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 content current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject
content standards. between academic content language, and academic language in ways that make relevant connections
matter academic content
standards and instruction. content standards. ensure clear connections to standards during
standards
9-28-19/ 5-1-20/10/24- and relevance to students. instruction and extend
20/4-10-21 student learning.

Since I'm teaching 2nd

grade, I understand and
explain the relationship
between essential subject
matter concepts, academic
language, and academic
content standards.9-28-19

I try to attend professional

days at school and also try
to talk to teachers at as
much as possible, because
my colleagues are all
professionals who are more
experienced than me. 5-1-
20/10-24-20

Since I teach ESOL

students this year,
following last year's
homeroom, I am doing
more web-based self-
research and working with
homeroom teachers to
satisfy each ESOL
student's needs.
4-10-21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language.
3.2 Applying
curriculum guidelines.
knowledge of student
Provides explicit teaching
development and
of essential content
proficiencies to ensure
vocabulary and associated
student understanding of
academic language in
subject matter
single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
9-28-19/ 5-1-20/10-24-20/
4-10-21
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in ways
that engage students in
accessing subject matter
text or learning activities.
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic language.
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to ensure
equitable access to subject
matter understanding for
the range of student
language levels and
abilities.
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.

When I teach, I try to give

many examples of real-life.
9-28-19/ 5-1-20

Currently, the TDU

of our class is
culture. So we are
doing a lot
of research on
Korea, the host
country, using the
iPad.
10-24-20/ 4-10-21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Follows organization of
curriculum as provided by
site and district to support
student understanding of
3.3 Organizing the subject matter.
curriculum to facilitate
student understanding of
the subject matter
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and considers curriculum and student curriculum and resources to of curriculum and related
adjustments in single readiness to organize and organize and adjust resources to flexibly and
lessons or sequence of adjust the curriculum to instruction within and effectively organize and
lessons to support ensure student across subject matter to adjust instruction.
understanding of subject understanding. extend student
matter. 4-10-21 understanding. Ensures student
9-28-19/ 5-1-20/10-24-20 comprehension and
facilitates student
articulation about what
they do and do not
understand.
I am planning to go on a When I enter the classroom
field trip because we are to teach ESOL students
learning to eat different with push-in, I use a
types of rice according to method to teach the content
diverse landforms. that students learn in the
9-28-19/ 5-1-20/ 10-24-20 school in their native
language and then make
them understand it again in
English. ESOL students
have a higher vocabulary in
their native language, so
I'm using it to make sure
they don't miss the content
they learn in the classroom.
4-10-21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses instructional
strategies that are provided
in the curriculum.
3.4 Utilizing 9-28-19
instructional strategies
that are appropriate to
the subject matter
I’m still using instructional
strategies that are provided
in the curriculum. 9-28-19
Gathers and uses additional
instructional strategies in
single lessons or sequence
of lessons to increase
student understanding of
academic language
appropriate to subject
matter.
5-1-20/ 10-24-20
The COVID-19 incident
has taught that virtual
learning can affect
students' achievement of
learning goals by
differentiating even
instructions from text to
audio to video.
5-1-20
I am always
preparing for virtual
learning because
Korea is still going
into virtual learning
because of COVID-
19. ESOL students,
in particular, can
practice their skills
through virtual
learning because I
can assign
personalized
homework
through the Seesaw.
10-24-20
Selects and adapts a variety Integrates instructional Uses an extensive
of instructional strategies to strategies appropriate to repertoire of instructional
ensure student subject matter to meet strategies to develop
understanding of academic students’ diverse learning, enthusiasm, meta-cognitive
language appropriate to to ensure student abilities, and support and
subject matter and that understanding of academic challenge the full range of
addresses students’ diverse language, and guide student towards a deep
learning needs. student in understanding knowledge of subject
4-10-21 connections within and matter.
across subject matter.
In my school, non-native
English students take the
WIDA test when they
enter, and even students
with the same WIDA
overall score can all have
different speaking,
listening, reading, and
writing scores, and
accordingly, students'
needs are all different. So,
even in a group of students
at the same level, I
differentiate and organize
classes according to the
students' needs. 4-10-21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses available instructional Explores additional
materials, resources, and instructional materials,
technologies for specific resources, and technologies
lessons to make subject to make subject matter
3.5 Using and adapting matter accessible to accessible to students.
resources, technologies, students.
and standards-aligned Explores how to make
instructional materials Identifies technological technological resources
including adopted resource needs. available to all students.
materials, to make 9-28-19/ 5-1-20/ 10-24-20
subject matter
accessible to all students
I searched and read-aloud
related books by subject. I
searched and read-aloud
related books by subject. I
encourage the students to
google the relevant topic
and let them use the apps to
help them learn.
9-28-19
The COVID-19 incident
has taught that virtual
learning can affect
students' achievement of
learning goals by
differentiating even
instructions from text to
audio to video.
5-1-20
 I am always
preparing for virtual
learning because
Korea is still going
into virtual learning
because of COVID-
19. ESOL students,
in particular, can
Selects, adapts, and utilizes Integrates a wide range of Engages students in
appropriate instructional adapted resources, identifying and adapting
materials, resources, and technologies, and resources, technologies,
technologies for concept instructional materials to and standards-aligned
and skill development in meet identified student instructional materials to
subject matter. Resources needs and make subject extend student
reflect the diversity of the matter accessible to understanding and critical
classroom and support students. thinking about subject
differentiated learning of matter.
subject matter. Assists student with
equitable access to Ensures that student are
Guides students to use materials, resources, and able to obtain equitable
available print, electronic, technologies. Seeks outside access to a wide range of
and online subject matter resources and support. technologies through
resources based on ongoing links to outside
individual needs. 4-10-21 resources and support.
As mentioned above,
students who are not native
English take the WIDA test
when entering our school,
and even students with the
same WIDA overall score
can all have different
speaking, listening,
reading, and writing scores,
and student's needs are all
different accordingly. So,
even in a group of students
at the same level, I
differentiate and organize
classes according to the
needs of the students. And
even when it suddenly
shifts into virtual learning,
I'm giving assignments
according to students'
needs. 4-10-21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

