Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety of Uses data from multiple
through data provided by learn about individual formal and informal sources measures to make
the school and/or students. to learn about students and adjustments to instruction
assessments. guide selection of and meet individual
instructional strategies to identified learning needs.
meet diverse learning needs. 9/24/19
Using knowledge of
students to engage
Students engage in learning
them in learning
Some students may engage Students engage in single through the use of Students actively utilize a
in learning using lessons or sequence of adjustments in instruction to variety of instructional
instructional strategies lessons that include some meet their needs. 9/24/19 strategies and technologies
focused on the class as a adjustments based on in learning that ensure
whole. assessments. equitable access to the
curriculum.
Students use visuals like I review data from Aeries
drawing or pictures to better about student profile, talk to
understand words and the director of instructional
sentences. 9/24/19 support services, survey
question, and student
writing assignments, test
results, quizzes, and ongoing
informal assessments to
adjust my instruction-
clarification, explanation,
various mode of
learning/teaching strategies.
9/24/19
I review data from Aeries
Evidence about student profile,
conduct class survey, and
talk to the director of
instructional support
services, survey question,
and student writing
assignments, test results,
quizzes, and ongoing
informal assessments to
adjust my instruction-
clarification, explanation,
various mode of
learning/teaching strategies.
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction.10/10/20
Students take ownership of
their learning by choosing
from a wide range of
methods to further their
learning that are responsive
to their learning needs.
I have been adjusting my
instructions to full remote
learning and hybrid learning.
I have been doing surveys
and asking about how they
are to gauge students’
emotional well-being and
reflect together on their
learning. 10/10/20
We learned about Chinese
Internet celebrities, and
students did research on
their favorite Internet
celebrity and did a writing
project with their partners.
3/8/21

Students sit in a U-shape in

close proximity to the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
teacher and are paired
based with high and low
proficiencies to work on
various activities, such as
TPRS, whiteboard writing
practice/game, and video
talk/picture talk.4/11/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of prior
knowledge, culture,
backgrounds, life
experiences, and interests
represented among students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
Students participate in single
lessons or sequences of
lessons related to their
interests and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests to
connect to student learning.
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction.9/24/19
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences, and
interests within and across
learning activities.9/24/19
Depending on the
topic/theme of the unit, we
constantly brainstorm, apply
vocab related to the theme
in context based on their
daily experiences, interests,
China trips, radicals,
affixes/roots in the
language. Students also write
stories based on their own
interest or experiences using
the vocab learned from the
day. They also construct
their own writing from their
own experience on the unit
test. They do speaking
quizzes with a partner using
the vocab and structure
learned in the unit. 9/24/19
Innovating
Develops and systematically
uses extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life experiences,
and interests. 10/10/20
Students can articulate the
relevance and impact of
lessons on their lives and
society.
We have been going beyond
the textbook this year under
the current situation to
explore in depth about the
topics we learn. For
example, we talk about the
differences between the
Chinese breakfast culture
and American breakfast
culture in addition to
learning about dining in a
restaurant in the unit of
food. 10/10/20

Depending on the
topic/theme of the unit, we
constantly brainstorm, apply
vocab related to the theme
in context based on their
daily experiences, interests,
China trips, radicals,
affixes/roots in the
language. Students also write
stories and draw pictures
Standard 1 CSTP: Engaging and Supporting All Students in Learning
based on their own interest
or experiences using the
vocab learned from the day.
They also construct their
own writing from their own
experience on the unit test.
They do speaking quizzes
with a partner using the
vocab and structure learned
in the unit.

