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 concepts,
matter, related academic academic language to essential subject matter concepts, academic current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and language, and research to
knowledge of subject
content standards. between academic language, and academic academic language in make relevant connections
matter academic
content standards and content standards. ways that ensure clear to standards during
content standards
instruction. connections and instruction and extend
relevance to students. student learning.
5/7/20
I explicitly teach how to I chose instructional
use a comma in a strategies that use best
sentence, what a practices. For example, I
independent and incorporate
dependent clauses are, understanding of Greek
and how to write complex and Latin root words into
sentences to provide a social studies and math.
foundational base for In addition, curricular
more complex writing. materials and resources
7/21/19 are aligned to co-teach
technologies and content.
Sometimes the pacing or For example, kids are
order of aligned making their own social
curriculum is not studies test, learning a
appropriate for my strategy to present
students. For example, in materials, and
our reading program incorporating proper ELA
there is a play at the standards. 12/12/19
beginning of the year that
corresponds to my social I continue to grow in
studies unit on the incorporating multiple
constitution at the end of subjects into projects.
the year. As I get to know For example, in math, to
our new Wonders understand and use area
curriculum, I will re- and perimeter, students
order the content to are designing their own
support other subjects. room. They are using
7/21/19 research, writing,
drawing, math, and
critical thinking skills.
This project addresses
students needs to be
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

social, creative,
independent, and unique,
which is valuable to their
development process as
pre-teens 5/7/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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 curriculum guidelines.
student development Provides explicit teaching
and 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.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students’ knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject matter
needs. Ensures understanding of the including related academic
understanding of subject subject matter including language.
matter including related related academic
academic language. language. 5/7/20 Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
5/7/20
I use the data from STAR Students in 5th grade like
testing, and information technology, humor, to
from previous teachers, talk, to be active, and to
in addition to my own learn concrete content. In
classroom assessments to science and ELA we study
understand what vocabulary extensively,
students know and what using Google Docs and
they need scaffolding hands-on activities. For
with. For example, this example, after learning
next year’s students are Greek and Latin root
low in understanding words, we play a memory
multiplication facts, so I game and create new silly
will provide activities in words. Silly words, based
the first month of school in the meaning of the root
that focus on words, are then used on
multiplication, since vocabulary test. This
further math concepts challenges the higher
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

depend on multiplication performing students and
knowledge. 7/21/19 supports the struggling
students. 12/12/19

In science, students
create vocabulary pages
in the Interactive Science
Notebooks and add
images that represent the
vocabulary word. This
combines learning to
present ideas so that they
are understood, and
addresses the ISTE 3a
and 3c standards.
12/12/19

My students were ready

to be very independent!
In Social Studies and
Math, they are organized
and familiar with the
concepts, and are
independently with
guidance from rubrics
and questions. For
example, students read
the weekly Social Studeis
material and in groups
answer questions, and
write poetry about
historical figures. 5/7/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. understanding. Ensures student
understanding of the
5/7/20 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
After reviewing I connect learning across
assessment data from subjects by teachable
STAR, previous teachers moments, such as,
input, and my classroom reading/analyzing
assessments, I use anchor science data with
charts, organizers, decimals to math. I plan
flexible student grouping, lessons in reading to
group roles, and frequent coincide with social
one to one check in’s to studies content. For
ensure understanding. example, when teaching
7/21/19 about early explorers in
social studies, we read
primary sources of
people that lived through
that time embedded in
the ELA curriculum.
12/12/19

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that academic language, and full range of student
appropriate to the
appropriate to subject addresses students’ guide student in towards a deep knowledge
subject matter
matter. diverse learning needs. understanding of subject matter.
connections within and
across subject matter.
5/7/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Students are allowed to
choose their writing
essay topics (building
student interest) for
nonfiction assignments, I
provided examples,
rubrics, outlines,
sentence starters, and
one to one assistance.
Students use their
chrome-books to
research topic and
summarize information
into a five-paragraph
essay. 7/21/19
Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
3.5 Using and
lessons to make subject subject matter accessible technologies for concept
adapting resources,
matter accessible to to students. and skill development in
technologies, and
students. subject matter. Resources
standards-aligned
Explores how to make reflect the diversity of the
instructional
Identifies technological technological resources classroom and support
materials including
resource needs. available to all students. differentiated learning of
adopted materials, to
subject matter.
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
Student group and whole
class choice boards are
used which encourage
higher engagement. For
example, groups can
choose between
Roundtable, Jigsaw, or
partner chat to read an
article and then present
using their choice of
speech, skit, poster board,
Google slide show, or
creating a Google Form
test. 12/12/19
Students continue to use
group strategies, Google
documents to
demonstrate
understanding. 5/7/20
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and critical
students. 5/7/20 thinking about subject
matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. 5/7/20 ongoing links to outside
resources and support.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Students choose to write
on chrome-books or use
paper and pencil for
essays and journal
entries. I differentiate by
using text-to-speech for
struggling writers. I
explicitly teach how to
use functions of google
documents and slides for
all assignments. I
personally check out
books for students on
subject matter (planet
report, explorer report)
as print resources for
student use. 7/21/19
Integrating Innovating
I continue to use choice
for writing or Google
documents for essays,
and speech to text for
differentiation. In
addition, we now use
Google Forms, Quizizz,
Padlet, Quill.org, ST Math,
AR Reading, and Newsela.
Quill.org has been an
instrumental support for
teaching grammar. ST
Math has been
instrumental in teaching
math concepts visually
and develops a sense of
problem solving.
12/12/19
I continue to use all
previous choices,
however, because of
COVID 19, these have
now extended to distance
learning. For example, in
religion, to demonstrate
ability to compare and
contrast two different
media presentations,
students were involved in
producing art for the
Stations of the Cross.
Then teachers
collaborated and put
together a a Google Slide
Presentation and a video,
using Adobe Spark, for a
whole school
presentation to celebrate
Jesus’s suffering and
sacrifice. 5th Graders had
to compare and contrast
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

