1st semester: yellow
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
4.1 Using knowledge background, and
of students’ academic individual development.
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of
instruction. on learning. potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
Individual development
and cultural background
due tend to shape certain
activities and the way I
plan a lesson. I plan on
trying to figure out ways
for the students to relate
the topic being discussed,
and the quicker that
relation can happen the
better. For environmental
science one thing that
worked wonders in terms
of water pollution was
having the kids find out
which beach is actually
safe to go to here in
southern California with
student interest
automatically sky
rocketing for this topic. I
had tried this initially
with the water situation
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is instruction that provides
knowledge of students’ based on broad systematic opportunities
academic readiness, knowledge of students. for supporting and
academic language, Matches resources and extending student
diverse cultural specific strategies to learning based on
backgrounds, and students’ diverse learning comprehensive
individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
Instruction is definitely
differentiated based on
the knowledge of
students academic
readiness. Unfortunately
students academic
readiness are low which
in return makes the
lesson longer in order to
help students catch up to
the required material.
While planning
instruction I do look to
see if the lesson can lead
to any type of cultural
stereotypes in the class.
That I can cut short and
avoid it all together in
order to maintain a
healthy learning
environment. Academic
language levels also are
taking into consideration,
 in India but this was more often than not I do
closer to home. vocabulary supports. (4-
(9/29/19) 30-2020)
Knowledge of student
academic readiness plays
a big role in the planning
of aspects of the lesson. I
have expanded ways to
gather more data in order
to see how ready the
different students are for
the material. I gather
scores now not only from
my class, but also from
the different tests
students take at the
school in order to find out
the student levels which
in return will help me
plan the lessons
accordingly. This helps by
providing me with not
only scores they are
getting in the science
class, but also scores on
their reading
comprehension , math
scores etc, which are vital
in a science classroom.
(12/01/2020)
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 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
 Learning objective is
written on the board
everyday for every single
class along with the
standards which we are
covering. Students are
told what they will be
expected to know by the
end of the lesson during
the beginning, as well as
them copying those
objectives from the
powerpoint so they can
have them in their
notebook. Standard is not
all taught in one lesson,
instead each standard is
broken down into more
manageable goals. The
NGSS website actually
breaks down the
standard which has
helped me drastically in
terms of planning.
(9/29/19)
Uses available curriculum
4.3 Developing and for daily, short- and long-
sequencing long- term plans.
term and short-term
instructional plans to
support student
learning
Learning goals based on
appropriate academic
standards are established
and shared at the
beginning of the lesson.
Larger goals are provided
to students initially, then
I proceed with the
students into breaking
this large goal into a few
smaller learning goals
with the students' help.
This helps the students
because they feel like
they are taking some type
of control in their
education, and also has
served as a learning tool
for the students. (4-30-
2020)
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
Learning goals for every
lesson are communicated
both verbally and written.
Learning objectives are
also posted on google
classroom for every
lesson. Connecting goals
from current lesson to
other previous lesson is
done when possible as
well. Students are asked
to demonstrate their
understanding of the
learning goals at the end
of the lesson. Different
differentiation techniques
are used in order to help
students not only meet
their learning objectives,
but also have an
understanding of the
learning goals.
Throughout the lesson,
the learning goals are
referred back to in order
to provide students with
the chance to connect the
material to the learning
objective.
(12/01/2020)
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
 planning to support learning. learning. plans that ensure high
student learning. levels of learning.

A curriculum map for the Curriculum units are Learning goals are
year is developed before planned with a series of discussed in the long
the start of the school smaller connected term picture with the
year. The daily learning lessons. For example, Unit students. That is then
goals do address short on evolution is broken broken down into a
and long term plans but down into 3 different bunch of smaller more
the reason I chose lessons, Darwin's Theory manageable learning
emerging for this part is of Evolution by natural goals, in which the
because I'm still working selection, evidence of students feel more
on developing a evolution, and shaping comfortable completing.
consistent series of the evolutionary theory. This shows the students
lessons that are linked to This helps the students how the smaller day to
the long term. By that I by breaking the unit day learning objective fit
mean to state that I do down into smaller more into the bigger picture of
plan with a series of manageable sections. (4- meeting the bigger
lessons being linked, but 30-2020). learning objective.
on the consistent basis. I Learning activities are
am struggling with the sequenced in the same
time I spend on planning manner, in order to meet
due to the multiple preps, the bigger learning goal,
which does not allow me while meeting the smaller
enough time I feel to zero learning goals at the
in on a particular subject sametime. (12/1/2020)
to have a more long-term
planning for the different
lessons. (9/29/19)
 Plans instruction that Selects strategies for
incorporates strategies single lessons or
suggested by curriculum sequence of lessons that
guidelines. respond to students’
diverse learning needs.