Students also write stories

based on their own
interest or experiences
using the vocab learned
from the day. They also
construct their own writing
from their own experience
on the unit test. They do
speaking quizzes with a
partner using the vocab and
structure learned in the unit.
They also like to do
skits and projects as a
format of
assessment.4/11/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate subject
matter to real-life.
Evidence
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of real-
life connections provided in
single lessons or sequence of
lessons to support
understanding of subject
matter.
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community.
Students utilize real-life
connections regularly to
develop understandings of
subject matter.
Integrating
Integrates connections to
meaningful, real-life
contexts in planning subject
matter instruction and is
responsive during
instruction to engage
students in relating to
subject matter.
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding. 9/24/19
Students also construct
sentences, write stories
based on their own interest
or experiences using the
vocab learned from the day.
They also construct their
own writing from their own
experience on the unit test.
They do speaking quizzes
with a partner using the
vocab and structure learned
in the unit.
Students watch or read
authentic materials like
current events and cultural
products to apply what they
have learned using critical
thinking skills with a partner
and the class. 9/24/19
Students watch or read
authentic materials like
current events and cultural
products to apply what they
have learned using critical
thinking skills with a partner
and the class.
Students also construct
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts throughout
subject matter instruction.
10/10/20
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
I have lately been using lots
of authentic videos in
teaching to help students
comprehend the differences
between the Chinese culture
and American culture in
addition to applying vocab
in context with critical
thinking abilities. For
example, we have watched
the story of Mid-Autumn
Day and wrote a story about
it. 10/10/20
Students compared
education between China
and America. 3/8/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
sentences, write stories
based on their own interest
or experiences using the
vocab learned from the day.
They also construct their
own writing from their own
experience on the unit test.
They do speaking quizzes
with a partner using the
vocab and structure learned
in the unit. Students work
on projects and make
dumplings and other food
in class. 4/11/20

