Step Template - Portfoilio

Student Teaching Evaluation of Performance (STEP)
Victoria Anaya
© 2020. Grand Canyon University. All Rights Reserved. Page 1 of 29

Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

STEP Standard 2 - Writing Standards-Based Measurable Objectives and the
Learning Goal............................................................................................................4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part I: Community, District, School, and Classroom Factors
 Stability of Community: State of Growth
 Perception of the Level of Community Support: High
 District: Alhambra Elementary School District
 School: Sevilla Elementary School- East K-3; Title 1
 Number of Schools in District: 15
 Number of Students Enrolled in District: 14,000
 Percentage of Students in the District Receiving Free or Reduced-Price Lunch: 93%
 Student Demographics: 79% Hispanic, 8% African American, 5% Asian, 8% other.
 Student to Teacher Ratio: 22:1
 Possible effects these characteristics could have: Teachers at this school have a larger
amount of kids in the classroom than I have seen before. I believe it is due to the
demographics, and how populated the area is. Planning, delivering, and assessing will be
looked at with the number of students in the classroom, along with their previous test
scores.
 Academic Achievement Ranking/Label of the School: 3/10, Test scores fall below the
state average.
 Possible effects these characteristics could have: The state average proficiency in English
and Math is 42%. Yet, Sevilla East is documented at 31% for English and 33% for Math
(Great Schools, 2020). So far, the students have I-Ready and Imagine Learning for their
math and reading skills to grow stronger. Some students in my class excel to the required
hours, and some fall short behind. My mentor teacher and I strongly recommend students
to go on either program after completing work.
Part II: Demographic, Environment, and Academic Factors
 Elementary- All Subjects.
 13 boys, 14 girls; Ages 8-10.
 There are multiple socioeconomic factors that affect the students due to demographics,
such as parents working and background on their education. Socioeconomic factors could
affect planning based on materials provided through the school or what materials families
can provide their students. Also, the demographics play a huge role in students’ physical
and mental health. Students’ need to get enough sleep, eat well, and be worry free as
much as possible to be focused and motivated for school.
 While being virtually, it also creates issue on students’ learning. One major example is
for the students’ that need to work one-on-one with the teacher or a support staff member.
Being virtual is also hard for the students because they are online 5+ hours, so it is
important to take breaks away from their tablet. Yet, a huge learning factor that has been
very common, is students working and learning in a loud area. For example, when the
class is unmuted, or just one student at a time, most background noises I hear is the

television, babies crying, or other siblings learning in the same area. My mentor teacher
and I encourage the students to try to find a quiet work area to learn or be able to do
homework.
 2 Boys ELL, 4 Girls ELL, 2 Boys IEP, 1 Boy and 1 Girl 504, 1 with other services.
 The most important rule of teaching to me is Saving Face; if I would not want myself to
be or feel embarrassed, I would not want my students to go through it. It is also very
important that students that need accommodations and modifications with their
schoolwork is not announced to the rest of the class. I believe it is so important for
students to be respectful and kind to one another because first, they do not know what the
student goes through, but secondly, there is no need for students to have a negative
attitude towards another peer.

STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Unit Topic: Subtracting
Unit Title: Subtract Whole Numbers
National or State Academic Content Standards: Arizona State Standards- 4.NBT.B.4 Fluently
add and subtract multi-digit whole numbers using a standard algorithm.
Learning Goal:
First, the goal is to start subtracting with two-digit numbers to get an understanding of
borrowing from the tens place-value. Next, the goal will be to use strategies, such as Proof
Drawing, to subtract and start showing three-digit whole numbers to subtract. Then, students
have the day to work individually to use their skills to subtract three, four, and five-digit whole
numbers. After that, the standard algorithm to subtract numbers will be used by regrouping with
virtual manipulatives, which I am still trying to find. Finally, a mini lesson quiz will be given on
NearPod to determine if more time is necessary with the class or if it is a small group that needs
additional help.
Usually, students would use blocks or hands-on manipulatives to understand subtracting
whole numbers. While being virtual, there are a ton of fun and educational math games for
students. I have found a puzzle game that students can play, but it is important to find out prior to
giving the link, if students’ school tablet will allow them to access the site.
https://www.mathplayground.com/puzzle_pics_subtraction_facts_to_20.html
-EDITED: Students will submit each day a completed page from their Wonders math book. On
Wednesday, I will provide a subtraction worksheet ranging from one’s place-value to hundred-
thousand’s place-value. I will be able to see their work shown and be able to determine what area

