Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. 10/15/21 instruction. 5/6/22
Using knowledge of learning needs. 7/11/21
students to engage
them in learning Some students may Students engage in single Students engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. 7/11/21 that ensure equitable further their learning that
access to the curriculum. are responsive to their
10/15/21 learning needs. 5/6/22
Evidence I consult with colleagues I use formal and informal To make review before
to learn about students assessments to meet the tests more engaging, I use
diverse learning needs. I individual needs of large blow up die and
also conference with learners. Students take project a game board
parents to actively learn review reading quizzes similar to Candyland.
about students. This through the online Students solve a review
provides me with Wonders program. Before problem in teams while
suggestions on how to giving students the collaborating, and then
better guide my progress monitoring get the chance to come up
instruction. 7/11/21 assessment I review and roll the die and move
student scores on the their sticky note along the
Throughout lessons Wonders platform to game board. 5/6/22
students demonstrate ensure students are ready
their learning through for the reading
their identified areas of assessment. 10/15/21
strength. 7/11/21
ISTE Standard 6.b:
Manage the use of
technology and student
learning strategies in
digital platforms, virtual
environments, hands-on
makerspaces or in the
field. To review grammar
and phonics skills
students complete online
games through our digital
Wonders component. As
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students are completing
online games I will
monitor student
progress. 10/15/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives.
Evidence
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural 10/15/21 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests. 5/6/22
learning. 7/11/21
Students participate in Students make Students can articulate
single lessons or connections between Students are actively the relevance and impact
sequences of lessons curriculum, and their engaged in curriculum, of lessons on their lives
related to their interests prior knowledge, which relates their prior and society. 5/6/22
and experiences. backgrounds, life knowledge, experiences,
experiences, and and interests within and
interests. 7/11/21 across learning activities.
10/15/21
To activate prior When discussing novel
I allow the students to knowledge for our CA studies with students I
choose what type of Native American unit, I always ask questions such
projects they want to had students fill out a K- as, “how can you apply
complete based on their W-L chart about what this to your own life?”
strengths and interests. they already have learned This is helpful for
7/11/21 last school year about students when trying to
Native Americans. Since identify the theme in a
I have students share my mentor teacher was novel and build
their prior knowledge their 3rd grade teacher, connections with fictional
when correcting she had informed me that characters. Students are
homework and they are the students would have eager to share their
given the opportunity to prior knowledge of Native responses. 5/6/22
explain a similar way of Americans because they
how their parents helped did a Native American
them solve the problems. research project.
7/11/21 10/15/21
ISTE Standard 4.a:
Dedicate planning time to
collaborate with
colleagues to create
authentic learning
experiences that leverage
technology. While
Standard 1 CSTP: Engaging and Supporting All Students in Learning
planning a unit on CA
Native Americans I
collaborated with my
mentor teacher about
how to engage students
with technology using
Google Jamboard to
research and record
information regarding a
CA Native American tribe.
She explained that the
students have an ample
amount of prior
knowledge from their 3rd
grade CA Native American
research project.
10/15/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject 7/11/21 students in relating to instruction.
matter to subject matter. 5/6/22
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. understanding. 5/6/22 applications of subject
subject matter. 7/11/21 matter during learning
activities.
In the beginning of each To teach non-fiction
lesson, I invite students to reading skills I use
share what they already Scholastic News, which
know about the topic and also focuses on current
how it relates to their events that students are
own life. 7/11/21 interested in. We have
class discussions that are
During assessments guided by the Scholastic
students are given real- News in which students
world problems that are able to make text-to-
connect to the subject self connections. 5/6/22
matter. 7/11/21
Evidence
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs. 5/6/22
instructional diverse learning needs. meet students’ diverse learning needs. 10/15/21
strategies, resources, 7/11/21 learning needs.
and technologies to
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using
needs using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. 7/11/21 technologies to meet their successfully advance their
individual students learning. 5/6/22
needs. 10/15/21
I use a variety of Students demonstrate While learning about To help engage students
instructional activities their learning by latitude and longitude in opinion writing, I use a
during a lesson such as completing hands-on students played an online strategy called “Change
lecture, discussion, projects, experiments, game where they had to My Mind” on Google
partner talk, group work, reflections, and plot the coordinates to Slides. I present to
and individual practice. presentations. 7/11/21 find the pirate's treasure. students a statement such
7/11/21 Following the game as, “school should be all
students then got into year round.” I then
partners and played a explain to students that
game similar to they have to change my
Battleship where they mind and write an
pulled a latitude and opposing argument. They
Evidence longitude card and had to do this in groups and then
claim different states on a share their ideas and
U.S. map. Both games create one strong
helped engage students, argument using evidence
even those whom were and reasons from
struggling with the multiple responses.
concept. 10/15/21 5/6/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 7/11/21
During math lessons
students are shown an
incorrect way of solving a
problem and are asked to
identify the error and
correctly solve the
problem. 7/11/21
Evidence
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 7/11/21
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
Rubrics are provided for
students to provide
detailed feedback on
writing pieces. Strengths
and weaknesses are
addressed, and teacher
collaborates with student
of a plan for
improvement. 7/11/21
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives. 4/10/22
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
4/10/22 communicate
understandings based on
in depth analysis of
content learning.
Students participated in
the school science fair
and conducted an
experiment based off of
the scientific method. The
experiment was to see if
the length of a string
changed the accuracy of a
string telephone.
Students developed a
hypothesis, conducted the
experiment, and drew
conclusions based off of
their findings. 4/10/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. 7/11/21 concepts flexibly and
learning and effectively. 5/6/22
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 7/11/21 instruction. 5/6/22
In order to extend
Throughout lessons I am learning, I have students
constantly asking complete riddles or
students questions to puzzles that require them
probe their thinking and to apply what they’ve
asking follow up learned. I also implement
questions that other opportunities for
students answer. Based students to teach the
off of their answers and class a certain concept or
individual work I am able strategy. 5/6/22
to pull a group of
students for extra
Evidence support and give the
other students an
extension activity.
7/11/21

Before starting
independent practice,
students are asked to self
asses if they’ve met the
lesson objective by
discretely holding up 1, 2,
3, or 4 fingers. 7/11/21