CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction.9.26.18 connections and during instruction and
relevance to students. extend student learning.

This year we have new Now that I have gone

curriculum for Math and through this years
Language Arts. I work to curriculum I am more
prepare myself with the confortable of the subject
material a week ahead of matter and learning
time with lesson plans objectives within each
and activities for the lesson. I do feel like I have
students that help to a good ways to go when it
support the content in the comes to the level of
lesson. Before lessons I mastery I expect for the
give them an overview students. Throughout the
and explain the year I was able to break
vocabulary that will be the lessons down for
explored. I often make them to build upon the
these into kinesthetic ideas and connections
activities for the students they already had. 5.7.19
for them to more easily
recall and remember the After a year of being in
meanings or significance. the same grade level I am
I believe after a year of much more in tune to the
working with this standards of our school
curriculum and having and the curriculum that
that experience, next year goes along with it. Where
I will be able to better I am still being challenged
prepare and decipher the is our newly adopted IB
elements that need to be program and switching
mastered. 9.26.18 around all of our
curriculum and lesson
pland to make it work in
our IB units. 11.3.19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified. 9.26.18
Adapts instruction in Integrates knowledge of
response to knowledge of range of students
student development and development into
proficiencies to meet instructional decisions to
students’ diverse learning ensure student
needs. Ensures understanding of the
understanding of subject subject matter including
matter including related related academic
academic language. language.
Provides explicit teaching Provides explicit teaching
of essential vocabulary, of specific academic
idioms, key words with language, text structures,
multiple meanings, and grammatical, and stylistic
academic language in language features to
ways that engage ensure equitable access
students in accessing to subject matter
subject matter text or understanding for the
learning activities. range of student language
levels and abilities.
11.3.19
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

I know that my They attention span of my I continue to make sure

kindergarten students are
only capable of sitting
through a lesson no more
than 15 minutes. All
instructional lessons are
revolved around a 5
minute or less lecture
time. Then we break into
activities to help explore
the concepts, work with
partners, and whole
group games. With
vocabulary and language
in a lesson I do teach the
students and explain
what it means, then
students participate in
students has slowly been lessons are
increasing over the year, developmentally
where they are more appropriate for my five
capable of sitting through and six year old students.
direct instruction of The instruction needs to
vocabulary and examples, be simple and basic, while
as well as whole group or the applying practice
independent practice. I’ve needs to be hands on for
been able to plan more them to engage and have
hands on activities with a deep understanding. I
many of our subjects now have a ESL student in my
that I have become more class this year so I have
familiar with the been modeling out
curriculum. 5.7.19 instrctutions and
activities more then I
usually would for my
classes, and it seems to be
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

discussion making their benefitting everyone in
own connections to the the class.
words or what they know
about it. With 1st grade
curriculum and these
young kids I do have to
often scaffold
introductions into topics
and build their
knowledge and
background through
stories, examples, role-
playing etc. 9.26.18

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. 9.26.18 understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I personally at this stage
of my career can identify
if material is appropriate
concepts taught
consecutively to build on
previous skill. I work with
a team of experienced
kindergarten teachers so
they are much quicker to
identify and modify
instruction for the week.
Our math curriculum
began with addition and
subtraction word
problems week 1, when
some of our students had
never been introduced to
the concepts of addition
and subtraction. We
quickly modified our
plans and used
supplemental materials
to focus on building that
basic skill before moving
back into the curriculum.
9.26.18
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single
3.4 Utilizing curriculum. lessons or sequence of
instructional lessons to increase
strategies that are student understanding of
appropriate to the academic language
subject matter appropriate to subject
matter.
Applying Integrating Innovating
My team and I did have to After being able to
rework our math organize last years
curriculum this year as curriculum and our new
we did not see the natural unit plans this year we
progression of each unit are able to smoothly
naturally working for the implement them and add
students or our timeline. to them as we see what
We were able to adjust works or what didn’t
what we thought the work last year. We have
students could handle been moving around our
that their developmental math curriculum to be
stage during the year and more developmentally
progressively get more appropriate for our
difficult. Now that we student at that time of the
have completed the units year. We also mapped out
we have time to cycle the timeline through the
back through the lessons end of the year and have
that we feel the students added an introduction
could use more practice week of supplemental
in and provide remedial activities to introduce all
groups. 5.7.19 the topics before the
standard is taught.
11.3.19
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of instructional
strategies to ensure subject matter to meet strategies to develop
student understanding of students’ diverse enthusiasm, meta-
academic language learning, to ensure cognitive abilities, and
appropriate to subject student understanding of support and challenge the
matter and that addresses academic language, and full range of student
students’ diverse learning guide student in towards a deep
needs. 9.26.18 understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
With young students it is
necessary to use a
multitude of instructional
strategies throughout
lessons. With all content
we use songs, role-play,
small-group, buddies, etc.
in order to address the
diversity of their learning
needs. During a
vocabulary lesson we will
go over the 6 words and
their meaning, then read
a story with the
vocabulary in it. Students
will listen for the words
as we read then when
they hear the word they
will preform an action.
Building their listening
skills. 9.26.18
3.5 Using and Uses available Explores additional Selects, adapts, and
adapting resources, instructional materials, instructional materials, utilizes appropriate
technologies, and resources, and resources, and instructional materials,
standards-aligned technologies for specific technologies to make resources, and
instructional lessons to make subject subject matter accessible technologies for concept
materials including matter accessible to to students. and skill development in
adopted materials, to students. subject matter. Resources
make subject matter Explores how to make reflect the diversity of the
accessible to all Identifies technological technological resources classroom and support
students resource needs. available to all students. differentiated learning of
9.26.18 subject matter.
Guides students to use
available print, electronic,
Integrating
I felt very confident in my
abilities to choose
instructional strategies
that best fit my students
and their developmental
stages. Each Monday we
start with their sounds of
the week, applying hand
motions, or other tricks,
to remember the sounds.
For math we would find
poster, and body
movements, that would
helps students remember
steps for solving math
problems. 5.7.19
Integrates a wide range of
adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students.
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
Innovating
With another year of
experience in this grade
level I am feeling more
confident with adapting
instructional strategies
that will be more
appropriate for my
students. With my
previous year of
experience with this
curriculum I can adapt
the lessons ahead of time,
and modify during to
meet the needs better for
my students depending
on what they are
understanding. 11.3.19
Engages students in
identifying and adapting
resources, technologies,
and standards-aligned
instructional materials to
extend student
understanding and
critical thinking about
subject matter.
Ensures those students
are able to obtain
equitable access to a wide
range of technologies
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. through ongoing links to
resources based on outside resources and
individual needs. support.

