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Standard 4 - Planning Instruction and Designing Learning Experiences for All Students
Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students.
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
As teachers develop, they may ask, “How do I…” or “Why do I…”
Develop unit and lesson plans that build on and extend students' understanding of subject matter
Guidance: Use essential questions and learning progressions to scaffold lessons. Connect new content to prior learning and real-world applications to deepen understanding.
Ensure that each instructional strategy is related to learning goals
Guidance: Select strategies aligned with learning objectives. Use the gradual release model and align student tasks with the depth of knowledge required by the standard.
Plan instruction to allow enough time for student learning, review, and assessment
Guidance: Use pacing guides and adjust based on formative data. Include time for reteaching, reviewing key concepts, and student reflection activities.
Use knowledge of subject matter and students to pace instruction over time
Guidance: Sequence lessons from simple to complex. Use check-ins and pre-assessments to determine pacing adjustments and ensure concept mastery.
Check for understanding, prepare for adjustments, and individualize when appropriate
Guidance: Use exit tickets, quick writes, peer checks, and digital response tools. Adapt instruction in real time using differentiation strategies and small group support.
Address the ELD standards appropriately, based on my English learners’ levels of language acquisition
Guidance: Integrate designated and integrated ELD strategies. Use visuals, modeling, sentence frames, and leveled language tasks to scaffold learning.
Address the IEP goals and objectives of my students with special needs
Guidance: Collaborate with SPED staff, differentiate instruction, and use assistive technology. Monitor progress on IEP goals during regular instruction.
Select materials, resources, and technologies to support the learning needs of English learners and students with special needs
Guidance: Use adaptive tools, accessible texts, closed-captioned videos, and scaffolds. Choose resources that reflect student diversity and support content access.