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

Element Emerging Exploring Applying Integrating Innovating

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

I plan weekly with my I will plan assessments I plan social students I have taught social I have read stories to my class
team using the based on academic units around major studies lessons in before that teach lessons on
curriculum. 7/20/2020 readiness or if I think holidays. One of these relation to the Chinese stereotyping and assumptions.
my students are lessons is about Chinese New Year. This teaches We have a class discussion while
struggling with New Year because I students about a reading and after reading for
something I will plan an know several of my different cultures them to share their thoughts.
exit ticket to check for students celebrate that celebration and I have 7/20/2020
understanding. holiday. 7/20/2020 many students that
7/20/2020 celebrate Chinese New By using i-ready I plan for
Year so it gave them a differentiated instruction based
chance to share what on students growth and
they do with their diagnostic assessments. I plan for
families. 7/20/2020 students to use these assignments
while at school, for extra things to
do at home or when on break
from school such as during Spring
Break. 4/8/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and Establishes and articulates
objectives for a single learning goals for skill communicates to articulates learning comprehensive short-term and
lesson to students development with students clear learning goals to students that long-term learning goals for
4.2 Establishing and based on content students in single goals for content that integrate content students. Assists students to
articulating goals standards and available lessons and sequence of are accessible, standards with articulate and monitor learning
for student learning curriculum. lessons. challenging, and students’ strengths, goals.
differentiated to interests, and learning
address students’ needs.
diverse learning needs.
Before a math lesson I When teaching cursive, While in small reading I establish goals with students
always state the I establish goals with groups, after a student individually. I do this with the
learning goal and what the students on how reads I address an student so they are in charge of
students should be able their writing should individual goal with their goal too. I provide rewards
to do by the end of the look. 7/20/2020 each student. The goal and also include parents on what
lesson. 7/20/200 may be to read more they are working towards. Some
fluently, with goals I have done in the past is to
expression or to even get their work done in a timely
slow down when manner, stay in chair, write
reading. I will give them neatly. I have also had a student
an example of these as who was unable to complete any
well. 7/20/2020 work without getting distracted. I
made his goals very small such as
complete 5 questions and then
receive a brain break. 7/20/2020

At Heritage Oak, we also have

personal learning plans that I
make for each student. These are
long term goals and a meeting is
had with parents to discuss their
goals. This year, our meeting were
held over ZOOM. 11/7/20

Since I have been using i-ready

more often I have found a
progress sheet from i-ready as
well that I give to students each
Monday. They fill it out as they
complete a lesson. This helps
them and me keep track of how
many lessons they are completing
each week. They turn them in to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
me on Friday. 4/8/21
Uses available Begins to plan Establishes short- and Refines sequence of Utilizes extensive knowledge of
curriculum for daily, curriculum units that long-term curriculum long-term plans to curriculum, content standards,
4.3 Developing and short- and long-term include a series of plans for subject matter reflect integrations of and assess learning needs to
sequencing long- plans. connected lessons and concepts and essential curriculum guidelines, design cohesive and
term and short- are linked to long-term related academic frameworks, and comprehensive long- and short-
term instructional planning to support language and formats assessed instructional term instructional plans that
plans to support student learning. that support student needs to ensure student ensure high levels of learning.
student learning learning. learning.

