole group response the teacher.
throughout Students will Students will (thumbs up/thumbs down, (thumbs up/thumbs down, Students will
the lesson? go through a go through a hands up/hands down, stand hands up/hands down, stand go through a
guided portion guided portion up/stand down, etc). Student up/stand down, etc.). guided portion
of instruction of instruction understanding can be gauged of instruction
in which the in which the through guided instruction. in which the
teacher will ask teacher will ask teacher will ask
for a check in for a check in for a check in
that is some that is some that is some
sort of whole sort of whole sort of whole
group response group response group response
(thumbs (thumbs (thumbs
up/thumbs up/thumbs up/thumbs
down, hands down, hands down, hands
up/hands up/hands up/hands
down, stand down, stand down, stand
up/stand down, up/stand down, up/stand down,
etc). When etc). Students etc).
students share will be
at the end of assessed when
the writing they place their
block about sticky notes on
their the plot
characters, pyramid on the
their character white board.

development
can be
assessed.
Summativ Students will be assessed using the Fictional Narrative Rubric for both the pre-assessment and post-assessment. The students
e, Post- have not yet been assessed at this time, and the post-assessment method may have to be altered once the students have been
Assessmen assessed and the data has been processed. (The rubric is attached as an additional pdf file.)
t
What post-
assessment
will
measure the
learning
progress?
Note: This
can be the
same as the
pre-
assessment
or a
modified
version of
it.

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

For each of the five days of the unit, students began with a mini lesson. This mini lesson incorporated
instruction, anchor charts, and graphic organizers within their interactive notebooks. Once the instruction
was completed, students participated in guided/modeled writing. After this portion, students were given
time for independent practice with support. During this time, they applied the skills of what they learned
to their planning and writing. They were given instruction on: Elements of a Creative Narrative,
Character Development, and Setting Development on the first day. Students helped assign my character
internal and external traits. My character ended up being Milleretta. She is a 57-year-old, 10’11’ soccer
mom to 29 kids. She lost her job as a dancing peanut at a fast food restaurant and had to join a motorcycle
gang to earn money to feed her kids. Her favorite pastime is underwater basket weaving, and she has a
monocle. Other mini units included instruction on: sequence of events, sensory details, transitional
phrases, dialogue, strong endings, and revision and editing. For Sensory details, students were given
realia such as: sour candy to taste, clementine oranges to smell, cotton balls to touch, and bells to ring to
help inform their descriptive words within their stories.
Summary of Student Learning:

At the beginning of the introduction of the lesson, the student engagement was very low. There was a lot
of grumbling from the students about having to write. I had to reevaluate the amount of creative freedom
I allowed them within their writing, and I had to reevaluate how much I included them in my
modeled/guided writing. My students were so much more engaged when I gave them control of my story
during that portion of the instruction. When I handed them 100% creative freedom while maintaining the
power to veto any of their choices, their momentum never slowed. I had students that had so much
passion that they created second and third stories that they were working on over the weekend. One
student, A. P., he took his Pre-Assessment story “Piano Lady 1.0”, and he wrote six additional pages over
the weekend and shared it with my mentor teacher and myself. I also had to modify the unit to allow for
sharing multiple times throughout the five days. I have also modified the unit to extend the unit into and
art block. I have had one student, N.M., beg me to incorporate art work into his writing. In order to
accommodate his request and then appease many other students, I created a compilation of every
student’s story for each student and I bound each copy. The students illustrated a cover for their copy, and
everyone in the class got to take home their own book.
Reflection of Video Recording:

The perception that I have of myself teaching in the video recording is that I am a little bit nervous in the
beginning, but as I get involved with the students, I really begin to blossom and open up. It becomes

obvious that I am most comfortable when I am around the students and not in the front of the room at the
desk. I would say that one thing that I would love to see change would be me, as a teacher, not behind the
desk so much. I feel as though it has become a really big trap with it being a necessity to sit there and use
the doc camera to teach. Getting out from behind the desk, sharing in conversations with the students was
a really amazing experience and watching it all over again allows me to say that it was something that I
did well.

STEP Standard 6 - Analysis of Student Learning
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 1
Proficient
(80%-89%) 1 4
Partially
Proficient 12
11
(70%-79%)
Minimally
Proficient
6 5
(69% and below)
Post-Test Analysis: Whole Class
After obtaining the assessments from all 22 students (final drafts of a creative narrative writing
assignment), students were graded using a 36 point Exceeding through Beginning Rubric. (Only
18 students were reported as assessed at time of assignment turn in.) Students were taught every
standard and skill that was listed on the rubric and were guided through editing and revising
based on what they were taught and what they were going to be graded on. There was a
significant increase in the number of grades located in the “Proficient” and “Partially Proficient”
range. I interpret the data to show that I did not achieve my learning goals, but once the
instruction was taught student performance did improve. Pre-assessment yielded zero students at
“Highly Proficient”. The student who scored “Highly Proficient” on the post-test scored “Partially
Proficient” on the pre-test.
The instructional unit that I taught my fifth graders was a scaffolded unit that helped guide
students through writing a fictional narrative story. It was comprised of mini units that provided
direct instruction, anchor charts, and graphic organizers to help plan and organizer their stories
with the use of interactive notebooks. This was followed by modeled writing, and then students
were provided with the opportunity for individual writing time with support. The organization of
the instruction and materials helped take students who needed the extra guidance to achieve a
higher score on their writing and gave them that piece. I assessed all 22 students on the post-test
opposed to only 18 on the pre-assessment and achieved higher assessment scores overall. The
total number of students scoring “Minimally Proficient” on the post test was down by one at five
students.
Post-Assessment Analysis: Subgroup Selection