practice their skills

through virtual
learning because I
can assign
personalized
homework
through the
Seesaw.10-24-20
Is aware of students’ Seeks additional
primary language and information describing
English language elements of culture and
proficiencies based on language proficiencies in
available assessment data. listening, speaking,
reading, and writing. Uses
multiple measures for
assessing English learners’
3.6 Addressing the
performance to identify
needs of English
gaps in English language
learners and student
Provides adapted materials development.
with special needs to
to help English learners
provide equitable access
access content. Attempts to scaffold
to the content
content using visuals,
models, and graphic
organizers.
9-28-19/ 5-1-20/ 10-24-20
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of
English language
development to support
English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.4-10-21
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a
wide range of scaffolded
support for language and
content for the range of
English learners.
Engages English learners in
assessment of their
progress in English
language development and
in meeting content
standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible
in the design, adjustment,
and elimination of
scaffolds based on English
learners’ proficiencies,
knowledge, and skills in
the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
3.6 Addressing the Has an awareness of the
needs of English full range of students
learners and student identified with special
with special needs to needs through data
provide equitable access provided by the school.
to the content
Attends required meeting
with resource personnel
and families.
Learns about referral
processes for students with
special needs.
Children from different
levels and culture operate
in small groups by subjects
so that they can have
diverse access to the
question and encourage
children to help each other
in the group.
9-28-19/ 5-1-20/10-24-20
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
As mentioned above,
students who are not native
English take the WIDA test
when entering our school,
and even students with the
same WIDA overall score
can all have different
speaking, listening,
reading, and writing scores,
and student's needs are all
different accordingly. So,
even in a group of students
at the same level, I
differentiate and organize
classes according to the
needs of the students. And
even when it suddenly
shifts into virtual learning,
I'm giving assignments
according to students'
needs. 4-10-21
Utilizes information on the Integrates Guides and support the full
full range of students accommodations, range of student with
identified with special adaptations, and extensions special needs to actively
needs to assess strengths to instruction for the full engage in the assessment
and competencies to range of students with and monitor their own
provide appropriate special needs to ensure strengths, learning needs,
challenge and adequate support and and achievement in
accommodations in challenge. accessing content.
instruction.
Communicates and Communicates and
Communicates regularly collaborates with collaborates with resource
with resource personnel, colleagues, support staff, personnel, para-educators,
para-educators, and and families to ensure families, leadership, and
families to ensure that consistent instruction. students in creating a
student services are Supports families in coordinated program to
provided and progress is positive engagement with optimize success of the full
made in accessing school. range of students with
appropriate content. special needs.
Initiates and monitors
Refers students as needed referral processes and Takes leadership at the
in a timely and appropriate follow-up meeting to site/district and
manner supported with ensure that students receive collaborates with resource
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
learners to determine
appropriateness for referral.
9-28-19/ 5-1-20/10-24-20
In a small group, speaking
the same language students
were placed together so
that they could interpret to
EL.
Sometimes, I draw a
picture to the EL student to
explain the concept.
9-28-19
The COVID-19 incident
has taught that virtual
learning can affect
students' achievement of
learning goals by
differentiating even
instructions from text to
audio to video.
5-1-20
I allow EL students to ask
and correct spellings,
asking Siri to use voice
rather than typing if they
don't know how to spell
when editing during
writing time.
10-24-20
documented data over time, support and/or extended personnel to ensure the
including interventions learning that is integrated smooth and effective
tried previous to referral. into the core curriculum. implementations of referral
4-10-21 processes.
As mentioned above,
students who are not native
English take the WIDA test
when entering our school,
and even students with the
same WIDA overall score
can all have different
speaking, listening,
reading, and writing scores,
and student's needs are all
different accordingly. So,
even in a group of students
at the same level, I
differentiate and organize
classes according to the
needs of the students. And
even when it suddenly
shifts into virtual learning,
I'm giving assignments
according to students'
needs. 4-10-21