students are struggling with. They could struggle with borrowing, not showing their work, or
miscounting. We will also discuss as a whole class different ways we can subtract or show our
work.
How will they prove their newly learned knowledge to you and how will you know for sure that they “got it”? For
instance, will they engage in a whole class discussion? Submit a complete and accurate worksheet?
Measurable Objectives:
Students will be able to use and demonstrate how to subtract multi-digit whole numbers
with place-value strategies.
Students will be able to fluently identify the standard algorithm for subtraction.
Students will be able to explain the meaning of regrouping and assess answers by adding
the differences.
Pre-assessment:
I talked to my mentor teacher about creating and delivering pre-assessments because I
wanted advice on how to make it easy for students while being online. Technology has been
stressful for them and chaotic for us teaching. Also, with subtraction, it is a difficult concept for
students to comprehend and pre-assessments are so important for data. It helps determine what to
review before starting the topic. For example, if all students are understanding how to borrow,
then it can be reviewed, and we can move onto the lesson. However, if just one student is not
sure about borrowing, then I would add details to my lesson to explain and give examples of
borrowing. For my pre-assessment, I will be making a Kahoot. The students played once while
being online and they loved it, the best part was they were all participating! It will be played the

day prior to the lesson being taught because there is no other time to fit the pre-assessment
before the lesson on the first day.
Questions in the Kahoot will be:
1. What does this word mean Take Away? A. Subtract, B. Minus, C. Increase, D. Remove).
2. 10-6= (A. 3, B. 5, C. 4, D. 6).
3. What do you think Regrouping means? (A. the process of making groups, B. multiply, C.
rearrange groups in place value, D. together).
4. 15-11= (A. 26, B. 4, C. 6, D. 3).
5. 22-8= (A. 15, B. 30, C.11, D. 14).
6. When subtracting…(A. the smaller number goes on top, B. it doesn’t matter, C. the larger
number goes on top, D. It matters?).
7. If I had $15 Sevilla bucks and bought $5 dollars’ worth of prizes, how much money do I have
left? (A. $11 Sevilla bucks, B. $10 Sevilla bucks, C. $9 Sevilla bucks, D. $20 Sevilla bucks).
8. 121-20= (A. 100, B. 109, C. 100, D. 101).
9. I know I need to subtract when I see…(A. minus (-), B. plus (+), C. take away, D. deduct).
10. Ms. Layne has 16 missing assignments, but she completed 8 of them, how many does she
have left? (A. 6, B. 8, C. 10, D. 9).

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 is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
For my pre-assessment, I created a Kahoot with simple and complex questions to see where
students would score. While being online, it has been a struggle to get all students participating,
but I found that more students participate when they have access to play an educational game
rather than filling out a worksheet on their own. The Kahoot had ranges of questions like finding
the meaning to a word or solving a subtraction problem. We have 27 students enrolled in the
class but only 16 students signed into the Kahoot. One student scored 100%, two students scored
90%, four students scored 80%, two students scored 70%, one student scored 60%, one student
scored 50%, two students scored 40%, one student scored 20%, one student scored 10%, and the
other student didn’t participate. I plan to work the students up from place values, for example,
we will focus on subtracting from the tens place to learn borrowing. Once we can get 80% of
students correctly borrowing, I would move onto the hundreds place value to subtract, and so on.
https://create.kahoot.it/v2/details/6ac74fc9-0cc6-4112-bca0-7044812174dc
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%)
3
Proficient
(80%-89%) 4
Partially Proficient
2
(70%-79%)
Minimally Proficient
(69% and below) 7
Pre-Assessment Analysis: Whole Class

Prior to learning subtract, students completed an i-Ready math test; two tested in Kindergarten
level, two tested in 1st grade, six tested in 2nd grade, 11 tested in 3rd grade, three tested in early 4th
grade, and one student, which was a surprising student, tested in mid-4th grade level of math.
After learning these results, I was surprised to see how low most students are with their math.
However, based on the Kahoot and solving a few problems using whiteboard.fi, I did need to
change my learning goals and objectives due to the minimal understanding of the process of
borrowing when subtracting. After talking with my mentor teacher over the test levels and the
pre-assessment, we decided to start the first two days of the unit with 3rd grade subtraction, and
the results were slightly better than the first day. We had more questions from students being

asked, and about five more students’ showing their work correctly. My new learning goal is for
students to start using a new strategy of subtracting, which is Proof Drawing. This will be able to
show me students’ work, who is understanding the new concept, and who is not.
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.
My plan for the post-assessment was for students to do page 89 from their math books
individually. This allowed me to see their work, and there are True or False questions which is
great for students to approach each statement slowly and discover the outcome of the product. At
the end of the page we discussed the True or False statements and students explained to me their
reasoning for the answer; we did not discuss the results until students had their assignment turned
in. Based on the answers from students’ math book, I measured 8 students as Highly Proficient, 5
who became Proficient, 7 students that are Partially Proficient, and 3 who are Minimally
Proficient. As for the other four students’, I cannot gather any data on them due to no work being
turned in, and low to zero communication between my mentor teacher and I with the student and
parent.

