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
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
9.22.20 5.4.21 social, emotional, and backgrounds. 4.5.22
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs. 11/3/21
individual
Is aware of impact of bias Planning addresses bias, Engages students in the
development to plan
on learning. 9.22.20 Examines potential stereotyping, and analysis of bias,
instruction.
Becomes aware of sources of bias and assumptions about stereotyping, and
potential areas of bias stereotyping when cultures and members of assumptions.
and seeks to learn about planning lessons. Uses cultures.
culturally responsive culturally responsive
pedagogy. pedagogy in planning.
5.4.21

With a new classroom I Based on the information Before starting our artist Since I teach phonics to
am aware of the impact I know about my class, I unit, the PreK team sat both classrooms, I have a
bias learning can have. I adjust lessons to fit the down and examined the good idea of where every
am still getting to know needs of each classroom. artists we were planning student is and what they
my students and the For example, for my on studying. We changed know. With that
curriculum. 9.22.20 classes that have all in around a few artists and information I am able to
person students, I can use added more diversity. use resources and my co-
a wider variety of 5.4.21 teacher for support. For
resources to teach such as one classroom, I have to
technology and activities. I would say that I am do more whole group
Whereas, my classroom starting the applying lessons because they
that has distance level. We have 2 teachers struggle behaviorally
learners, I have to think in the classroom during when working in groups
of ways to keep them our academic rotations, or independently. 4.5.22
engaged in learning and I am slowly learning
without having the how to take advantage of
advantage of them being another teacher in the
physically in class. room. I have my co-
9.22.20 teacher pull small groups
whether it is working
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
I am still trying to learn with my lower learners or
how to provide a diverse creating extensions for
curriculum. We have my higher learners.
adjusted the artists that 11/3/21
we are learning about,
but since I teach Phonics,
I do not see much
diversity there. 5.4.21

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 9.22.20 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 4.5.22 to articulate and monitor
learning needs. 5.4.21 learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Currently, for phonics,
our learning goal is to
remember the letter
names and sounds we
introduce each week. The
goal is the same for all
students. 9.22.20
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning. 9.22.20
support student
learning
I would say that I am just
starting this phase. In
PreK, we learn a lot of
foundational skills, so the
learning goals are usually
the same for all students.
In each lesson, I do
include all types of
medium including visuals,
auditory responses and
manipulatives in hopes to
reach all learners. We
also do a variety of
activities to hopefully
meet every students’
learning needs. 5.4.21
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic
language and formats
that support student
learning. 5.4.21 11/3/21
At the beginning of every
phonics lesson, I tell the
students what we are
going to be learning
about. I also take the time
to explain why we are
learning it and what I
hope they can do by the
end of the lesson. 4.5.22
Refines sequence of long- Utilizes extensive
term plans to reflect knowledge of curriculum,
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and design cohesive and
assessed instructional comprehensive long- and
needs to ensure student short-term instructional
learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
We use the program I pace out the year for
Fundations. In this phonics and adjust along
program, the lessons the way. Now that we are
connect through a 12 at the end of the year, and
week program. The goal most concepts have been
for the end of the taught, I am going back to
program is to learn all skills that students have
letter names and sounds. not yet mastered. I am
These lessons are all thinking of new ways to
connected as we revisit teach these skills in hopes
concepts throughout the that students can master
12 weeks - for example, before the end of the
vowels, sentences, and year. 5.4.21
some reading
comprehension. 9.22.20 This year, for our Phonics
program, we tried
something new. For the
first 3 weeks of school,
we focused on
introducing all of the
letters of the alphabet
and working on writing
those letters. The purpose
of this was to expose kids
to the letters early on and
to build their fine motor
skills early on. Now that
we have started our
actual phonics program,
we are diving deeper into
each letter and
reintroducing. It has
really benefited some
students as they have
made impressive growth.
There are a couple of
students who could only
name 10 letters at the
beginning of the year and
now they know all 26.
11/3/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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 9.22.20 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 needs and styles. 5.4.21 11/3/21
strategies to meet content, learning, and Seeks to learn about Facilitates opportunities
the learning needs of language needs through students’ diverse learning Integrates results from a for students to reflect on
all students data provided by the site and language needs Uses assessments of broad range of their learning and the
and district. beyond basic data. students’ learning and assessments into impact of instructional
9.22.20 language needs to inform planning to meet strategies to meet their
planning differentiated students’ diverse learning learning and language
instruction. 5.4.21 and language needs. needs.
11/3/21
While seeking to learn I would say that I This year for Phonics, I
about my students’ incorporate differentiated have brought in many
diverse learning needs, I instruction for each types of teaching
adjust curriculum phonics lesson. I noticed strategies. We move
accordingly. Some that I tend to differentiate around the classroom
strategies or procedures more for lower learners, often to keep students
used in the Fundations and I need to work on engaged. We review
program, I either omit or more modifications for letters at the beginning of
replace with something higher learners. 5.4.21 every class for repetition
more fitting for my and consistency. I
students’ needs. 9.22.20 incorporated iPads this
year to keep student
engagement and for
lower learners. We are
able to do partner work
this year which teaches
students collaboration
and working together. I
have taken a close look at
assessment results to see
how to plan the next
lesson. 11/3/21

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
4.5 Adapting
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
uses materials from the materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
9.22.20 lessons to address plans. Uses culturally uses a variety of based on in depth
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs. 4.5.22
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 5.4.21 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I use materials given from I would say that I have I would say that I have a
the program - like letter come a long way with variety of activities up my
sound cards. I do create planning instruction. I sleeve. I am also very
my own worksheets know my students so well flexible with how we
when the program lesson now that it is easier to complete an activity
plan requires it. 9.22.20 make adjustments along during a lesson. I will
the way or to throw in have one idea in mind,
last minute activities but if I see that it is not
based on the classroom. I working well, I am able to
also allow myself to walk adapt and use another
around the room for method because I
student support as anticipate behavioral
needed. 5.4.21 challenges in one of the
classrooms. 4.5.22