For the subgroup analysist of the post-assessment data, I chose to analyze the gender data for the
females. I have five females and 17 males. I have zero ELLs, zero gifted, a 504 for an eye
ailment, and a student on an IEP who leaves my classroom for both the literacy and writing block.
He completed the assignment, but most of it was completed in pull-out, resource setting.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0
Proficient
(80%-89%) 0 1
Partially
Proficient
2 3
(70%-79%)
Minimally
Proficient
3 1
(69% and below)
Post-Assessment Analysis: Subgroup
The females in this fifth-grade group are extremely out-numbered by the boys. This group of girls
also tends to be very quiet and mild-mannered. It can be difficult to gauge whether or not they are
understanding the content that you are teaching. Based on the final drafts of their creative
narrative writing, I would gauge their understanding of the five-day unit as a success. I had three
students increase an entire level of proficiency, with two students maintaining their proficiency
levels. Students in this subgroup made progress within their writing, using skills that have not
been used by them before such as: dialogue, using transitional phrases, and including sensory
detail.
The effectiveness of the instructional unit that was planned was relatively high. The students were
very responsive, the engagement was high, and it created a passion within the students to want to
write. The design with the mini lesson, modeled writing, and individual writing time with support
was an excellent way to provide students with a structured and scaffolded instructional block for
literacy. The rubric that I designed seemed to have too many blocks for my liking. It broke all the
standards and objectives that were taught up into a total of 36 points. I would like to create a
student checklist for assessment in the future for them to grade themselves on and create a rubric
for teacher assessment.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 1
Proficient
(80%-89%) 1 3
Partially
Proficient
9 9
(70%-79%)
Minimally
Proficient 4
3
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
There was an increase in the number of students scoring in terms of “Proficiency”. The
“Remainder of the Class” is the group of 17 boys. Most of the students in this group stayed at the
level of proficiency that they tested at, with the exception of four students. I believe that while the
mechanics and grammar may not have improved in the writing, I believe that the quality of story
writing, sequencing of events, character development, and sensory detail really improved with the
instructional unit being taught. In the future, I believe that this creative narrative unit would best
be spread out over a longer time period for this particular group of students, especially with a
schedule that is constantly open to change.
After assessing student understanding of narrative writing, the next objective that I would work
towards incorporating into my lesson plans would be to teach a unit for informative/explanatory
essays. This standard is next to be covered on the curriculum map, and the way that I designed the
narrative instructional unit was a very successful instructional method for this group of students. I
would aim to teach this assignment in the same manner: mini lesson with direct instruction,
anchor charts, graphic organizers and interactive notebooks, modeled writing, and individual
writing time with support.
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. My first short-term goal is to ensure My plan to reach this goal is to always plan
that I have every student’s attention, before I begin instruction, I call for student
and that their hands are free before I attention. I will wait for everyone’s
begin instruction. If I am not waiting undivided attention. I will have intent when I
to begin instruction before I have give instructions, and I will be very clear
everyone’s attention, already I am about my expectations. I will ask open ended
questions. I will make a checklist to follow
competing, and I have lost interest and
during the delivery of my lesson to ensure I
student engagement. When I first
touch on everything.
started the instructional unit, the
students were really disinterested and
unengaged. I went on in spite of this; I
learned that this was a mistake. I
won’t accept this, I have higher
expectations than that.
2. My second short-term goal is to be My plan to achieve this goal is to continue to
more effective during instruction, seek feedback, ask for advice on plans of
when having to address a student’s action, and continue to observe. I know that
needs one-on-one, being able to having the management skills necessary to
manage the other students and their manage that kind of activity and
needs and behaviors. This lesson management without any kind of setbacks
takes time and experience that I just do not
eventually led to twenty-two
have yet. I look forward to being in the
individual stories with twenty-two
mentor classroom for the last few weeks
individual needs. It became a lot to soaking in all of my mentor’s experience.
manage and was a little overwhelming
when all the students started rushing
me at once.
3. My final short-term goal is to be clear To achieve my goal of being clear with my

in all expectations when addressing expectations with my students, I will be
students. I am still working on 100% more through in my planning and
clarity with my students. As I reflect implementing of my lessons. I will keep a
after each lesson, I learn how to do copy of the lesson plans on hand for
things better each time. During an reference to ensure that I have all of the
information that I need so that I can relay
activity where students went through
that information to my students. If I want my
their pre-assessment and highlighted
students to be successful, I have to set them
any transitions they used, I was not up for success.
thorough in explaining all of my
expectations and what a student would

do if they finished. It caused
confusion and changed the
temperament in the classroom
amongst the students when I had to
correct them for not doing what I had
expected of them but had not
communicated clearly to them.

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Student Teaching Evaluation of Performance (STEP)

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

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

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Unit Topic: Narrative Writing

Unit Title: Creative Narrative: If I were small...

National or State Academic Content Standards

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Exceeding Proficient Developing

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Total: _____ / 36 Points

Highly Proficient (90%-100%) 0

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Pre-Assessment Analysis: Whole Class

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Exceeding Proficient Developing

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Day 1 Day 2 Day 3 Day 4 Day 5

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Academic Academic Academic Academic Language- Academic Language- Academic

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Summary of Unit Implementation:

Summary of Student Learning:

Reflection of Video Recording:

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Post-Test Analysis: Whole Class

Post-Assessment Analysis: Subgroup Selection

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Number of Students Number of Students

Post-Assessment Analysis: Subgroup

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

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Post-Assessment Analysis: Subgroup and Remainder of Class

STEP Standard 7 – Reflecting on Instruction to Improve Student

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3. My final short-term goal is to be clear To achieve my goal of being clear with my

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