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

Element Emerging Exploring Applying Integrating Innovating

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

Recently I have assessed I incorporate language arts

the students and I am not stations and used my
starting to guide lessons assessments of the students
and their admissions
and grouping based on
packets with information
those assessments.
regarding cultural
Students’ cultural background to form
background and
developmental/leveled
development levels are
groups for my stations. The
taken into consideration stations include a
during lessons to provide vocabulary reader station,
a safe and fair morning message journal
environment. writing, sight word practice,
and name practice. I am
always researching
I am aware that there regarding culture and
could be potential bias,
special needs as well- this
but I reflect on all my lends to myself becoming
lessons and actions
more aware of any biases
throughout the day to that I may have. I am eager
grow and learn more to learn more tactics
about culturally regarding this specific idea.
responsive pedagogy. 4/10/21
9/23/20
I have got to know my
students and have
formed an understanding
of the many strengths
and areas for growth my
diverse class has. To
accommodate the
different learning styles
and developmental
levels, I have learned to
both re-teach concepts
to students in small
groups as well as
provide more challenging
material for my students
who are further along in
their growth. This has
made a positive
difference in my
classroom management
and engagement of my
students.
Fall 2021
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
4.2 Establishing and on content standards and students in single lessons
articulating goals for available curriculum. and sequence of lessons.
student learning
Before I start a lesson, I
give an overview of what
will be doing and what
we are trying to
accomplish to reach our
learning goal for that
lesson. For example, in
Social Studies we learned
about rules and laws.
Before the lesson I
explained that by the end
of the lesson we will
understand why we have
rules and laws. Then at
the end of the lesson I
check for understanding
to make sure we met our
learning goal for that day.
9/23/20
Applying
Establishes and
communicates to
students clear learning
goals for content that are
accessible, challenging,
and differentiated to
address students’ diverse
learning needs.
I always tell my students
what the learning goal is
and what I need them to
really focus on. For
example, I am teaching
the students about ten
frames and how to fill
them in properly, and a
part of my goal for them
was to be able to draw
the correct-looking ten
frame dots. I had to
emphasis that the dots in
ten frames are like circles
colored in (because
starting out, many of
them drew specs,
scribbles, or circles that
weren’t filled in, even
after having modeled).
4/10/21
Integrating Innovating
Establishes and Establishes and
articulates learning goals articulates
to students that integrate comprehensive short-
content standards with term and long-term
students’ strengths, learning goals for
interests, and learning students. Assists students
needs. to articulate and monitor
learning goals.
To articulate learning
goals to my students
and be sure to
integrate content
standards, I have
learned to write the
learning goal(s) and
standards down on
our wipe board in the
classroom each day
and as I approach
each subject. I read
the standard and goal
(s) aloud to my
students prior to
beginning the lesson
and activity so that
they have a clear
understanding of our
goal in class. This
has lent to my
student’s overall
success and has
also helped my
students gain
confidence in their
approaches to the
learning and abilities
in their learning.
Fall 2021
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. learning. plans that ensure high
levels of learning.

Through many of my I was working on this in

subjects, the lessons do
build upon each other so
that they are all related in
some form. In science, we
are learning about our
five senses. Each lesson
we focus on one of the
senses and how we use
that sense. At the end of
the unit the students will
be able to describe all the
five senses and will have
a final activity to use all of
their senses.
9/23/20
the Fall and am
continuing to add to my
ideas now. For example, I
know that I am looking
for a progression in their
writing, starting from
being to write their
names, letters, and
numbers, and then being
able to write various
single words, to being
able to write a short
sentence and by the end
of the year, to be able to
write two complete
sentences.4/10/21
I have got better at
using technology to
my advantage in
documenting and
reflecting on long
term guidelines,
frameworks, and
assessed
instructional needs
to ensure my
students’ learning. I
often use Google
Classroom to keep
track of my students’
assessments and
goals as individuals
as well as
whole-class goals
and standards to
meet.
Fall 2021
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.

I choose a variety of I work to use different

strategies to utilize in teaching strategies for my
I use summative
many of my lessons to lessons so that I assessments,
support all the diverse differentiate for the
informal
learning needs in my diverse learning needs in
assessments, and
class. This can be hand my classroom. Some of formal assessments
gestures, active learning, the strategies that I use
to gather information
art, manipulatives, often include direct about my students’
stories, and videos. teaching, stations, leveled
learning styles and
reading groups, active
retained knowledge
I talk to the students learning (incorporating
and understanding of
during snack, lunch, and physical movement),
content material and
free play to further modeling, and providing
academic concepts.
understand my students’ visuals and language
interests and needs. Also, repetition. 4/10/21
These assessments
through discussions with
have helped guide
parents, I can better
what I will teach next
understand the students’
to my students as well
background, learning or
as what I might need
socio-emotional needs.
to re-teach and help
my students improve
9/23/20
on in order to move
onto the next concept
goal.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single adaptations to
curriculum provided. lessons or sequences of differentiate instructional
lessons to address plans. Uses culturally
4.5 Adapting
students’ learning needs. responsive pedagogy and
instructional plans
additional materials to
and curricular
support students’ diverse
materials to meet the
learning needs.
assessed learning
needs of all students.
After learning more about I enjoy providing time for
my students’ needs, I my students to work and
adapt lessons to provide learn using different
support to all students to materials such as math
reach their goals. Some and language arts
students’ needs include manipulatives (such as
scaffolding during counting cubes, unifix
writing. I have provided cubes, pattern blocks,
grips and tracers for magnetic numbers,
students to help with magnetic ten frames,
their writing abilities. I magnetic letters, letter
have seen so much sound clip cards, and
growth through using puzzles, etc). I also
these tools. integrate art into
activities and use
9/23/20 different materials such
as yarn, paper, paint, glue,
beads, tissue paper, etc. I
also change up their
writing utensils by
allowing opportunities to
use not only pencils, but
markers, whiteboard
markers, gel pens, and
more.4/10/21
Integrating Innovating
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of based on in depth
materials as the analysis of individual
instructional needs arises student needs.
to support student
learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
I have adapted a
quick grading routine
which has helped me
to efficiently assess
my student’s
understanding of the
material and
therefore has helped
guide my teaching. I
often make
adjustments to my
instructional plans
which lends to a
somewhat creative
curriculum
philosophy in my
classroom as I
continuously make
adjustments that are
both pre-calculated
and implemented
during teaching
on-the-spot.
Fall 2021