1st semester: yellow

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. connections and connections to standards
content standards
relevance to students. during instruction and
extend student learning.

With the 7/8 graders I do

find myself reteaching the
prerequisites to a certain
lesson more often than
usual. This happens
because a lot of our
students do arrive with
learning gaps. This has of
course extended lesson
more than the time
allotted in terms of
planning, but when
provided with the needed
prerequisites the
students do respond
better and show that they
are at or near meeting the
content standard. The use
of academic language
during instruction is done
religiously, even through
interactions outside the
classroom with the
students. This I feel
provides the students
with the chance to use
learned vocabulary which
in turn helps them
become comfortable with
their use during class. I
am working towards
examining concepts with
the students in order to
improve their skills.
(9/29/19)
 Has basic knowledge of
student stages of
development while Expands knowledge of
becoming aware of student development and
differences in students’ implements learning
understanding of subject activities in single lessons
matter. or sequence of lessons
that addresses students’
proficiencies and support
understanding of subject
matter including related
3.2 Applying academic language.
knowledge of Teaches subject-specific
student development vocabulary following
and proficiencies to curriculum guidelines.
ensure student Provides explicit teaching
of essential content
understanding of
vocabulary and
subject matter
associated academic
language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Adapts instruction in
response to knowledge of
student development and Integrates knowledge of Utilizes comprehensive
proficiencies to meet range of students knowledge of students to
students’ diverse development into guide all students to
learning needs. Ensures instructional decisions to develop proficiencies,
understanding of subject ensure student understand subject
matter including related understanding of the matter including related
academic language. subject matter including academic language.
related academic
language.
Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
Provides explicit teaching language, text structures, directed goal setting,
of essential vocabulary, grammatical, and stylistic monitoring, and
idioms, key words with language features to improvement. Guides all
multiple meanings, and ensure equitable access students in using analysis
academic language in to subject matter strategies that provides
ways that engage understanding for the equitable access and deep
students in accessing range of student language understanding of subject
subject matter text or levels and abilities. matter.
learning activities.
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 Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing subject matter. understanding of subject understanding. extend student instruction.
curriculum to matter. understanding.
facilitate student
understanding of the
subject matter Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.

The curriculum is
something I try to
rearrange when needed
in order to ensure a
proper sequence of
lessons for the students.
This is done by making
sure that if one topic
requires the
understanding of another
topic, then the other topic
is covered first to ensure
complete understanding
of both topics. For
example, there have been
times 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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.

Additional instructional
strategies used do
depend on the lesson or
task, for some topics I do
upload a video
reexplaining the topic to
the google classroom
page to ensure the
students get another
chance in case they
missed something during
the lesson. I do assign
classwork in which the
students have to use the
required academic
language in their own
words were they have to
come up with their own
examples. I do provide
students with the cheat
sheet to keep on them of
different academic
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,
3.5 Using and technologies for specific technologies to make resources, and instructional materials to and standards-aligned
adapting resources, lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
technologies, and matter accessible to to students. and skill development in needs and make subject extend student
standards-aligned students. subject matter. Resources matter accessible to understanding and
instructional reflect the diversity of the students. critical thinking about
materials including Explores how to make classroom and support subject matter.
adopted materials, to Identifies technological technological resources differentiated learning of
make subject matter resource needs. available to all students. subject matter. Assists student with
accessible to all equitable access to Ensures that student are
students materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
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
materials are used during
every lesson. Materials
used are textbook, there
is the classwork in terms
of a worksheet, a
webquest, and a writing
part of the lesson where
students usually have to
discuss their learnings or
findings depending on the
type of writing
assignment. Students
have their chromebooks
with them in which they
not only have access to
the google classroom for
my class, but also the
mcgraw-hill website
which includes their
books, and the virtual
labs which they have
access to. Students are
also provided with access
to brain pop for my class.
(9/29/19)
 Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
3.6 Addressing the
performance to identify gaps support English learners.
needs of English in English language
learners and student development.
with special needs to
Creates and implements
provide equitable Is resourceful and flexible in
scaffolds to support
access to the content Develops and adapts the design, adjustment, and
Attempts to scaffold content standards-based instruction
instruction to provide a wide elimination of scaffolds
Provides adapted materials using visuals, models, and using literacy strategies,
range of scaffolded support based on English learners’
to help English learners graphic organizers. SDAIE, and content level
for language and content for proficiencies, knowledge,
access content. English language
the range of English and skills in the content.
development in order for
learners.
students to improve
language proficiencies and
understand content.

While I do look at the

provided testing scores of
ELs and my special needs
students. One thing I do
routinely is speak to the
English teacher about the
English learners and their
levels as well as the sped
instructor about my sped
students. I do also try and
measure my English
Learners through writing
assignments, speaking in
class and reading, I do
find it hard to sometimes
classify who's an EL
because on record there
is a very small percentage
of ELs while the work
provided shows
otherwise. I do provide
visuals for every lesson
which has been very
helpful, especially with
my none 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)