I use my online resources My kindergarten team

such as education and I took full advantage
websites, the curriculum of this this year as we are
website, TpT all to starting our first year in
provide additional the IB program. We were
material for my students given full range to modify
and to their expand their or supplement any
knowledge or better materials we felt
support a student in the necessary for better
classroom. I gather student learning and
materials that are leveled engagement. Many of our
for the students to help math lessons we took to
reinforce what they know creative pinterest ideas
and build confidence in where active learning
the material. Parents and occurred. We had a
students have online realization that this is
access to both math and how students need to be
language art curriculum learning at all time, not
websites. At parent night from a piece of paper.
I explained how they can 5.7.19
access this and what This year I am still
resources are available on continuing to work with
this website. 9.26.18 more hands on strategies
for engaging my students
in learning. With the
flexibility of our
schedules I have been
able to manage and
interactive week where
we actively learn and play
with the strategies of the
week then the following
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

week we dive into the
textbook and apply what
we have learned. So far
the students have been
receptive to this method
of delivery. 11.3.19

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. 9.26.18 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
I am aware that I have 3
students in my class that
speak a different
language at home. They
are higher academically
so I have not found the
need to provide different
content for them.
However, during lessons I
do work to describe and
explain concepts for them
to grasp it more clearly.
We practice a lot of
speaking in the classroom
and providing them with
sentence frames that
their can build upon.
9.26.18
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
with special needs to data provided by the school.
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Exploring
This was not much of a
concern still throughout
the year as my EL
students were some of my
higher achieving
students. I did work hard
to aide my one student
who did not know much
of English vocabulary and
wanted to know what
many things were
throughout a day. I would
be sure to fully explain a
new word or thing.
Otherwise he would raise
his hand to ask what it
was. I did not have to
modify any materials for
my EL students. 5.7.19
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
Applying Integrating Innovating
This year I have a student
that came into my class
not knowing any English.
He has been in what is
considered full English
emersion and it has been
a challenge for both of us.
He has done well with
adapting to the
instructions. And I have
been challenge with
creating materials that
show more of the
instructions, picture
actions, and buddies to
help him. Over the past
few months we have seen
his conversational speech
and academic speech
flourish, and he is so
proud. Now we are
working on his writing.
11.3.19
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths, learning
appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Communicates and Communicates and
Communicates regularly collaborates with colleagues, collaborates with resource
with resource personnel, support staff, and families to personnel, para-educators,
para-educators, and families ensure consistent families, leadership, and
to ensure that student instruction. Supports students in creating a
services are provided and families in positive coordinated program to
progress is made in engagement with school. optimize success of the full
accessing appropriate range of students with
content. Initiates and monitors special needs.
referral processes and
Refers students as needed in follow-up meeting to ensure Takes leadership at the
a timely and appropriate that students receive site/district and collaborates
manner supported with support and/or extended with resource personnel to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

for referral. documented data over time, learning that is integrated ensure the smooth and
including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.

I have not had much I have been working with

experience in this area the international teacher
due to the population and to get this student extra
my school and the high resources to help his
academic rigor. 9.26.18 language. He has been
5.7.19 responding well. 11.3.19