the two presentations.
5/7/20

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 content
English learners’ language development to goals.
performance to identify gaps support English learners.
3.6 Addressing the in English language 12/12/19
needs of English Provides adapted materials development. 5/7/20 Develops and adapts Is resourceful and flexible in
learners and student to help English learners instruction to provide a wide the design, adjustment, and
with special needs to access content. Attempts to scaffold content Creates and implements range of scaffolded support elimination of scaffolds based
provide equitable using visuals, models, and scaffolds to support for language and content for on English learners’
access to the content graphic organizers. standards-based instruction the range of English proficiencies, knowledge, and
using literacy strategies, learners. skills in the content.
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
12/12/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use STAR data, previous
teacher input, student self-
assessment and classroom
assessments to identify
language struggles. Student
and teacher identify specific
areas to work on and set a
goal. I use modeling,
examples, sentence starters,
vocabulary activities, google
slide presentations, and
questioning to aid students
with reaching their goals.
7/21/19

I continue to use 7/21/19

strategies, but have
added the following:
Quill.org, Greek and Latin
Root Word study, direct
teaching of content
vocabulary prior to
reading, and increased
read alouds. Reading
groups are based on
results from STAR data,
reading assessments, and
performance on
classroom assessments.
Group instruction is
focused on the needs of
its members. 12/12/19

My school and 5th grade

class does not have any
English Language Learners
per say. The demographics
are upper middle class,
affluent, with high parent
involvement. I have
continued to use the
previous vocabulary
strategies, language arts
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
3.6 Addressing the Attends required meeting
needs of English with resource personnel and
families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Exploring
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
for referral.
Applying
curriculum, and introduced
subject specific contents to
increase my students’
learning grammar, reading,
and writing. 5/7/20
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 5/7/20
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
Innovating
Guides and support the full
range of student with special
needs to actively engage in the
assessment and monitor their
own strengths, learning needs,
and achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with special
needs. 5/7/20
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
previous to referral.
Regularly communicate
with resource teacher,
parents, previous teacher,
and student to ensure
IEP’s are being followed. I
ask for a ‘round table’
(meeting with elementary
staff, parents, student,
and resource teacher) to
discuss student needs,
goals, and to make a plan.
I support the plan with
accommodations and
modifications to support
student needs. 7/21/19
Graphic organizers, visual
aids, different seating,
speech to text, dictation,
reduced assignments,
handouts ahead of time,
AR reading assignments,
and frequent formative
assessments to measure
growth and a few ways I
accommodate/modify
classwork and monitor
student goals. 7/21/19
Integrating
5/7/20
Have incorporated
speech-text into lesson
plans to assist IEP and the
struggling students’
access to content and
ability to present
learning. 12/12/19
Initiate communications
with parents and
resource teacher to plan
support for IEP and
struggling students. For
example, my IEP student
performed poorly on the
math STAR assessment
and I reflected that her
reading is impeding her
ability to understand and
solve problems. I am not
testing her reading, so a
plan was made to have
the questions read to her
so she can solve the math,
which is what I am
assessing. 12/12/19
Innovating
referral processes.
Although my class has
limited designated
students with special
needs, ALL my students are
struggling with the
transition to distance
learning because of COVID
19. I have consistently
communicated with
colleagues, admiration,
parents, and students to
ensure that their
emotional/social/academic
needs are being addressed.
I have adjusted delivery of
educational content, used
strategies to address
emotional/social needs,
provided take-home
packets for differentiation,
and provided resources to
families to extend learning.
5/7/20