Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter concepts,
3.1 Demonstrating matter, related academic academic language to essential subject matter concepts, academic current issues, academic
knowledge of subject language, and academic identify connections concepts, academic content standards, and language, and research to
matter academic content standards. between academic language, and academic academic language in make relevant connections
content standards content standards and content standards. ways that ensure clear to standards during
instruction. connections and relevance instruction and extend
to students. student learning.
With the 7/8 graders I do The academic language The academic language
find myself reteaching the used during instruction used in the classroom is
prerequisites to a certain is carefully selected, essential to understanding
lesson more often than based on the lesson the subject matter. This
usual. This happens topic of course. If I see information is relayed
because a lot of our that students are constantly to students as
students do arrive with unfamiliar with certain we teachers are constantly
learning gaps. This has of words or phrases, I do being asked, why do I need
course extended the explain the definition of to learn this? Or why do I
lesson more than the time the word to students and need to know these big
allotted in terms of I make them write it words? This is explained
planning, but when down in their notebook. by showing the students
provided with the needed One technique that helps that in order to move on
prerequisites the students students relate and the next step, next chapter
do respond better and further comprehend the or even same lesson next
show that they are at or introduced academic part, one must master the
near meeting the content language is when I relate steps before it. And that
standard. The use of it to a real world includes the different
academic language during phenomena. This helps types of academic
instruction is done students not only further language used. This is also
religiously, even through comprehend the helps by work on the
interactions outside the academic language, but vocabulary development
classroom with the also leaves them with a of the students, which in
students. This I feel mental picture relating return the students not
provides the students with to the real world, which only feel proud of
the chance to use learned in return helps them themselves for knowing
vocabulary which in turn understand the the academic language,
helps them become academic content in the but also become more
comfortable with their use classroom. (4-30-2020) willing participants in the
during class. I am working learning process.
towards examining (4/15/21)
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 response to knowledge of Integrates knowledge of Utilizes comprehensive
development while student development student development and range of students knowledge of students to
becoming aware of and implements learning proficiencies to meet development into guide all students to
differences in students’ activities in single students’ diverse learning instructional decisions to develop proficiencies,
understanding of subject lessons or sequence of needs. Ensures ensure student understand subject matter
matter. lessons that addresses understanding of subject understanding of the including related academic
students’ proficiencies matter including related subject matter including language.
and support academic language. related academic
Teaches subject-specific understanding of subject language. Engages student at all
vocabulary following matter including related levels of vocabulary,
3.2 Applying
curriculum guidelines. academic language. Provides explicit teaching academic language, and
knowledge of student
Provides explicit teaching of specific academic proficiencies in self-
development and
Provides explicit of essential vocabulary, language, text structures, directed goal setting,
proficiencies to
teaching of essential idioms, key words with grammatical, and stylistic monitoring, and
ensure student
content vocabulary and multiple meanings, and language features to improvement. Guides all
understanding of
associated academic academic language in ensure equitable access to students in using analysis
subject matter
language in single ways that engage students subject matter strategies that provides
lessons or sequence of in accessing subject matter understanding for the equitable access and deep
lessons. Explains text or learning activities. range of student language understanding of subject
academic language, levels and abilities. matter.
formats, and vocabulary
to support student
access to subject matter
when confusions are
identified.
 There are differences
between the middle school
and high school students
in terms of the types of
activities that I do assign.
The 7/8th graders do get
assigned a fill in the blank
assignment for homework
before the beginning of
every section in order to
get familiar with the
vocabulary words that we
will be learning about for
the chapter. As for the
highschool students a
different approach is
taken, as I have to take a
more proactive approach
by modeling the use of
required vocabulary
words.In both cases, I do
try to connect the lesson
to their previous
experiences in and out of
school. This connection is
vital so we can be able to
catch the student interest
and have them fully
engaged. (9/29/19)
Follows organization of
curriculum as provided by
3.3 Organizing site and district to support
curriculum to student understanding of
facilitate student the subject matter.
understanding of the
subject matter
One technique I have Student levels,
started using is development and
providing students with proficiencies are taken
a short 3-4 word vocab into account when
sheet/ppt slide at the planning instruction. The
beginning of every different types of
lesson in order to information needed to
provide students with master a certain learning
the meaning of those objective are identified
words. I then proceed and worked towards
and relating these words having the students having
to a real life phenomena proficiency in those areas.
as previously stated, One method used to
now that I have the connect the new material
students’ attention I do is by connecting it to
relay it back into the previously learned
lesson an used their new material or student
understanding of these experiences. This helps the
words in order to help student build on
them comprehend and information already
meet the learning known . (4/15/21)
objective. ( 4-30-2020)
Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
of curriculum and curriculum and student curriculum and resources of curriculum and related
considers adjustments in readiness to organize and to organize and adjust resources to flexibly and
single lessons or adjust the curriculum to instruction within and effectively organize and
sequence of lessons to ensure student across subject matter to adjust instruction.
support understanding understanding. extend student
of subject matter. understanding. Ensures student
comprehension and
 facilitates student
articulation about what
they do and do not
understand.

