CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
4.1 Use knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
Level of Development: Exploring
Date: March, 2021
Evidence: Assessment Data Assessment Data - Data Tracking In order to plan instruction, I always refer to my collected data. Every 3 months, I do a complete assessment with each student for their reading level, letter recognition, and identification of sounds. This allows me to group students accordingly, as well as, plan effective lessons. For my focus students, I do the complete assessment monthly.
Updated: Level of Development: Applying
Date: November 2021
Evidence: Classroom Observation - Book Selection - To support my English Language Learner students, we are guided by our intervention team to select texts that contain easy to decode words. This allows students to cross-check when trying to identify an unknown word. When scaffolding students to read the unknown word, we are able to use the illustration to support students to cross-check their answers. We spend time during our planning time to go through the books together as a team on the digital platform provided or the physical guided reading library.
Document: Digital Library
ISTE Standard 5c: I explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
Level of Development: Applying
Date: November 2021
Evidence: To better support my intervention team, I created a digital list of all the leveled books we have for guided reading. This allows us to plan ahead based on our data. We select texts based on the strategies, sight words, or skills that students need to learn or continue practicing. My team and I were able to select texts that met our goals for our students. It also allowed me to set long term instructional goals by having an overview of the text information. To access the book overviews use the link here: Guided Reading Book Information.
4.2 Establish and articulate goals for student learning
Level of Development: Exploring
Date: March, 2021
Evidence: Daily Lesson Goal Tracker To establish and track student learning, I follow each group's individual goals. I base my next steps for small group instruction on the daily assessments collected. I use this daily lesson goal tracker every two days. The goals are based on the curriculum by Jan Richardson, Next Step Forward in Guided Reading.
Updated: Level of Development: Applying
Date: November 2021
Evidence: Lesson Plan Component - To ensure that my goals are carefully articulated, I refer to the Common Core State Standards when writing my lessons. I open the standards on a separate tab and select the standard that students will be focusing on. This is especially used when determining the foundational skill and comprehension skill that I will be focusing on for that particular lesson based on student learning goals and objectives.
Document: Common Core State Standards
4.3 Develop and sequence long-term and short-term instructional plans to support student learning
Level of Development: Applying
Date: March, 2021
Evidence: Monthly Curricular Calendar I have created a yearly curriculum planner for my instruction in order to support student learning. I update and alter the monthly curricular calendar based on my students learning needs and next steps for instruction.
Updated: Level of Development: Integrating
Date: November 2021
Evidence: Lesson Plan - Digraphs - To support students learning of digraphs, they are taught and practiced across a series of lessons. I break down each lesson into components that allow students to practice with each individual digraph but in various forms of instruction to support the individual learning of each student. For example, students learn a new sight word that contains that digraph, they read a text that includes words with that digraph, and they complete word study that practices the use of that digraph. I put posters in the room to further support their learning of the digraph.
4.4 Plan instruction that incorporates appropriate strategies to meet the learning needs of all students
Level of Development: Applying
Date: March, 2021
Evidence: Reflective Conversation - Math Talk
In order to extend student learning, students participate in various daily math talks. They must explain their thinking and reasoning for completing diverse mathematical problems independently. This allows students to discuss the concepts further and ultimately deepen their understanding of the content.
Updated: Level of Development: Integrating
Date: November 2021
Evidence: Classroom Observation - Teaching Point - After the reading section of the guided reading lesson, I carefully select a teaching point that enhances and teaches a strategy to student. I observe the students and take anecdotal notes during their reading to further identify an effective strategy that should be taught after the reading portion of the lesson. For example, if students need support with cross-checking, I would model a teaching point to them that furthers their understanding of this strategy. The selected strategies are based on the Jan Richardson Guided Reading Text.
4.5 Adapt instructional plans and curricular materials to meet the assessed learning needs of all students
Level of Development: Applying
Date: March, 2021
Evidence: Leveled Lesson Plans for 8 Groups
In order to adapt instructional plans, I utilize three different lesson plan templates from the Jan Richardson Curriculum, Next Step Forward in Guided Reading. Students are grouped according to their reading levels. The lesson plans allow me to select materials and goals that meet student’s individual learning needs.
Updated: Level of Development: Integrating
Date: November 2021
Evidence: Lesson Plan - Digital Sight Word Tracker - To meet the needs of my students, I utilize a digital sight word tracker for each lesson. Students are required to get six marks in order to master a word. To identify which words students need to practice I record my data digitally and utilize this form when planning a lesson.
Documents: Digital Sight Word Tracker
ISTE Standard 7b: I use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
Level of Development: Applying
Date: November 2021
Evidence: On the Pioneer Valley website, there are many various assessment tools that can be utilized during lessons. These assessments include comprehension. To give an assessment digitally we utilize this website. It connects to the curriculum that we follow by Jan Richardson. You can access the assessment here Pioneer Valley Assessment.
Updated: Level of Development: Innovating
Date: 4/6/22
Standards:
- TLMS Domain V: Promoting the use of assessments and data for school and district improvement
- NBPTS: Proposition 4: Teachers think systematically about their practice and learn from experience.
Documents: Teacher Leadership Project’