1st semester: yellow

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
extend student learning.

With the 7/8 graders I do The academic language Academic language is

find myself reteaching the used during instruction is incorporated into the
prerequisites to a certain carefully selected, based lesson in an appropriate
lesson more often than on the lesson topic of manner in which it
usual. This happens course. If I see that connects to the academic
because a lot of our students are unfamiliar content standards. The
students do arrive with with certain words or use of the required
learning gaps. This has of phrases, I do explain the academic language is
course extended the definition of the word to promoted throughout the
lesson more than the time students and I make them classroom, in which
allotted in terms of write it down in their students have to be able
planning, but when notebook. One technique to appropriately use such
provided with the needed that helps students relate language in the right
prerequisites the and further comprehend manner in order to help
students do respond the introduced academic them not only
better and show that they language is when I relate comprehend, but also to
are at or near meeting the it to a real world be able to explain certain
content standard. The use phenomena. This helps subject matter at hand>
of academic language students not only further (12/1/2020).
during instruction is done comprehend the
religiously, even through academic language, but
interactions outside the also leaves them with a
classroom with the mental picture relating to
students. This I feel the real world, which in
provides the students return helps them
with the chance to use understand the academic
learned vocabulary which content in the classroom.
in turn helps them (4-30-2020)
become comfortable with
their use during class. I
am working towards
examining concepts with
the students in order to
 improve their skills.
(9/29/19)

Has basic knowledge of Adapts instruction in

student stages of Expands knowledge of
development while student development and
becoming aware of implements learning
differences in students’ activities in single lessons
understanding of subject or sequence of lessons
matter. that addresses students’
proficiencies and support
understanding of subject
3.2 Applying Teaches subject-specific matter including related
knowledge of vocabulary following academic language.
student development curriculum guidelines.
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated academic
language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
response to knowledge of Integrates knowledge of Utilizes comprehensive
student development and range of students knowledge of students to
proficiencies to meet development into guide all students to
students’ diverse learning instructional decisions to develop proficiencies,
needs. Ensures ensure student understand subject
understanding of subject understanding of the matter including related
matter including related subject matter including academic language.
academic language. related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
of essential vocabulary, language, text structures, directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access students in using analysis
ways that engage to subject matter strategies that provides
students in accessing understanding for the equitable access and deep
subject matter text or range of student language understanding of subject
learning activities. levels and abilities. matter.

There are differences One technique I have

between the middle started using is providing
school and high school students with a short 3-4
students in terms of the word vocab sheet/ppt
types of activities that I slide at the beginning of
do assign. The 7/8th every lesson in order to
graders do get assigned a provide students with the
fill in the blank meaning of those words. I
assignment for then proceed and relating
homework before the these words to a real life
beginning of every phenomena as previously
section in order to get stated, now that I have
familiar with the the students’ attention I
vocabulary words that we do relay it back into the
will be learning about for lesson an used their new
the chapter. As for the understanding of these
highschool students a words in order to help
 different approach is them comprehend and
taken, as I have to take a meet the learning
more proactive approach objective. ( 4-30-2020)
by modeling the use of
required vocabulary Taking into consideration
words.In both cases, I do student development, I
try to connect the lesson do plan a sequence of
to their previous different activities which
experiences in and out of tackle the learning
school. This connection is objective from different
vital so we can be able to angles in order to
catch the student interest improve the student
and have them fully comprehension of the
engaged. (9/29/19) topic. As many of the
students do lack the
ability to maintain focus
for extended periods of
time. Instead of providing
students with one big
activity, students are in
return provided with
smaller activities that are
broken down in order to
meet the same learning
objective of a larger
activity. (12/01/2020)
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
 The curriculum is
something I try to
rearrange when needed
in order to ensure a
proper sequence of
lessons for the students.
This is done by making
sure that if one topic
requires the
understanding of another
topic, then the other topic
is covered first to ensure
complete understanding
of both topics. For
example, there have been
times where I have come
to discover that my
students have no prior
knowledge of the basics
of a certain topic, in this
case I have put that
lesson on hold and went
ahead and taught the
requirements in order to
be able to continue with
the current lesson.
(9/29/19)
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single
3.4 Utilizing curriculum. lessons or sequence of
instructional lessons to increase
strategies that are student understanding of
appropriate to the academic language
subject matter appropriate to subject
matter.
This is where knowledge
of student readiness
comes in handy.
Adjusting the sequence of
the curriculum is
something I do often
especially after getting to
know my students and
their different levels. This
in return makes it easier
on the students to build
on their previously
acquired information. (4-
30-2020)
Using knowledge and
information on student
levels and readiness, the
planning and sequencing
of the curriculum gets
taken into account based
on that. Students have
many different levels, so
scaffolding and
differentiation takes a
role while planning as
well. (12/01/2020)
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of instructional
strategies to ensure subject matter to meet strategies to develop
student understanding of students’ diverse enthusiasm, meta-
academic language learning, to ensure cognitive abilities, and
appropriate to subject student understanding of support and challenge the
matter and that academic language, and full range of student
addresses students’ guide students in towards a deep
diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
 Additional instructional One of the most helpful Instructional strategies
strategies used do strategies to me has been such as scaffolding, the
depend on the lesson or checking for integration of polling
task, for some topics I do understanding. Constant during class, and the
upload a video checks for understanding ability of students to ask
reexplaining the topic to helps me in different direct questions without
the google classroom ways. First it provides me being embarrassed to ask
page to ensure the with a particular part of in front of their
students get another the lesson that students classmates. These
chance in case they are struggling with if they strategies and others
missed something during are struggling. It also have helped the students
the lesson. I do assign helps me identify in understanding the
classwork in which the different needs for subject matter and how
students have to use the different students. Not all certain topics are
required academic students struggle with connected to each other,
language in their own vocabulary just like not even if they may be in
words were they have to all students struggle in different chapters or
come up with their own math. This in return lessons. (12/01/2020)
examples. I do provide provides me with direct
students with the cheat feedback from the
sheet to keep on them of students which allows me
different academic to adjust in order to meet
language needed to be their diverse learning
used in class, as well as needs. (4-30-2020)
having a word wall with
the definition in the
classroom with some of
the main required
academic language in a
science classroom.
(9/29/19)