STEP Standard 4 - Unit and Lesson Planning
Grade Level: 4th
Unit/Subject: Subtraction/Math
Day 1 Day 2 Day 3 Day 4 Day 5
National/State Learning Arizona State Arizona State Arizona State Arizona State Arizona State
Standards Standards- Standards- Standards- Standards- Standards-
List specific grade-level 4.NBT.B.4 Fluently 4.NBT.B.4 Fluently 4.NBT.B.4 Fluently 4.NBT.B.4 Fluently 4.NBT.B.4 Fluently
standards that are the focus
of the lesson being presented.
add and subtract add and subtract add and subtract add and subtract add and subtract
multi-digit whole multi-digit whole multi-digit whole multi-digit whole multi-digit whole
numbers using a numbers using a numbers using a numbers using a numbers using a
standard algorithm. standard algorithm. standard algorithm. standard algorithm. standard algorithm.
Specific Learning Students will be able Students will be able Students will be able Students will be able Students will be able
Target(s)/Objectives to use and to comprehend to fluently identify to explain the to subtract 3-5-digit
Based on state standards, demonstrate how to synonyms for the the standard meaning of numbers and check
identify what is intended to be
measured in learning.
subtract multi-digit word subtract and be algorithm for regrouping and their work by using
whole numbers with able to borrow from subtraction. assess answers by the addition skills
place-value another place-value at 75%. adding the to100% accuracy.
strategies at 55%. at 60%. differences at 85%.
Academic Language Reviewing: Algorithm Algorithm Algorithm Algorithm
General academic vocabulary Place Value Borrow Borrow Borrow Borrow
and content-specific
Standard Form Regrouping Regrouping Regrouping Regrouping
vocabulary included in the
unit. Expanded Form Difference Difference Difference Difference
Word Form
Subtract
Unit Resources, Tablet Tablet Tablet Tablet Tablet
Materials, Equipment, Paper Paper Paper Paper Paper
and Technology Pencil Pencil Pencil Pencil Pencil
List all resources, materials,
Math Book Math Book Math Book Math Book Math Book
equipment, and technology to
be used in the unit.

Depth of Knowledge  When was a time  In the problem  If I borrow for  Prove this  Design a math
Lesson Questions you spent $150-$45, can I the tens place, problem correct: problem where
What questions can be posed money? go to the store what place value 70,096- you must
throughout the lesson to
assess all levels of student  How much did with $0 and buy do I have to 2_15=67,381 borrow.
understanding? you have and something worth borrow from?  Decide if you  Revise the
 Level 1: Recall how much did $5?  Recite what must borrow problems errors.
 Level 2: Skill/Concepts you spend? -Anticipating “no, so borrowing from these  Provide evidence
 Level 3: Strategic  What were you I have to borrow” means. problems of using the word
Thinking
left with?  How do I know  Show your work. without solving problems to
 Level 4: Extended
Thinking  Show your work. when I have to  Which place- them. (Teachers solve your work.
 Which place- borrow? value am I book pg. 75)
value am I  Show your work borrowing from?  Describe a cause
borrowing from? when you and effect for
borrow. using borrowing.
 Which place-
value am I
borrowing from?
Anticipatory Set Students’ prior Students will help We will review Students will use Students have been
How will students’ prior knowledge will be me solve subtraction borrowing their addition skills working with
knowledge be activated as
activated as we get problems, while I throughout the to check their work. thousands and ten-
well as gain student interest
in the upcoming content? into three digits for ask them questions whole unit. thousands
subtracting and we throughout the subtraction. Students
review the place- problem solving. will also reflect on
values. when they had to
borrow something.
Presentation of Content
Multiple Means of In a worksheet prior The students love Students were Students will go to Students will work
Representation to the unit, students NearPod because it directed to NearPod. NearPod and can in Whiteboard.fi.
Describe how content will be were struggling with is engaging for them. I get more work from their The questions from
presented in various ways to
meet the needs of different
lining up their place- We will work on interaction on apps math book. Students the math book page
learners. value digits. So, NearPod again with rather than doing the will be chosen to 81-84 will be written
students will watch a 3rd grade subtraction work together in read the question, on the whiteboard
live Subtraction questions. I will their math book. The and then answer for students to

Strategy from work with students questions were taken together and answer.
whiteboard.fi where who were not directly from their individually at
I will show “H,T,O” struggling with math book, so different times. I will
to line up my NearPod at the end students can answer have students
hundreds, tens, and of the day to review in their math book interact with me and
one’s place-value harder questions. and NearPod, or just explain how they got
digits. Once we their math book and their answers.
finish with take a picture and
questions, we will go add it to NearPod.
to NearPod and Some students like
students will write this taking the
out questions and picture and adding it
choose an answer, to the assignment,
write out the and I think it is
problems and show because they interact
their work, and with the technology
explain over the more.
video call how they
got their answer.
NearPod gives
students a variety of
ways to answer
questions created by
me prior to the
lesson.
Multiple Means of English Language English Language English Language English Language English Language
Representation Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Ask Learners (ELL):
Differentiation Reviewing Extra day on Check in with certain students to Review addition
Explain how materials will be
vocabulary, assignment. students and parents stay after but do not when students check
differentiated for each of the
following groups: clarification over over Class Dojo. clarify why in front work.
 English Language Google Translate. Students with special of the class.
Learners (ELL) needs: Extra time to Students with special Students with special
 Students with special Students with special review. needs: Reassuring all Students with special needs: Check in
needs