The curriculum is This is where knowledge Students are constantly

something I try to of student readiness being assessed in many
rearrange when needed comes in handy. Adjusting different ways in order to
in order to ensure a the sequence of the ensure comprehension.
proper sequence of curriculum is something I This helps because
lessons for the students. do often especially after instruction can then be
This is done by making getting to know my adjusted in order to make
sure that if one topic students and their students are meeting their
requires the different levels. This in learning goals and
understanding of return makes it easier on objectives. Previously
another topic, then the the students to build on learned material is also
other topic is covered their previously acquired used in ways in order to be
first to ensure complete information. (4-30-2020) able to introduce new
understanding of both material using different
topics. For example, scaffolding strategies.
there have been times (4/15/21)
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 Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-cognitive
instructional lessons to increase academic language to ensure student abilities, and support and
strategies that are student understanding appropriate to subject understanding of challenge the full range of
appropriate to the of academic language matter and that addresses academic language, and student towards a deep
subject matter appropriate to subject students’ diverse learning guide student in knowledge of subject
matter. needs. understanding matter.
connections within and
across subject matter.
Additional instructional One of the most helpful Different instructional
strategies used do strategies to me has been strategies are used in order
depend on the lesson or checking for for students to effectively
task, for some topics I do understanding. Constant engage in the subject
upload a video checks for understanding matter. Whether it is
reexplaining the topic to helps me in different ways. working on ways in which
the google classroom First it provides me with a the students are provided
page to ensure the particular part of the with some type of choice in
students get another lesson that students are the lesson, or using
chance in case they struggling with if they are different scaffolding
missed something struggling. It also helps me strategies in order to have
during the lesson. I do identify different needs for students meet the learning
assign classwork in different students. Not all objectives. (4/15/21)
which the students have students struggle with
to use the required vocabulary just like not all
academic language in students struggle in math.
their own words were This in return provides me
they have to come up with direct feedback from
with their own the students which allows
examples. I do provide me to adjust in order to
students with the cheat meet their diverse
sheet to keep on them of learning needs. (4-30-
different academic 2020)
language needed to be
used in class, as well as
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)
 Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and critical
standards-aligned
Explores how to make reflect the diversity of the students. thinking about subject
instructional
Identifies technological technological resources classroom and support matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
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 This has been something I
materials are used textbook, chromebook, have been having to do a
during every lesson. virtual labs, packets that I lot more during the
Materials used are provide, and different distance learning, and that
textbook, there is the online resources like khan is ensuring that the
classwork in terms of a academy, brain pop etc. in student have the proper
worksheet, a webquest, order to meet their learning materials. At the
and a writing part of the individual needs. Students start, many students did
lesson where students are encouraged to use not have access to
usually have to discuss technology and to be more internet, I can proudly say
their learnings or familiar with is in the by working with the
findings depending on classroom. Unfortunately school admin 100% of
the type of writing cell phones are not part of them currently have that
assignment. Students that equation. (4-30-2020) access via provided
have their chromebooks hotspots. While they may
with them in which they still glitch and not be idea,
not only have access to that have helped a great
the google classroom for deal. This has also meant
my class, but also the advocating for student to
mcgraw-hill website have sound blocking
which includes their headphones, which we
books, and the virtual also able to provide
labs which they have because once I heard the
access to. Students are background noises, I knew
also provided with these kids were struggling
access to brain pop for to listen to me. (4/15/21)
my class. (9/29/19)
 Is aware of students’ primary
language and English
language proficiencies based
on available assessment data.
3.6 Addressing the
needs of English
learners and student Provides adapted materials
with special needs to to help English learners
provide equitable access content.
access to the content
Seeks additional
information describing
elements of culture and
language proficiencies in
listening, speaking, reading,
and writing. Uses multiple
measures for assessing
English learners’
performance to identify
gaps in English language
development.
Attempts to scaffold
content using visuals,
models, and graphic
organizers.
Identifies language
proficiencies and English
learner strengths in the study
of language and content.
Differentiates instruction
using one or more
components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve language
proficiencies and understand
content.
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English learners.
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and content
goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content.
While I do look at the English learners' strengths Knowledge of students
provided testing scores are something I like to levels, especially Els is
of ELs and my special identify at the beginning of extremely important to
needs students. One the year after a short only inform planning
thing I do routinely is period of time has passed during instruction, but
speak to the English with the assistance of the also in making
teacher about the english teacher. Once I adjustments and knowing
English learners and have that student’s what strategies are
their levels as well as the strengths and weakness I needed to be used during
sped instructor about start building from there. instruction. While I feel it
my sped students. I do Els also get to use google was easier to help Els pre
also try and measure my translate in the class pandemic, there have been
English Learners (depending on level) in different ways I have been
through writing order to assist with certain able to assist currently. I
assignments, speaking in words. Reading is also have been providing them
class and reading, I do emphasized in order to with key words pre lesson
find it hard to improve their reading, and extra worksheet to
sometimes classify along with reading help, which has helped
who's an EL because on comprehension somewhat but there is
record there is a very assignments that do assist room for progress.
small percentage of ELs the students with (4/15/21)
while the work provided developing their skills. (4-
shows otherwise. I do 30-2020)
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 special needs
students as well to see
what are their strength
and weaknesses which
has been extremely
helpful because it allows
for me to plan my lesson
including the
accommodations needed
for the students.
(9/29/19)
1st semester: yellow