CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
4.1 Using knowledge of background, and individual
students’ academic development. 9.22.19
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of potential
instruction. on learning. areas of bias and seeks to
learn about culturally
responsive pedagogy.
9.22.19
Knowing the background
of my students I can see
where they might need
more context put into a
lesson and understand why
things might seem different
to them so that way I can
answer questions. Sharing
how other cultures do
things also helps students
understand their classmates
better.
Since this is not my first
year teaching I am more
aware of different sources
of bias yet since every
student is different I still
need to be thinking of it
and being aware of it.
9.22.19
I started having students
fill out KWL charts to see
Applying
Examines potential sources
of bias and stereotyping
when planning lessons.
Uses culturally responsive
pedagogy in planning.
10.15.20
The demographics of my
school and our county are
much different than that of
the state as a whole, so I
am constantly seeking out
sources that show a larger
cross section of people. We
talk about how a persons
background might cause
them to look at things
differently even within our
class. This starts with
bringing in a wide variety
of books that talk about
different points of history
all while still being age
appropriate for my students
in addition to having whole
class discussions that are
teacher led. 10.15.20
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities for
students. Matches supporting and extending
resources and specific student learning based on
strategies to students’ comprehensive information
diverse learning needs and on students.
cultural backgrounds.
3.31.21
Engages students in the
Planning addresses bias, analysis of bias,
stereotyping, and stereotyping, and
assumptions about cultures assumptions.
an members of cultures.
At the beginning of the
year I send out a
questionnaire for the
guardians of my students to
fill out so that they can tell
me about their culture
backgrounds and if there is
anything that I need to be
aware of as a teacher
(divorced parents, health
issues, etc.). All of this
helps me know where the
students are coming from. 
3.31.21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Exploring
what they know and paired
that with the beginning of
the year letters that their
parents gave me so I know
more about them and what
their backgrounds are.
3.9.20
Establishes and shares
learning goals for skill
development with students
in single lessons and
sequence of lessons.
9.22.19
Students are clear about the
lessons that pertain to the
chapter and why they are
important yet I would like
to move to a move complex
and challenging set.
9.22.19
Applying
Establishes and
communicates to students
clear learning goals for
content that are accessible,
challenging, and
differentiated to address
students’ diverse learning
needs. 3.9.20
I have been making
YouTube videos for my
students daily and make
sure to tell them what we
are working on for the
day so they know what
we are focusing on. 3.9.20
In my
weekly newsletter that I
email and send home as
a paper copy, I share with
my parents what their
students are learning and
I try to keep
it manageable enough for
the parents to know what
is expected of their child.
They are also encouraged
to come to parent-teacher
conferences that happen
in the month of October
so we can talk about how
their child is doing and
address any concerns
that we have. Students
are also aware of their
Integrating Innovating
Establishes and articulates Establishes and articulates
learning goals to students comprehensive short-term
that integrate content and long-term learning
standards with students’ goals for students. Assists
strengths, interests, and students to articulate and
learning needs. 10.15.20 monitor learning goals.
In my
weekly newsletter that I
email and send home as
a paper copy, I share with
my parents what their
students are learning and
I try to keep
it manageable enough for
the parents to know what
is expected of their child.
They are also encouraged
to come to parent-teacher
conferences that happen
in the month of October
so we can talk about how
their child is doing and
address any concerns
that we have. Students
are also aware of their
learning goals and what
they will be learning each
day in each subject.
10.15.20
With long term academic
mapping I’m aware of what
students need to know by
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