 Students with gifted needs: Additional students to be able to needs: Give them the mentally and
abilities help at the end of the
Students with gifted ask questions and power to ask physically with all
Early finishers (those who
finish early and may need
end to review any abilities: Able to solve problems. questions and students.
additional sources/support) assignments, some help others when it answer problems.
students meet with a is asked. Students with gifted Students with gifted
specialist 3 times a abilities: Able to Students with gifted abilities: Check in to
week. Early finishers: move on and finish abilities: In a normal see if they would
Imagine Learning earlier, they get to class, students that like additional work
Students with gifted (needs 60 minutes work on their meet highly in areas, assigned.
abilities: Can solve each week), i-Ready multiplication. have a special
extra subtraction math (needs 45 program every Early finishers:
problems in a break minutes each week), Early finishers: Monday. Imagine Learning
out session. i-Ready math games. Imagine Learning (needs 60 minutes
(needs 60 minutes Early finishers: each week), i-Ready
Early finishers: each week), i-Ready Imagine Learning math (needs 45
Imagine Learning math (needs 45 (needs 60 minutes minutes each week),
(needs 60 minutes minutes each week), each week), i-Ready i-Ready math games.
each week), i-Ready i-Ready math games. math (needs 45 Subtraction Puzzle
math (needs 45 minutes each week), on Math Playground.
minutes each week), i-Ready math games.
i-Ready math games. Subtraction Puzzle
on Math Playground.
Application of Content
Multiple Means of Students that were NearPod has various Students can interact We will work in Students will engage
Engagement excelling will be ways of engaging by asking questions. NearPod again with in a conversation
How will students explore, placed in a breakout with the students. It At the end of the pages from our math prior to the lesson to
practice, and apply the
content?
session with me. We allows them to write lesson, they will book 75-80. We will talk about
will do subtraction out their problems work independently do 75-78 together, borrowing. I will
on whiteboard.fi, and show their work, in their math book then they will do 79 start by asking them
starting with the it has mini quizzes, on page 74. Once and 80 individually. “Has there been a
hundreds place- it gives me access to students complete The class will work time you let
value, move to see who marked the worksheet, I will while we all stay on someone borrow
thousands place- which answer to the check, and then send the video call to be something or you

value, and then question, and there is them off to i-Ready able to answer asked someone to
ended with a ten- an option for math. questions. borrow something?”
thousands place- students to type in an
value question if answer. I like using
they are NearPod because it
comprehending the gives me access to
questions well. The use different tools
rest of the class will for the students,
stay on the original rather than the same
call with my mentor format repeatedly.
teacher to review
borrowing because
that is where most of
them struggled with
subtracting.
Engagement Learners (ELL): Learners (ELL): Learners (ELL): We Learners (ELL): Learners (ELL):
Differentiation extra time with the NearPod gives discuss certain Seeing how Activating prior
teacher to work on diverse ways to questions students subtraction problems knowledge to “open
following groups: subtraction problems write out the answer, have about the are solved, and I talk the door” for
 English Language that they were not whether they need a problems. a lot about comprehending
Learners (ELL) comprehending. larger point to write borrowing and place borrowing in
 Students with special with, they can learn Students with special value for them to subtraction.
needs Students with special to type faster, and needs: We can comprehend how,
 Students with gifted needs: Will receive they can use Goggle review a question why, and where to Students with special
abilities
Early finishers (those who additional time with images to explain and walk the student borrow from. needs: Can answer
finish early and may need working on learning their answer. through it on over video call or if
additional sources/support) subtraction Whiteboard.fi while Students with special they feel more
problems. Students with special we share the screen needs: Students have comfortable, they
needs: They can say with the student to their book in front of can write it in the
Students with gifted their answer with a observe. them to be able to chat.
abilities: The touch of a button on see better than on the
breakout session NearPod, and we can Students with gifted screen. Also, if they Students with gifted

