CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

Many of my read aloud I incorporate starfall into Proposition 1: Teachers

I intend to use my own incorporate to the my lesson when learning are committed to
assessments along with students daily cultural letters. Sentences frames students and their
district and state background. I relate it to are written; bubble maps learning- Instruction has
assessments to really them so that they connect are posted on the wall to to vary among students.
gather enough material at a younger level. For support my EL students. Some of the students in
on the students; example, issues on the Wonders curriculum has my classroom come from
understanding of the playground have arise an EL portion that different backgrounds
concept.9/19/17 recently. I read to my students can use to listen and I like to teach about
students “Recess Queen” and have more support. the backgrounds. In my
and discussed how the 9/20/18 classroom library I like to
little girl wasn’t very nice. provide my students with
It can be very damaging I asked them how they diverse books. I have
to the student and affect felt if they were in that incorporated a small
how they feel towards situation. It has helped section of books that are
school. Instead of them to be nicer in the in Spanish. Students are
perceiving school as a fun play area. 5/3/18 able to see the connection
educational place to that even though it is in
attend daily. 9/19/17 another language there is
still meaning and reading
I am aware of impact of is for everyone. 4.12.19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

bias on learning. I am
working torwards
seeking to culturally
responsive pedagogy. In
my read alouds, I like to
look for books that bring
in the cultural aspect. It is
an area that I need to
work on. 5/3/18