I plan with my team Our math lessons are a When planning we We extend lessons if As I get to know each student’s
weekly. We look ahead. series of lessons. The discuss when a lesson need be depending on needs, I design new learning goals
To stay on track and to first lesson starts ends whether it be student understanding. for them throughout the year.
plan additional students at a base level short term or long term. We change lessons This affects my learning plans and
assessments or lessons and each lesson after Our social students within the curriculum if goals for the students. 11/7/20
within our curriculum. that build on it. lesson are usually very we know a better way
7/20/2020 7/20/2020 short while language that our student will As I learn from the curriculum
arts lesson are learn. We also try to over the years, I notice certain
extended longer. teach cross curriculum. areas in each subject have
7/20/2020 different goal lengths. For
example, reading comprehension
at my grade level is a long term
goal. Students need to learn to
read before they comprehend.
This can also be true for each
student too. One student may
come into first grade knowing to
read, so their goal would be
comprehension while another
student may need to focus just on
learning to read and recognizing
sounds. To plan for these different
types of students, I use
differentiated reading groups to
suit each students’ needs.
If I notice a student has been
having a difficult time with a
concept I will plan to pull them
aside to teach them in a small
group or one on one to better
their understanding. 4/8/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
This relates to NBPTS 4 because I
have been learning from the
curriculum and make changes
each year based on things I
learned from the previous year.
Plans instruction that Selects strategies for Incorporates Plans instruction using Plans instruction incorporating a
incorporates strategies single lessons or differentiated a wide range of repertoire of strategies
suggested by sequence of lessons that instructional strategies strategies to address specifically meet students’ diverse
curriculum guidelines. respond to students’ into ongoing planning learning styles and language and learning needs and
diverse learning needs. that addresses meet students’ assessed styles to advance learning for all.
culturally responsive language and learning
4.4 Planning
pedagogy, students’ needs. Provides Facilitates opportunities for
instruction that
diverse language, and appropriate support students to reflect on their
incorporates
Is aware of student Seeks to learn about learning needs and and challenges for learning and the impact of
appropriate
content, learning, and students’ diverse styles. students. instructional strategies to meet
strategies to meet
language needs through learning and language their learning and language
the learning needs
data provided by the needs beyond basic Uses assessments of Integrates results from needs.
of all students
site and district. data. students’ learning and a broad range of
language needs to assessments into
inform planning planning to meet
differentiated students’ diverse
instruction. learning and language
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
When planning my I will incorporate I understand that each As I get to know my students
team and I incorporate hands-on lessons after I student learns and how they learn best, I find
strategies suggested teach a math lesson to differently. I will adjust and incorporate strategies that
from the curriculum. check for lessons if need be to suit them best. for example, in
We follow our math understanding. I suit their individual
math I incorporate a visual and
curriculum almost to provide centers for needs. I know which
the point. There are a spelling and grammar. student needs
hands-on activity. This helps
couple of lessons that 7/20/2020 something hands-on or many of my students. I also use
we change but besides written differently or First in Math and seesaw
that we follow the book explained in a real-life activities after a math lesson
daily. situation. While for students to show their
Before the school year planning I will find learning.
begins, I speak with activities based on my https://www.firstinmath.com/
previous teachers and student’s needs. This 11/7/20
also receive data about keeps me prepared.
students. 7/20/2020 7/20/2020

Implements lessons and Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a wide
uses materials from and materials in single adaptations to adjustments to range of adaptations to lessons
4.5 Adapting
curriculum provided. lessons or sequences of differentiate instructional plans and based on in depth analysis of
instructional plans
lessons to address instructional plans. uses a variety of individual student needs.
and curricular
students’ learning Uses culturally materials as the
materials to meet
needs. responsive pedagogy instructional needs Engages with students to identify
the assessed
and additional arises to support types of adjustments in
learning needs of
materials to support student learning. instruction that best meet their
all students.
students’ diverse learning goals.
learning needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I follow the curriculum I will make adjustments Individual students may If students are I make adaptations based on
lessons and make to lessons and materials need additional support struggling with a student feedback and
adjustments as needed used depending on during a lesson. I have concept, I will bring in understanding throughout the
based on my students’ students’ needs. I had this occur when different materials. I lesson. I will reteach a concept in
needs. I use specific usually teach a lesson teaching place value, will change my plans a different way or make complete
materials that align verbally and then have money and time. When until the concept is adjustments to my plans for the
with the curriculum. some sort of hands-on this occurred I pulled learned. In the past I week to teach the concept until it
For example, our math activity afterwards to small groups to have a have used play money, is understood. I will research
book has us use unifix suit different learners. hands-on activity with unifix cubes, play different lessons from other
cubes when beginning 7/20/2020 different materials in clocks, and flip charts to teachers to help my students
measuring. 7/20/2020 order for each student name a few. 7/20/2020 reach their goals. 7/20/2020
to understand. This also
allowed me to
understand who needed
extra support.
7/20/2020