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
 Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
Different instructional Students get to use their
materials are used during textbook, chromebook,
every lesson. Materials virtual labs, packets that I
used are textbook, there provide, and different
is the classwork in terms online resources like
of a worksheet, a khan academy, brain pop
webquest, and a writing etc. in order to meet their
part of the lesson where individual needs.
students usually have to Students are encouraged
discuss their learnings or to use technology and to
findings depending on the be more familiar with is
type of writing in the classroom.
assignment. Students Unfortunately cell phones
have their chromebooks are not part of that
with them in which they equation. (4-30-2020)
not only have access to I try to always use
the google classroom for strategies or
my class, but also the accommodation in the
mcgraw-hill website classroom in order to
which includes their keep student engagement
books, and the virtual high. One of the strategies
labs which they have I use is I like to give
access to. Students are students a variety of
also provided with access options in order to give
to brain pop for my class. them an opportunity to
(9/29/19) gauge their interest in the
topic and to be able to
comprehend the
academic language in a
way which allows them to
use it on topic/subject
matter in which they are
interested. (12/01/2020)
 Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
While I do look at the
provided testing scores of
ELs and my special needs
students. One thing I do
routinely is speak to the
English teacher about the
English learners and their
levels as well as the sped
instructor about my sped
students. I do also try and
measure my English
Learners through writing
assignments, speaking in
class and reading, I do
find it hard to sometimes
classify who's an EL
because on record there
is a very small percentage
of ELs while the work
provided shows
otherwise. I do provide
visuals for every lesson
which has been very
helpful, especially with
my non English speaking
student in 9th grade. I do
look into the files of my
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
English learners'
strengths are something I
like to identify at the
beginning of the year
after a short period of
time has passed with the
assistance of the english
teacher. Once I have that
student’s strengths and
weakness I start building
from there. Els also get to
use google translate in
the class (depending on
level) in order to assist
with certain words.
Reading is also
emphasized in order to
improve their reading,
along with reading
comprehension
assignments that do
assist the students with
developing their skills.
(4-30-2020)
Different scaffolds are
used in order to help
students further their
special needs students as understanding of the
well to see what are their academic language.
strength and weaknesses Students are provided
which has been extremely with the required
helpful because it allows academic language at the
for me to plan my lesson beginning of the lesson, in
including the return students have to
accommodations needed define those words as we
for the students. go in the lesson, of course
(9/29/19) I provide them with the
definitions. This along
with other
accommodations for
english learners are
provided Students are
also asked to use such
language in order to show
that they comprehend the
academic language being
provided. (12/01/2020)