Standard A - Plans Curriculum and Instruction

Indicators
Evidence
1. Draws on content standards of the relevant
During my student teaching
curriculum frameworks to plan sequential
practicum I developed and
units of study, individual lessons, and
implemented lessons that utilized
learning activities that make learning
the curriculum frameworks. Within
cumulative and advance students level of
my lesson plans I identified how I
content knowledge. (Specify Curriculum
plan to meet the needs of all
Framework title, learning standards, and
students in the class give the wide
concept and skills used [attach list if
range of learning abilities and
necessary]).
disabilities.
In this first grade guided reading
lesson, I introduced students to the
term inference as a comprehension
skill.
Example (ELA Literacy Standard
1.7) Look at the Picture inference
cards are provided in order for
students to match the correct
inferences with the correct picture
and then explain why they put their
card with the picture.

2. Draws on results of formal and informal

assessments as well as knowledge of human
development to identify teaching strategies
and learning activities appropriate to the
specific discipline, age, level of English
language proficiency, and range of cognitive
levels being taught.

In this first grade math lesson, I

taught the students about.pick
lesson
Over the course of this semester I
have had the opportunity to
administer a variety of formal
assessments one of those test being
the WIST, Wilson Reading
assessments and Bridge Math. In
addition, I have also used different
informal assessment including
running records, observing students,
and anecdotal notes.

One example of an informal

assessment is when I worked
with my tier 2 reading group
when we would play
different word games where
I would then observe and
listen to students as they

read.
I gave one of my students on
an IEP the WIST reading
assessment to determine
what words and sounds he
knew how to read and write.
I created and differentiated lessons
by providing a variety of
accommodations for a range of
learners.

3. Identifies appropriate reading materials,

other resources, and writing activities for
promoting further learning by the full range
of students within the classroom.

4. Identifies prerequisite skills, concepts, and

vocabulary needed for the learning activities
and design lessons that strengthen student
reading and writing skills.

5. Plans lessons with clear objectives and

relevant measurable outcomes.

Each week during my literature

groups, I set aside one day a week
where I would have a reading
conference with each of my
students. These conferences helped
determine the independent reading
level for each child. The information
also helped to identify the types of
books my students should have in
their personalized book bags.
Every time I plan a lesson I build off
the students prior knowledge.
Before teaching my students a new
reading comprehension skill I would
activate their prior knowledge
through questions and group
discussion before the start of the
lesson.
In addition to activating prior
knowledge I would also take the
time to review key vocabulary and
information that was incorporate
into the lesson.
(Color lesson pla)
Here is a copy of my lesson plan for
Lesson plan title in which I
highlighted my learning objectives.
When writing my learning
objectives, I made certain that they
were measurable in order to
determine how students will be
assessed.

Lesson plan here

Collaborates on a daily basis with
cooperating teacher to ensure
optimal engagement and level of
learning is achieved.
6. Draws on resources from colleagues,
families, and the community to enhance
learning.

7. Incorporates appropriate technology and

media in lesson planning.

Each week I would attend the first

grade cluster meetings in order to
evaluate successful strategies, plan
upcoming events and discuss
students growth as well as areas of
improvement.
Accessed appropriate sources from a
variety of online resources in order
to enhance curriculum.
During my pull out time with
several of my students we will use a
computer sight word program where
they need to practice listening to
their star words and select the
correct ones.
When teaching students in general
education classrooms, I was able to
use information from my students
IEPs to help support them in this
classroom setting.

8. Uses information in Individualized

Education Programs (IEPs) to plan strategies After assessing one of my students
for integrating students with disabilities into on an IEP on his sight words and
general education classrooms.
information provided in his IEP. I
was able to create personalized sight
word bookmarks that the students
could use during his independent
literacy time in his classroom.

9. Uses instructional planning, materials, and

student engagement approaches that support
students of diverse cultural and linguistic
backgrounds, strengths, and challenges.

Two of the ELL students I work

with, it has been important to
provide them with constant
repetition of new and old learning
concepts. In addition to the
Fundation program used in the
classroom, these boys receive
additional phonic lessons used the
95% reading program. This program
helps for ear training and help

students differentiate different

sounds.
Both students receive special
accommodations; such as slowing
down the pace and provided with
extra time on phonemic skills.