gives these students hear what they say if abilities: They need do not complete it abilities: Be able to
harder questions. there is an issue with 45 minutes by the their work by the converse and bring
Also, they will be in writing on the tablet end of the week on i- next class we change light to new or
a smaller group, so or typing. Ready. to, they have different topics to
they can have more additional time at the stay engaged in the
time to receive Students with gifted Early finishers: If i- end of the day to ask conversation.
additional problems. abilities: Students Ready minutes are questions, or they
can explore the complete, they can can send me Early finishers:
Early finishers: different ways of access i-Ready math questions via email. Finish math book
Additional problems giving an answer on games to help them problems, move to i-
in the breakout NearPod. level up on their Students with gifted Ready.
session. math grade level. abilities: They can
Early finishers: complete i-Ready
Work on subtraction minutes, go onto i-
worksheet in Goggle Ready math games,
classroom. or depending on the
student, they must
do Imagine Learning
minutes for reading
comprehension.
Early finishers: i-
Ready math games,
or Imagine Learning
once i-Ready
minutes are
complete.
Assessment of Content
Multiple Means of We will discuss the Students will Students must show As an Exit Ticket On page 84 #9,
Expression comparison of observe how to their work and have from their math students will solve
Formative and summative subtracting same complete a an explanation book page 78, the subtraction
assessments used to monitor
student progress and modify
place values, and subtraction problem, written in their math students will have to problem, then
instruction. regrouping. If walk me through book on page 74. find the missing explain over video

students are not solving a problem, digit that completes call and written in
understanding, I will then work on a the subtraction their book, about
write out subtraction problem problem. Students how they estimated.
problems and have independently. We must recognize that They could choose
them write the will be open for they must regroup in the way of adding
problems in discussion also. the ten-thousands the numbers closest
expanded form. place value. to the estimated
number and subtract
(81,000-
32,000=49,000) or
round their actual
answer of 48,876 to
49,000.
Expression Learners (ELL): Learners (ELL): Can Learners (ELL): Learners (ELL): Learners (ELL):
Differentiation Able to hear and hear how other Talk about the Walk them through Have students walk
watch how students explain how problem and the the problem to me through the
following groups: subtracting and to solve a explanation with the understand where problem and let them
 English Language borrowing works, subtraction problem. students and give they got their answer explain to me how
Learners (ELL) and if necessary, If we were in class them time to write and how. they got their
 Students with special they can write out students can partner about what we answer.
needs the problem in up with middle talked about. Students with special
 Students with gifted expanded form so leveled student to needs: Explain the Students with special
abilities
Early finishers (those who they can visualize review problems Students with special answer to a needs: Allow extra
finish early and may need the problem in a together. needs: Talk to parent subtraction problem time for the
additional resources/support) different way. if students are not can be checked assignment to be
Students with special comprehending in through adding the completed. Check in
Students with special needs: Check in 1- class, see if there is answer to the lowest with students.
needs: Talk to on-1. help at home. If not, number from the
student if they are provide assistance subtraction problem. Students with gifted
comprehending the Students with gifted through the school to (This will be abilities: Allow them
topic, or if they want abilities: Have them give family access to explained and talked to explain their
extra resources. solve a problem with math tutoring. about through this thoughts over the

(Talk to them me, but even out the lesson to be prepared video call.
privately.) higher and lower Students with gifted for tomorrow.)
students to be able to abilities: Allow Early finishers: i-
Students with gifted participate. questions to be Students with gifted Ready math minutes,
abilities: i-Ready asked, let them abilities: Have them Prodigy.
math minutes. Early finishers: explore what they explain their answer
Subtraction think and feel about next to the question.
Early finishers: worksheet, subtraction.
Move onto multiplication, i- Early finishers: i-
homework, then i- Ready math. Early finishers: Ready math minutes,
Ready minutes. Complete Prodigy.
homework, i-Ready
math, or Prodigy.
Extension Activity and/or Homework
Identify and describe any Students had a Students had a Page 74 in their Page 79-80 in their Page 85-86 in their
extension activities or subtraction subtraction math book and math book and math book
homework tasks as
appropriate. Explain how the
worksheet with the worksheet that multiplication multiplication individually and a
extension activity or problems lined up prompted them to worksheet. Students worksheet. Students multiplication
homework assignment already, and they show their work in take a picture of take a picture of worksheet.
supports the learning had two-word the “Work Space” their workbook and their workbook and
targets/objectives. As problems to show area provided. submit the picture. submit the picture.
required by your instructor,
attach any copies of
their work and write Again, students are
homework at the end of this the answer on the graded based on
template. side. The students their answer and
are graded based on whether their work
answers and their is shown or not.
work provided. If Students also had
they do not show another
their work, they get multiplication
a few points taken worksheet for 5’s.
away. I inform them
they need to show
their work and I

submit them a grade,
then they decide
whether they will
edit their worksheet
with their work
shown and get a
better grade, or they
keep their original
grade.
Each week we do
multiplication
worksheets of 2-12,
this week for their
multiplication
worksheet, we are on
5’s.

