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ELA - Learning Plan

TPE 3: Understanding and Organizing Subject Matter for Student Learning
Element #1: Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

Element #2: Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

Element #5 : Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Element #1: Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes

Element #3: Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

Element # 4: Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

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Student Learning Profiles

TPE 1: Engaging and Supporting All Students In Learning
Element #1: Apply knowledge of students, including their prior experiences, interests, and socialemotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

Element #7: Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

TPE 3: Understanding and Organizing Subject Matter for Student Learning
Element #4: Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

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Learning Map: Scavenger Hunt

TPE 6: Developing as a Professional Educator
Element #1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

Element #2: Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.

Element #3: Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

TPE 3: Understanding and Organizing Subject Matter for Student Learning
Element #5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

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Introduction Letter To Parents

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Cultural Basket

TPE 3: Understanding and Organizing Subject Matter for Student Learning
Element #7: Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

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Academic Texts for ELL / SELs

TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Element #3: Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

Element #4:

Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;

• appropriate modifications for students with disabilities in the general education classroom;

• opportunities for students to support each other in learning; and

• use of community resources and services as applicable.

TPE 5: Assessing Student Learning
Element #6: Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities

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MatthewMiranda_Academic Texts for ELLs and SELLs

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Learning Map

TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Element #4: opportunities for students to support each other in learning; and

• use of community resources and services as applicable.

TPE 5: Assessing Student Learning
Element #3: Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

Element #6: Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities

TPE 6: Developing as a Professional Educator
Element #1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

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Assessment Rationale

TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Element #4: • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners.

TPE 5: Assessing Student Learning
Element #1: Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

Element #2: Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.

Kahoot Assessment

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Social Learning Theory

TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Element #2: Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

Element #4: Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;

• appropriate modifications for students with disabilities in the general education classroom;

• opportunities for students to support each other in learning; and

• use of community resources and services as applicable.

TPE 5: Assessing Student Learning
Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

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Analyzing Academic Texts within Content Areas

TPE 1: Engaging and Supporting All Students In Learning
Element #6: Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specifically Designed Academic Instruciton in English (SDAIE) scaffolding across content areas and structured English immersion and demonstrate an understanding of the difference among students whose only instructional needs is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

TPE 6: Developing as a Professional Educator
Element #1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

Element #3: Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

Element #5: Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.

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Cultural Iceberg Connection

TPE 1: Engaging and Supporting All Students In Learning
Element #1: Apply knowledge of students, including their prior experiences, interests, and social emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

Element #7: Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.