4.4 Planning
instruction that
incorporates
appropriate Is aware of student Seeks to learn about
strategies to meet content, learning, and students’ diverse learning
the learning needs of language needs through and language needs
all students data provided by the site beyond basic data.
and district.
Strategies used in my
class are fill in notes for a
few of my students whom
have a learning disability
and wouldn't be able to
write any notes in an
appropriate amount of
time. Review sheets are
given but not
consistently, which are
meant to review
previously learned
material. This helps try to
activate that prior
knowledge when it is
required to
understanding the
current objective. I have
had mixed results with it
but it has saved sometime
on a few occasions. Other
strategies for my ELs is
simplify tougher words
for them by elaborating
on the definition and
trying to provide them
with an example they can
relate to so they won't
Incorporates Plans instruction using a Plans instruction
differentiated wide range of strategies incorporating a
instructional strategies to address learning styles repertoire of strategies
into ongoing planning and meet students’ specifically meet
that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
needs and styles.
Integrates results from a Facilitates opportunities
Uses assessments of broad range of for students to reflect on
students’ learning and assessments into their learning and the
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.
Along with other
strategies to inform
differentiated
instructions, different
types of assessments are
used as well. Informal
assessments are used
while I am observing and
instructing the students
in the class. If
adjustments need to be
made then they are made
on the go. The other way
is through formal
assessments, that is used
while planning
instruction. Students'
scores allow me to see
what part of the lesson
needs another push, if I
need to reteach it, or if it
is okay to go through to
the next lesson. (4-30-
2020)
Differentiated
instructional strategies
are incorporated into
 forget. (9/29/19) lessons during the
planning stage in order to
meet the different
learning needs and styles
of the students.
Prerequisite skills for
certain lessons are
retaught due to the
nature of just student
learning gaps. That seems
to be something I spend a
lot of time on, just closing
the learning gap before I
am able to actually teach
the lesson. Multiple
strategies are also used to
check for students'
understanding, both
formal and informal. This
has been a challenge at
times due to distance
learning and the way
things are going, but
there is hope for
improvement as the
students get more
comfortable with the
platforms in use.
(12/01/2020)
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from 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
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans additional materials to instructional needs arises student needs.
and curricular support students’ diverse to support student
materials to meet the learning needs. learning. Engages with students to
assessed learning identify types of
needs of all students. adjustments in
instruction that best meet
their learning goals.
Student work is analyzed Instructional plans have Adjustments are often
and is taken into adjustments and made throughout the
consideration for future adaptations made to lesson in every lesson in
planning. I am working them all the time for order to support student
on creating different differentiation. Plans are learning. Most of the time
types of assessments to adjusted in a way where I it has been the discovery
assess students because I already know what some of learning gaps with
feel certain students do common students' most students during the
not work well with misconceptions might be, lesson. One of the key
certain assessments this allows me to plan ways I have been having
which misinforms me in ahead in order to to do is approaching
terms of planning. During avoid/clear up any of certain concepts in a
both formal and informal these misconceptions. different way, providing
assessments I do observe Adjustments are being many many examples,
whether or not there is a made throughout the and trying my best to
group of students that lesson, sometimes the relate it to their real life.
may not understand the examples I have initially in order to ensure
material. When this provided do not click student understanding.
happens I am careful on with the students, so I try While this has put me
how I react because I do to give them different behind in terms of time
not want to discourage examples in order to help being used on certain
the students. That is broaden their topics, it has been vital to
when I start breaking understanding of the students meeting their
down the material step by topic. (4-30-2020) learning objective.
step. If still no (12/01/2020)
improvement in
comprehension I try
show visual (most times
ready due to anticipated
problem) since a lot of
students do happen to be
visual learners.
(9/29/19)