STEP Standard 5 -
Implementation of Instructional Unit
Video Recording Link: https://youtu.be/JwGNyqcVYtY
Summary of Unit Implementation:
For the first two days, I mainly wanted to review subtracting with the class because for
the pre-assessment, students were not comprehending subtraction or borrowing. For the students’
that were understanding what we were doing, I grouped them together so we can talk about
subtraction and I wanted to see how far in place-values they could comprehend with subtracting.
For the third day, students had a better idea of subtracting; they knew when they had to borrow,
and I kept asking them “What place-value are we borrowing from?” and they knew exactly
where to borrow from. Next, I wanted to introduce how students’ can check their work. They

could estimate by rounding the largest and smallest number that needs to be subtracted to the
closest whole numbers, then when they subtract the actual problem, it will be near the actual
answer. For example, 2,355-1,615=740 but when we estimate it will look like 2,400-1,600=800.
However, another way to check our work is getting the lowest number from the subtraction
problem and the answer and add them together; 1,615+740=2,355. For the last day, we worked
on NearPod that went along with the math book, and this is where students showed more of
checking their work. On the third and fourth day, we were supposed to be on NearPod, but it was
under maintenance, so I transferred all the questions I had ready onto Whiteboard.fi. I think this
was a better outcome for students and I because they were able to write out the problem, and I
was able to see them in real time answering the problems.
Summary of Student Learning:
After the pre-assessment, it helped me identify and prepare where students were going
wrong with subtracting, and better myself at explaining. The process of this unit plan being
delivered had to be very detailed for the students because this was a very confusing unit, that I
heard of, to teach. Students were barely able to subtract from their hundreds place value, but
once students were able to comprehend borrowing, we moved onto the thousands. It took some
time and a lot of explaining for students to understand subtracting, but from their post-
assessment, I believe many students grasped the idea of borrowing when needed. Our current
struggle with subtracting is borrowing at the top with two or more zeros. However, we are
working with them currently on that issue during our interventions time.
A question a student had was “How do I know if I solved my problem correct?” Once
that sparked his interest, others were also curious, so I reviewed it briefly, then on day 4, we
wrote out problems and learned out to check our work. I explained to the class “When you have
your subtraction problem answered, you take that number and add it to the lowest number from

the subtraction problem.” After I explained it, I wrote out another problem on Whiteboard.fi and
had a student subtract it with me, then, I had the whole class check our work by adding.
Reflection of Video Recording:
After reviewing my lesson plan and the actual recordings of me teaching, I think I did
very well considering how low participation has been before, students’ i-Ready math scores, and
this being my first unit plan taught while slowly taking over the classroom. While talking to my
mentor teacher about day 5 when I recorded and posted my 10-minute teaching video, she
thought I could have talked more about place-value rather than borrowing, but overall did a good
job. I agree with her because a few students would mix up their place-values when explaining,
but by day 5, everyone who was participating was comprehending subtraction very well. She
explained to me that she did not expect this many students to have comprehended subtraction,
but she thinks the students’ learned a great deal from me, and vice versa. Prior to teaching the
first day of this unit, I was nervous to see where students were with subtracting, but once I got
into the groove of explaining it, I felt more confident in myself. No doubt in my mind that I
could have done any better, yet, I do believe if we were in the classroom, at least half of the
students that are at Minimal Proficiency now, would have been a lot higher. My 10-minute video
of teaching does not give my class enough credit for how much they worked on learning
subtraction and their accomplishment for reaching their goal.

*Post-assessment- students had to show their work on the side of their page.
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 3 8
(90%-100%)
Proficient
4 5
(80%-89%)

2 7
(70%-79%)
Minimally
Proficient 7 3
(69% and below)
Post-Test Analysis: Whole Class
Students learning makes a huge impact when they ask questions that are necessary, learn in a
quiet and productive area, and never think they cannot achieve. As I measure the growth of each
student, I wonder what I could have done differently for individuals and if they could have done
anymore to learn. While my class does a ton of whole class discussion and assignments, I believe
this increased the post-test data. Some days are better than others with getting students logged on
each class online and participation, but when we work as a class, the students come together to
help one another comprehend a question. For example, when I was giving examples of how to
check their work for subtracting, I asked another student who I knew was understanding, to
explain it in their own words because sometimes students’ conversation with one another makes
more sense. Increasing class discussion will hopefully help participation with the other students
that show no interest in their work or school.
I can tell my students learned a great deal of information while subtracting. It is one of the hardest
concepts to teach, and while teaching it online, it was hard not being able to have students work
with manipulatives. However, I gathered all the tools I can find from the internet to best help my
class learn subtraction. One tool I love to use is Whiteboard.fi because since we are online, I
cannot see the students using their whiteboards in class, so online, I get to see how they write out
a problem and how they solve it. As a class, we also get to walk step-by-step with the whiteboard
because they watch what I write and hear what I am explaining, just like if we were inside the
classroom. By the end of the lesson, the post-assessment was a great way for me to determine
who needs clarification, where I can better myself at teaching, and gather effective data. I believe
my engagement with asking them questions, positive reinforcements, and cheerfulness
encourages the students to want to participate and interact with me while solving problems not
only for math but all subjects. I always hope to have students effectively learning because some
days are harder than others, but I think after grasping the concept in this lesson, students
comprehended more each day. I see this based on their assignments being turned in, the
engagement they bring to class, and the courage to ask questions when they are confused.
Post-Assessment Analysis: Subgroup Selection
IEP students have different needs, but with my two students, they need the 1-on-1 attention and
help. It has been hard getting one of the students to participate with the class and individually, but
slowly he is coming around. Since my district does not require cameras on, we cannot see if the
student is there working with us or off doing other tasks. I chose to give a rationale for these two
boys because although participation ranges from low to medium with these boys, I see a lot of
progress, hard work, and determination for these students.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of Students- 8 Female, 8