Communicates learning
objectives for a single
lesson to students based
4.2 Establishing and on content standards and
articulating goals for available curriculum.
student learning
Establishes and shares Establishes and Establishes and Establishes and
learning goals for skill communicates to articulates learning goals articulates
development with students clear learning to students that integrate comprehensive short-
students in single lessons goals for content that are content standards with term and long-term
and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
At the beginning of a
lesson I state the object of
what we are going to be
learning about. I use the
“I can” statements with
students have them
visible on the board.
9/19/17
Uses available curriculum
for daily, short- and long-
4.3 Developing and term plans.
sequencing long-
term and short-term
instructional plans to
support student
learning
Exploring
I have shared the end of
the year goals with
parents and students. In
class, we are currently
progress monitoring 3
goals. My POP cycle and
ILP has helped me
incorporate the method
of progress monitoring
with my students. 5/3/18
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
Applying
ISTE: 6a. I foster a culture
where students take
ownership of their
learning goals and
outcomes in both
independent and group
settings.
Last year, through our
curriculum students had
to learn 40 sight words. In
1st grade students learn
100. To better prepare my
students I decided to
create a sight word wall.
There are 25 lists with 4
sight words on there.
Once a student has
learned a list, they get
tested, and if they pass
they can move to the next
list. My students move
their donut across the
wall to track progress of
where they are. 9/20/18
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic
language and formats that
support student learning.
Integrating Innovating
Domain 3 Promoting
professional learning for
continuous improvement-
My students receive
instruction from me but
they are aware that I still
go to school to become
more knowledgeable in
the area of education. I
like to share that
information so that they
can see that I learn just
like them. With that being
said we create weekly
goals in our reading with
sight words and finding
the solution to our weekly
questions. By doing that, I
can see what my students
understood from the
material that was taught
throughout the week.
4.12.19
Refines sequence of long- Utilizes extensive
term plans to reflect knowledge of curriculum,
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and assessed design cohesive and
instructional needs to comprehensive long- and
ensure student learning. short-term instructional
plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I began to plan an apple
unit that will use a series
of connected lessons.
Each lessons builds on
the prior lesson. I plan to
do that with other topics
for about two weeks long
on a topic. 9/19/17
I follow the curriculum’s
plan to teach my students.
I make adjustments daily
to support my students.
For example, in learning
long vowels many of the
students are having
difficulties. Instead of
continuing the plan I
make adjustments to
reteach this concept. By
doing that, it will better
support the students to
the lessons that are
linked with long vowels.
5/3/18
Applying
During our Monday
meetings we often have
grade level meetings.
During that time we meet
k-2 and 3-5th grade. Per
grade, we discussed the
goals for the year. We set
up mid year goals and
end of the year goals. We
then collaborated with
our 1st grade team. We
asked what have they
noticed is a bigger
struggle for their students
so that we can then
prepare them better. An
area we decide was on
spelling words, tens
frames, and teen
numbers. We are hoping
for it to be a little more
successful so that our
students are better
prepared. 9/20/18
Integrating Innovating
Domain 6 Improving
Outreach and
Collaboration with
families and
communities- I
collaborate with
colleagues weekly. We
long term plan and then
make adjustments
accordingly to our
students needs. Some
teachers are on the plan
while others are 1-2
lesson behind. Teachers
have to understand that
not all students learn at
the same pace and
therefore adjustments
have to be made
accordingly. I share
information with parents
of what students will be
learning through the
wonders curriculum.
They have a parent
component were I can
print out a page out that
has information of what
students are learning in
class and how they can
support at home. 4.12.19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate Is aware of student
strategies to meet the content, learning, and
learning needs of all language needs through
students data provided by the site
and district.
I used photo card visuals
for letter recognition. 1-1
little readers for students
to read sight word stories.
Uni-fix cubes for math.
9/19/17
Exploring
Selects strategies for
single lessons or
sequence of lessons that
respond to students’
diverse learning needs.
Seeks to learn about
students’ diverse learning
and language needs
beyond basic data.
I use visuals, music, and
hands-on activities to
teach my diverse
learners. I speak English
and then Spanish to my
Els so they can
understand it. 9/19/17
I have found that certain
strategies help my
students. I usually
introduce my lessons
with a KWL chart and
students seem to really
enjoy being part of the
process. They ensure that
we return to write what
we learned about that
specific topic. 5/3/18
I still continue to build my
relationship with my
students that have
Spanish as their first
language. It is very
difficult to get them to
Applying Integrating Innovating
Incorporates Plans instruction using a Plans instruction
differentiated wide range of strategies incorporating a repertoire
instructional strategies to address learning styles of strategies specifically
into ongoing planning and meet students’ meet students’ diverse
that addresses culturally assessed language and language and learning
responsive pedagogy, learning needs. Provides needs and styles to
students’ diverse appropriate support and advance learning for all.
language, and learning challenges for students.
needs and styles. Facilitates opportunities
Integrates results from a for students to reflect on
Uses assessments of broad range of their learning and the
students’ learning and assessments into impact of instructional
language needs to inform planning to meet strategies to meet their
planning differentiated students’ diverse learning learning and language
instruction. and language needs. needs.
ISTE: 5b. I design Domain 5 Promoting the
authentic learning use of Assessments and
activities that align with data for School and
content area standards District Improvement-
and use digital tools and Not all my students are
resources to maximize on the same sight words
active, deep learning. list, so their assessments
This year I have spent vary. Some students may
more time in prepping have to test out of 20, 40,
center activities that are 60, depending as to
hands on. For example, where they are. At first
pocket charts (themed) they are tested by list.
on counting, adding, Once students reach a
shapes, letters, beginning check in point they have
sounds and etc. These to read the entire list
activities allow students prior to that point in
to be more hands on. I order to move forward. It
also have incorporated is very diverse and the
the digital aspect of QR student feels less
codes into the class. pressured because the
Students scan the code words are according to
and can either count or what they practice in the
read a story to follow. class and at home with
Each QR code is different. parents. 4.12.19
10/18/
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

speak up because they
have a fear of
embarrassment. I want to
make them feel safe and
ensure that they feel part
of the class. 5/3/18

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and as the instructional needs analysis of individual
instructional plans
additional materials to arises to support student student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

The ELA curriculum Since January I have ISTE: 7a. I provide Domain 4 Facilitating
Wonders has an differentiated ELA and alternative ways for Improvements in
abundance of materials Math lessons for my students to demonstrate Instruction and Student
that can be Kinder and TK students. competency and reflect Learning- Lesson plans
supplemented. I use the My TK students are on their learning using vary accordingly to
supplemental materials working on drawing their technology. ongoing assessments and
to better support certain sentences while my Since I started using ESGI, student understanding. I
concepts. Same with Kinders’ are working on I have found that through definitely make
MyMath. 9/19/17 writing their own an online test, students adjustments when need
sentence and drawing a feel more at ease when be because if rushed
picture to math their testing. I’ve noticed that through the content,
sentence. 5/3/18 students get sad when I some students might not
make marks when it is a grasp it. In small group I
written test. By using incorporate so many
ESGI, students are instructional tools, such
informed faster of their as: finger pointers to
score, and what was track reading, a track mat
missed (letters, for cvc words, white
numbers). 10/18/18 boards, and etch a sketch
boards. 4.12.19