learning goals and what the end of the year and I
they will be learning each can see where I can tie
day in each subject. different subjects together
10.15.20 in order to make sure that
students are receiving a
well rounded experience in
their education. At the
beginning of the year I also
shared with parents what
their students would be
doing by the end of the
year. 3.31.21
Uses available curriculum Begins to plan curriculum Establishes short- and long- Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series term curriculum plans for term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum content standards, and
sequencing long-term are linked to long-term essential related academic guidelines, frameworks, assess learning needs to
and short-term planning to support student language and formats that and assessed instructional design cohesive and
instructional plans to learning. 9.22.19 support student learning. needs to ensure student comprehensive long- and
support student 3.9.20 learning. 10.15.20 short-term instructional
learning plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Since I have been at this
school before I know that
we are extremely limited
with our time while we are
preparing for our school
wide Christmas program so
I created long term plans
that allow me to still cover
the material that we need to
cover for the year. Looking
for areas that we can
double up on subjects.
9.22.19
Applying
This is my focus for my
POP Cycle for Semester 2
and I worked to design
short term and long term
goals for my students
mastering their
multiplication facts. 3.9.20
Integrating Innovating
This year I created a long
term academic
map which helped me
look at the long-term
goals and allow me to
ensure cross-curriculum
connections. With this
roadmap for the whole
year it also makes it
easier to see what I am
doing week to week since
I know that everything is
covered. 10.15.20
I would say this is still
where I am at 3.31.21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that
incorporates strategies
suggested by curriculum
guidelines. 9.22.19
4.4 Planning
instruction that
incorporates
appropriate strategies Is aware of student content,
to meet the learning learning, and language
needs of all students needs through data
provided by the site and
district.
Selects strategies for single
lessons or sequence of
lessons that respond to
students’ diverse learning
needs. 9.22.19
Seeks to learn about
students’ diverse learning
and language needs beyond
basic data. 9.22.19
Incorporates differentiated
instructional strategies into
ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction.
Plans instruction using a
wide range of strategies to
address learning styles and
meet students’ assessed
language and learning
needs. Provides appropriate
support and challenges for
students. 10.15.20
Integrates results from a
broad range of assessments
into planning to meet
students’ diverse learning
and language needs.
3.31.21
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to advance
learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.

Since this is my first year I
am learning what the
curriculum gives for
different strategies. 9.22.19
I like to incorporate other
strategies I use and it might
be trial and error since I’ve
never taught 2nd grade
before. What works for
older kids may not work
for them. I try and include
a variety of different ways
to present the material and
realize that their attention
span is less than older
students. 9.22.19
I developed a multi sensory
learning session for my
students when it comes to
learning their
multiplication facts.
Students also give their
levels of understanding at
the beginning, middle and
end of the unit but also in
the every day lessons.
3.9.20
A strategy that I used for
a hands on approach
where students play
Jenga but on the sides are
multiplication facts that
students must answer in
order to play. If they
cannot answer it, the
block goes back in. This is
another strategy for
students to show mastery
versus a traditional
worksheet or

A strategy that I used for
a hands on approach
where students play
Jenga but on the sides are
multiplication facts that
students must answer in
order to play. If they
cannot answer it, the
block goes back in. This is
another strategy for
students to show mastery
versus a traditional
worksheet or
flashcards.10.15.20
By creating Pop Cycles and
the feedback from my
mentor I have had to justify
my lessons, my thought
process and then receive
feedback about how that
lesson went not only from
my mentor but from my
professors at Fullerton.
3.31.21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

flashcards.10.15.20  
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate adjustments to instructional wide range of adaptations
curriculum provided. or sequences of lessons to instructional plans. Uses plans and uses a variety of to lessons based on in depth
4.5 Adapting address students’ learning culturally responsive materials as the analysis of individual
instructional plans and needs. 9.22.19 pedagogy and additional instructional needs arises to student needs. 3.31.21
curricular materials to materials to support support student learning.
meet the assessed students’ diverse learning 10.15.20 Engages with students to
learning needs of all needs. 9.22.19 3.9.20 identify types of
students. adjustments in instruction
that best meet their learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
As I get to know my
students better I know what
part of the lesson can be
sped up and what may need
longer time. Also what is
interesting to them verses
what does not hold their
interest. 9.22.19
Applying
When a student is
celebrating a different
holiday or has different
traditions I invite them to
bring in something to share
or teach us about it. 9.22.19
This year when a student
celebrated Chinese New
Year I asked his family to
come in and share with us a
little bit about what their
family does and what this
holiday means to them.
3.9.20
Integrating Innovating
I have a wide range of Now that I have taught the
reading levels in my class same grade for more than
from kindergarten up to one year I am able to
4th grade. By using Epic anticipate what my students
students can have the are going to struggle with
material read to them and and can change course to
have access to books at help them master the
home which has been standards. Be it teaching it
extremely helpful during another way or giving them
the Covid-19 a different way to show
pandemic when their mastery. 3.31.21
libraries have been
closed. 10.15.20
Now that I have taught the
same grade for more than
one year I am able to
anticipate what my students
are going to struggle with
and can change course to
help them master the
standards. Be it teaching it
another way or giving them
a different way to show
their mastery. 3.31.21