Male Number of Students- 9 Female, 8 Male

Pre-Test Post-Test
Highly Proficient 1 Male 504, 4 Male, 3 Female 1 Male 504, 5 Male, 6 Female
(90%-100%)
Proficient 1 Female ELL and 504, 1 Male, 1 1 Female ELL and 504, 1 Female ELL, 2
(80%-89%) Female Male
1 Female ELL, 1 Female 1 Female ELL
(70%-79%)
Minimally
Proficient 1 Female ELL, 1 Male IEP, 1 Male 0
(69% and below)
Post-Assessment Analysis: Subgroup
From talking, listening, and working 1-on-1 with one of the two students’ who have an IEP, it is
shown that they really need someone to work with them. I see the difference in their work when
someone is working with them at their learning speed. For one of the boys, I noticed he has to
really focus when he is working independently. In a call with him, my mentor teacher, and I, I
walked through the steps of subtracting and stopping and asking him questions to fill in the
answer on the problem we were doing together. I then had him walk me through one of the
problems so I can see where he was with learning and explaining the subtraction process.
As for the other student with an IEP, he also needs someone working with him 1-on-1. During
Parent Teacher Conferences, his mom said that he always wants her help, but she is busy with
work. Yet, we explained to her that we always ask him if he wants help with an assignment, we
ask if he has any questions, and we try to unmute him to talk with us, but we get no response
every time. However, teaching online has been hard for them because they do not have enough 1-
on-1 time with me or my mentor teacher helping them. I think if we made time throughout our
prep time to work with the students, they will be able to complete their assignments. Yet again,
while being online, it has been hard encouraging these students to stay online and occasionally
turn their video camera on.
My two IEP students did not complete the post-test. Gathering data has been a lot more
complicating than I had thought and that is due to being online, I have no power to have students
complete the assignment like I would in the class. However, the rest of my class did great with
the post-tests, I got more students to comprehend the unit prior to the test than I had anticipated
for just because participation was low at times. My effectiveness of instruction was encouraging
students to ask questions, which was mainly “How do I know what to add to check my work?”
and “How do I know when I need to borrow?” My best explanation of walking through a
subtraction problem is going to each place value one-by-one and asking “Can I go to the store
with $8 and spend $3?” or “Can I go to the store with $0 and buy something for $3?” Then, I
would explain if I can spend the money and have some left over, then I do not need to borrow.
However, if I cannot buy something when I have no money, then I know I must borrow. I then
ask if they understand and if anyone has questions, if not we move on. This was effective for

students learning because they got to hear and see the examples while I taught and explained it on
Whiteboard.fi. Students that struggle watch what I do and how I explain it on my whiteboard,
then they go and try the rest of the problem on their own. The few students that have not yet
mastered subtraction or checking their work have been in a small group with me on the video call
in Interventions to review problems and they talk to me about what they feel like they struggle
with or have questions on. I initiate the first problem “So how do I solve this? What do I know I
need to do first?” I have the small group walk me through the problem, then I set them up with
their own question to solve.
Post-Assessment Data: Remainder of Class
Number of Students- 21 Number of Students- 13

Pre-Test Post-Test
Highly Proficient 6 6
(90%-100%)
Proficient
4 3
(80%-89%)
7 3
(70%-79%)
Minimally
Proficient 4 1
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
Different days calls for different students participating and different instruction. My class has a
few students who are ready and willing to participate, but the class and I have been encouraging
and challenging the rest of the class to join in on our different uses of technology and
conversations. The subgroup data compared to the remainder of the class has increased in data
because of the encouragement students have on one another to join in and collaborate with us.
While on NearPod when students answer a question, the participation percentage increases. The
highest we have got to is 83%, but the students that have answered encourage the others we are
waiting for to answer the question so we can get to 100% participation. At first it got out of hand
with chats from the video call, but after explaining to the class that they can unmute themselves
and positively encourage others once they are called on, participation has increased. The
effectiveness of my instruction with encouragement and enthusiasm, I believe, has gone a long
way from when we first started school to now. I see a whole different class that is helpful and
positive since the beginning of the year.
The next steps for instruction would be increasing the comprehension of students checking their
work by adding and rounding. I explained the adding part in much more detail than the rounding,
but for the next step, I would explain more on rounding for students to check their work.

