CSTP 3 Farhat 12 01 2020
CSTP 3 Farhat 12 01 2020
CSTP 3 Farhat 12 01 2020
3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
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 Students get to use their
materials are used during textbook, chromebook,
every lesson. Materials virtual labs, packets that I
used are textbook, there provide, and different
is the classwork in terms online resources like
of a worksheet, a khan academy, brain pop
webquest, and a writing etc. in order to meet their
part of the lesson where individual needs.
students usually have to Students are encouraged
discuss their learnings or to use technology and to
findings depending on the be more familiar with is
type of writing in the classroom.
assignment. Students Unfortunately cell phones
have their chromebooks are not part of that
with them in which they equation. (4-30-2020)
not only have access to I try to always use
the google classroom for strategies or
my class, but also the accommodation in the
mcgraw-hill website classroom in order to
which includes their keep student engagement
books, and the virtual high. One of the strategies
labs which they have I use is I like to give
access to. Students are students a variety of
also provided with access options in order to give
to brain pop for my class. them an opportunity to
(9/29/19) gauge their interest in the
topic and to be able to
comprehend the
academic language in a
way which allows them to
use it on topic/subject
matter in which they are
interested. (12/01/2020)
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
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
While I do look at the English learners'
provided testing scores of strengths are something I
ELs and my special needs like to identify at the
students. One thing I do beginning of the year
routinely is speak to the after a short period of
English teacher about the time has passed with the
English learners and their assistance of the english
levels as well as the sped teacher. Once I have that
instructor about my sped student’s strengths and
students. I do also try and weakness I start building
measure my English from there. Els also get to
Learners through writing use google translate in
assignments, speaking in the class (depending on
class and reading, I do level) in order to assist
find it hard to sometimes with certain words.
classify who's an EL Reading is also
because on record there emphasized in order to
is a very small percentage improve their reading,
of ELs while the work along with reading
provided shows comprehension
otherwise. I do provide assignments that do
visuals for every lesson assist the students with
which has been very developing their skills.
helpful, especially with (4-30-2020)
my non English speaking Different scaffolds are
student in 9th grade. I do used in order to help
look into the files of my students further their
special needs students as understanding of the
well to see what are their academic language.
strength and weaknesses Students are provided
which has been extremely with the required
helpful because it allows academic language at the
for me to plan my lesson beginning of the lesson, in
including the return students have to
accommodations needed define those words as we
for the students. go in the lesson, of course
(9/29/19) I provide them with the
definitions. This along
with other
accommodations for
english learners are
provided Students are
also asked to use such
language in order to show
that they comprehend the
academic language being
provided. (12/01/2020)