Step Template 1-7
Step Template 1-7
Step Template 1-7
Template
Unit Topic: U5 W2
National or State Academic Content Standards: RF.1.3b Decode regularly spelled one-syllable
words
RF.1.3g Recognize and read grade level/appropriate irregularly spelled words
Learning Goal: Students will be able to decode and recognize these words by the end of the week.
Measurable Objectives: Students will be able to decode regularly spelled one-syllable words.
Students will be able to recognize and read grade-appropriate irregularly spelled words
If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.
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.
I plan on saying these words and assessing them on the words to see if they are able to spell
them out without practicing them first and then go over the spelling words after.
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
Proficient
2
(80%-89%)
Partially Proficient
5
(70%-79%)
Minimally Proficient
10
(69% and below)
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.
Highly proficient: (90%-100%) 10/10 & 9/10
Proficient: (80%-89%) 8/10
Academic Language New Spelling words New Spelling words New Spelling words New Spelling words New Spelling words
General academic vocabulary
and content-specific Her Her Her Her Her
vocabulary included in the
unit. Bird Bird Bird Bird Bird
Fur Fur Fur Fur Fur
Fern Fern Fern Fern Fern
Dirt Dirt Dirt Dirt Dirt
Work Work Work Work Work
Barn Barn Barn Barn Barn
Arm Arm Arm Arm Arm
Review Spelling Review Spelling Review Spelling Review Spelling Review Spelling
words words words words words
Depth of Knowledge Level 1: This week the Level 1: Class, tell me Level 1: Class, lets Level 1: Remember Level 1: Remember
Lesson Questions spelling words are how do letter sounds sound and slide the this week we have your spelling words
What questions can be posed
going to make the /ir/ work together to make words we have been been working on the this week, what is a
throughout the lesson to sound, last week our words? working on. For spelling words and new word that you
assess all levels of student spelling sounds were example, bird. B-ir-d tomorrow is your learned that you had
Level 2: Do you
understanding? the /ar/. Last weeks Bird. spelling test. What can never heard before?
remember yesterday
word one was arm, you recall about the
Level 1: Recall when we were talking Level 2: Can you guys Level 2: What is the
what do you do when words we’ve been
about the /ur/ sound. I tell me a story out loud hardest word to learn
Level 2: Skill/Concepts you need to ask a reviewing all week.
am going to give you using 1-3 words from how to spell this
question? You raise
Level 3: Strategic the word /fern/ but our spelling words? Level 2: Which word week?
Thinking your arm.
have it spelt as furn, Let’s see what you can was the easiest word
Level 3: Give me a
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.
Summary of Student Learning: This lesson allows students to develop comprehension. They are able to
grasp information by looking at pictures and make predictions on what is going to happen. The genre of
the story is fantasy, students know the meaning of fantasy. Towards the end, students will be able to tell
me their favorite part or what they learned about this story.
Reflection of Video Recording: Students were able to learn and truly understand the story. They did take
a test on the story at the end of the week and mostly all the students passed it. I do like how many of them
use their fingers to follow along and they either ask questions or add onto the story. The students do very
well with comprehension. The strengths I have is being able to ask many questions and engage the
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 2 4
(90%-100%)
Proficient
2 2
(80%-89%)
Partially Proficient
4 3
(70%-79%)
Minimally
Proficient 8 7
(69% and below)
Post-Test Analysis: Whole Class
Based on the whole class post-test data, my interpretation of the students learning was that they
didn’t really master their spelling words from day 1 of the pre-test to day 5 of the post-test. I was
able to tell on their spelling tests that they can hear the beginning and ending sound perfectly but
when it comes to what is in the middle that is a bit difficult for them. From the beginning of the
week, only 2 students were highly proficient and by the end of the week 4 students were highly
proficient so it only jumped up by 2 students. I was able to see their homework and did see that
they were practicing their spelling words all week but once it came to the test it seemed like many
of them forgot how to spell the words.
In addition to giving us useful data to aid in students' development, efficient assessment also
permits critically reflective instruction (NIU, n.d.). Based on the whole class post-test data, I think
I need to go over the spelling words more frequently and have them spell out the words without
seeing them to get them to practice the words more. Those students that are on top of their
homework and practice frequently with their families I see got highly proficient. In their
homework I can tell they really do practice all week. For those that are struggling, I will be doing
small groups and assessing them on their spelling words for the future. I feel like there were way
too many students who still scored minimally proficient.
Post-Assessment Analysis: Subgroup Selection
Highly Proficient 0 0
(90%-100%)
Proficient
0 0
(80%-89%)
Partially Proficient
0 1
(70%-79%)
Minimally
Proficient 3 2
(69% and below)
1 out of the 3 students are ELL students. The other 2 students are students that only need to work
on 5 out of the 10 spelling words. These pre and post-test assessment scores were expected but
with working in small groups and one on one with them I know their scores can exceed. I will
incorporate technology in assisting them with their spelling and having them work on Lexia to
gain confidence in blending words.
I do a lot of sound and slide it with their spelling words for example b-ir-d students are able to
hear the beginning and ending sound fine it is just that /ur/ sound that they hear that they can’t
quite figure out if it is /ir/ /er/ or /ur/. I have goals set for my students and I do see growth in them
since I have started student teaching. I will use more technology, my mentor teacher and I just
downloaded Duolingo classroom to help assist my ELL students. My other students just need
consistency and one on one time to help them thrive. I will differentiate my instructional
strategies to be able to meet those students needs. I do have these students seated next to/near
higher-level students which benefits them in the classroom to get support from their classmates as
well. I will use more visual aids and hands on activities as well.
With the amount of students that are performing minimally proficient, I now know that I need to
work with them a bit extra I just need to see what works best for them and how will these spelling
words stick into their heads. I do think the scorings do make sense, I think what I need to do is
focus a little more on different manipulatives to do in the classroom to help them gain the
understanding of the spelling words. 2 students did increase and 2 students did get out of the
minimally proficient area which I am pretty happy about. I do feel like I can improve on my
teaching strategies and qualities to better assist my students.
The next step for instructions is students still work on the r controlled r just with the /or/ sound
instead of the /ur/ sound. Students will still be able to recognize and read grade-appropriate
irregularly spelled words. Students will be able to blend and figure out what goes where for
example the word b-or-n students will see that they have worked on the r controlled r words
before but different sounds. These post-test will help me differentiate instruction and to change
things up to get the spelling scores higher.
2. Using visual aids to teach spelling Many students are visual learners, I would
words associate certain sounds and letters with
colors, pictures, and other symbols as a
technique to teaching them the words and
this will allow them to gain different insights
to learning spelling words. Putting symbols
and using different colors can also help
students point out silent letters in a word.
Students not only need to know how to spell
the word but they also need to know what the
word is.
3. Have students identify the individual 1st graders are still learning how to read and
sounds write well. They still need to blend words
together and identify letters. I would have
students listen as I blend a word and have
them identify each individual sound. This
allows them to hear each letter in the word
and if they cannot then we will go over it
together as practice and then they will get the
hang of it with more practice.
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: Blend and manipulate sounds to spell words
Rationale: Why did you choose this goal? How I chose this goal because students learn a new
do you expect it to improve the outcomes of your technique for any unknown words they ever
future students? come across. This strengthens their spelling