“Students will be able to show their work and explain how they did so of a subtraction problem
by adding at 90%.” “Students will be able to show their work by rounding a subtraction problem
and compare it to the actual problem at 50%.” Determining how students work as a class,
individually, and from their formative assessment, I would move forward if 90% of the class is
comprehending and work 1-on-1 with the other 10%, or if more than 10% of students are not
comprehending the objectives, I will go further in depth with explaining and reviewing problems
with the class. I will also have the students explain their answers and thoughts so I can understand
how they are looking at the problem, but also for their peers to hear and comprehend what they
are talking about.
STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Plan to Reach the Goal (i.e., professional
Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. I will review and clarify vocabulary Students will have the vocabulary word and
for students to comprehend, so they definition written down to be able to recall
can use their vocabulary in creating terms. After a review, students will have
word problems. time to write out 1-3 word problems using
the key terms. Once they have completed
this, they will share with a partner and their
partner will try to solve their problems, and
vice versa.
2. I will have students think about how We will start with questioning each other
to connect the thought of subtraction about when they spent money. For example,

to the real world. how much they started with and how much
they left the store with will be a starter for
students to engage with. Next, students will
ask family around them about something that
decreased in an amount or size that was theirs.
Finally, I will create a store menu and give
students x amount of money to spend to see
how fast their money can be taken away.
3. I will develop a stronger sense of I will be communicating with the AVID
communication between students and Coordinator to discuss how to build a
I individually, and as a class. connection virtually with parents and I, and
students with their peers. I could also allow
students to engage in a positive interaction
with each other without me included in the
conversation. However, I would still be
listening in on the conversation for safety
reasons.
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: I will reteach students how to check their work when subtracting. We will
focus on adding the lowest number of the subtraction problem to the answer to check that we
got the highest number in the subtraction problem. Students were struggling with this during
the Remainder Post-Assessment Data. The long-term goal I will be looking for is the
connection students make once they comprehend checking their work. They will check their
work at a 100% accuracy by the end of the Fall semester.
Rationale: Why did you choose this goal? How I chose this goal because I noticed after we
do you expect it to improve the outcomes of your took a week break of subtracting and came
future students? back to it, students were forgetting how to
borrow, but even more with checking their
work. I have been reviewing subtracting and
borrowing so now we can really focus on
checking our work. Students are not
comprehending the numbers to use to check
their work, so reviewing and asking questions
will help students catch on to how they need
to check their work. I expect it to improve the
outcomes because the more students see and
work with it, the better understanding they
will get and it can get set in their minds after
repeated work.

End Date: By when do you expect to accomplish November 30, 2020
this goal?
Action Timeline: What steps will you take to The time is now to start taking action of
complete this goal, and by when will you take students checking their work for all math, but
them? Example: especially subtraction. I explained to the class
1/31/18: Join AACTE that if I want to know if I subtracted correctly,
then I need to check my work. I will then ask
them “How do I check my work again; can
anyone remind me?” This will encourage
students to participate because my class is not
afraid of answering questions and getting
them wrong.
Resources: What resources are available to assist Additional worksheets provided by the
you in accomplishing your goal? school, my mentor teacher to assist me in any
positive or negative situation, as well as my
positivity to encourage students to work hard
and ask questions.

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Student Teaching Evaluation of Performance (STEP)

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STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3

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Unit Title: Subtract Whole Numbers

add and subtract multi-digit whole numbers using a standard algorithm.

Usually, students would use blocks or hands-on manipulatives to understand subtracting

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with place-value strategies.

I talked to my mentor teacher about creating and delivering pre-assessments because I

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before the lesson on the first day.

Questions in the Kahoot will be:

2. 10-6= (A. 3, B. 5, C. 4, D. 6).

rearrange groups in place value, D. together).

4. 15-11= (A. 26, B. 4, C. 6, D. 3).

5. 22-8= (A. 15, B. 30, C.11, D. 14).

number goes on top, D. It matters?).

8. 121-20= (A. 100, B. 109, C. 100, D. 101).

have left? (A. 6, B. 8, C. 10, D. 9).

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Pre-Assessment Analysis: Whole Class

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Implementation of Instructional Unit

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

Summary of Unit Implementation:

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was able to see them in real time answering the problems.

Summary of Student Learning:

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Reflection of Video Recording:

subtraction and their accomplishment for reaching their goal.

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STEP Standard 6 - Analysis of Student Learning

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Number of Students- 8 Female, 8

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Number of Students- 21 Number of Students- 13

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STEP Standard 7 – Reflecting on Instruction to Improve Student

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