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional strategies,
resources, and technologies
as provided by school
and/or district.
Using a variety of
instructional strategies,
resources, and
technologies to meet
students’ diverse
Some students participate in
learning needs
instructional strategies, using
resources and technologies
provided.
Explores additional
instructional strategies,
resources, and technologies
in single lessons or sequence
of lessons to meet students’
diverse learning needs.
Students participate in single
lessons or sequence of
lessons related to their
interests and experiences.
Utilizes a variety of
strategies including culturally
responsive pedagogy,
resources, and technologies
during ongoing instruction
to meet students’ diverse
learning needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into instruction
designed to meet students’
diverse learning needs.
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students
needs.9/24/19
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.10/10/20
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Instructional strategies like
TPR, TPRS, video/picture
talk, partner collaboration,
group project, games,
individual note-taking,
storying-writing, Google
classroom assignments,
Youtube and other media,
food-making
lessons/parties, handouts,
organizers etc. are
constantly utilized in lessons
to reach students’ diverse
learning needs. 9/24/19
Students participate in class
activities through various
modes of instructions.
Instructional strategies like
Evidence TPR, TPRS, video/picture
talk,partner collaboration,
group project, games,
individual note-taking,
storying-writing, Google
classroom assignments,
YouTube and other media,
food-making
lessons/parties, handouts,
organizers etc. are
constantly utilized in lessons
to reach students’ diverse
learning needs.
Students love to learn
kinesthetically with visuals
and through songs, and
they take their reading and
writing quizzes on the
computer and turn in to
Google Classroom. 4/11/20
Element 1.5 Emerging Exploring Applying Integrating
Promoting critical Asks questions that focus Includes questions in single Guide students to think Supports students to initiate
thinking though on factual knowledge and lessons or a sequence of critically through use of critical thinking through
Students can choose to use
Google document to write
sentences, read a paragraph,
or hand-write characters for
their homework
assignments. Authentic
materials are provided to
scaffold, apply vocab in
conversations, and create
stories. 10/10/2020
ISTE for Educators 2b. I
advocate for equitable
access to educational
technology, digital content
and learning opportunities
to meet the diverse needs of
all students.
Evidence: I incorporated
Talk and Comment and
Mote into my teaching and
assessment. Students can
listen to the lesson recording
at home and review/study at
their own pace. Students can
also choose to read using
the technology apps instead
of writing sentences as their
homework assignment.
I use comprehensible input
strategies in my lessons to
engage students and build
their proficiency. NBPTS
Proposition 2: Teachers
know the subjects they teach
and how to teach those
subjects to students.
3/8/21
Innovating
Facilitates systematic
opportunities for student to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
inquiry, problem comprehension. lessons that require students
solving, and reflection to recall, interpret, and think
critically.
Students respond to varied
Some students respond to questions or tasks designed
questions regarding facts to promote comprehension
and comprehension. and critical thinking in single
lessons or a sequence of
lessons.
Evidence
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
independently developing apply critical thinking by
questions, posing problems designing structured
and reflecting on multiple inquiries into complex
perspectives. problems.
Students pose problems and
construct questions of their Students pose and answer a
own to support inquiries wide-range of complex
into content.9/24/19 questions and problems,
reflect, and communicate
understandings based on in
depth analysis of content
learning.
Students engage in critical
thinking skills when learning
new words, characters
during video talk, writing
stories and constructing
sentences. They come up
with their own questions
and answers, answer
questions, and make
corrections after given
feedback. 9/24/19
The teacher utilizes
authentic videos to
promote critical thinking
through pair-share, inquiry,
and open-ended questions.
Students engage in critical
thinking skills when learning
new words, characters
during video talk, writing
stories and constructing
sentences. They come up
with their own questions
and answers, answer
questions, and make
corrections after given
feedback. 4/11/20
I use current events and
cultural perspectives to
promote critical thinking
through comparison,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging
Implements lessons
following curriculum
guidelines.
Monitoring student
learning and adjusting
instruction while
teaching. Some students receive
individual assistance during
instruction.
Exploring
Seeks to clarify instruction
and learning activities to
support student
understanding.
Students receive assistance
individually or in small
groups during instruction.
Applying
Makes ongoing adjustments
to instruction based on
observation of student
engagement and regular
checks for understanding.
Students successfully
participate and stay engaged
in learning activities.
evaluation, and reflection.
For example, students
compare the concept of
devotion to family between
Chinese and Americans and
evaluate on people’s cultural
practice. 3/8/21
Integrating
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs for
assistance, support, or
challenge.
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction. 9/24/19
Innovating
Makes adjustments to
extend learning
opportunities and provide
assistance to students in
mastering the concepts
flexibly and
effectively.3/8/21
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Constant informal and Instead of moving on, after
formal assessments are the review assessment in the
given in lessons, during beginning of class, I decided
which the teacher can get to make another story using
students level of the same words so work on
understanding and mastery fluency for my level one
and adjust in the instruction. student When realizing
Students also ask very good students are not familiar
questions that can help each with a word, I would
other clarify a concept. They immediately provide
are good at letting the comprehensible input to
teacher know their give students more exposure
confusion and questions. to the use of the words.
9/24/19 NBPTS Proposition 3:
Teachers are responsible for
Constant informal and managing and monitoring
formal assessments are student learning. 3/8/21
given in lessons, during
which the teacher can get
students level of
understanding and mastery
and adjust in the instruction.
Students also ask very good
Evidence questions that can help each
other clarify a concept. They
are good at letting the
teacher know their
confusion and questions. I
often give mini-quizzes or a
show of comprehension
using their fingers. The
sentences and stories
students construct are
significant indicators for me
to know where they are. I
also like to use whiteboard
so that I can see their
answer immediately.

Students construct
sentences to demonstrate
their comprehension of a
word, and they also ask
good questions when they
do not understand. It helps
clarify usage of words and
grammar points. For
Standard 1 CSTP: Engaging and Supporting All Students in Learning
example, we learned a word
zhènghǎo which is similar to
"coincidentally" in English.
The correct usage would be
person1 discovered that
person2 also wanted to do
something. "Jim said, " I am
hungry." John said, "
Zhènghǎo I am also hungry.
Let's go eat." I was able to
clarify the usage of
zhènghǎo after listening to
students' original sentences.
Also, when we learned the
word làjiāo, which means
spicy pepper. One student
immediately asked if it was
the same to express the
word cayenne pepper, which
was a good opportunity for
me to clarify for all
students. 4/11/20