CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating
language, and academic identify connections
knowledge of subject
content standards. between academic content
matter academic
standards and instruction.
content standards
9.22.19
Since I have previously
taught 4th grade I know
where the students are
headed and I know what is
expected of them.
However, since the
curriculum at this level is
new to me, I am still
learning how to type all
subjects together and what
other outside resources
may be needed. 9.22.19
Applying
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards. 3.9.20
10.15.20
I have learned that my
students want to know why
they need to learn the
things that I am teaching
them and I can share with
them when and why it is
going to be important in
their academic careers as
well as in their adult life.
3.9.20
Students in my class are
into different games and
parents had started asking
if I recommended any
specific apps to keep
them learning out of school
and I
recommend Prodigy to
parents since it can be used
at home and at school for
free. As the teacher I am
able to provide them with
specific skills to work on as
well as address end of the
year testing with this
platform. 10.15.20
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter concepts,
concepts, academic content current issues, academic
standards, and academic language, and research to
language in ways that make relevant connections
ensure clear connections to standards during
and relevance to students. instruction and extend
10.15.20 student learning. 3.31.21
Students in my class are By creating a community
into different games and helper/career day for our
parents had started asking Tk-2nd students I was able
if I recommended any to research a way bring
specific apps to keep about a positive way for the
them learning out of school community to participate in
and I student learning as well as
recommend Prodigy to a way to reinforce concepts
parents since it can be used that had previously been
at home and at school for taught in class. 3.31.21
free. As the teacher I am
able to provide them with
specific skills to work on as
well as address end of the
year testing with this
platform. 10.15.20
Here again the year-
long academic
mapping helped meet know
where and when I can
integrate two or more
subjects together in order
to give myself students a
well rounded lesson since it
incorporates more than one
subject. 3.31.21
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 that
understanding of subject 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 ensure of essential content
student understanding vocabulary and associated
of subject matter academic 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.
9.22.19
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. 3.9.20
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.
3.9.20
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.

Students are introduced to I have worked really hard

the academic language and
are encouraged to use it
when discussing with their
groups or as a whole class.
I bring in realia when
appropriate to help students
who may be confused,
Engagement could be
higher. 9.22.19
this year to bring more
hands on learning into our
classroom which allows the
students to engage more
with the things they are
learning and also be
engaged in the activities.
3.9.20
Starting off my lessons
with asking my students for
their level of understanding
or a quick assessment at the
beginning of the lesson
allows me to quickly
determine their skill level
so I can adjust my lesson
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
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
Exploring
Examines organization of
curriculum and considers
adjustments in single
lessons or sequence of
lessons to support
understanding of subject
matter. 9.22.19 3.9.20
Students are given a pre-
test of the material for
things like Math so that I
know where we are at. So
that I know how fast we
can go on a certain topic.
Some subjects are not like
that and I do move through
certain lessons faster than
the pacing guide or may
need to spend longer on a
certain topic. 9.22.19
Applying
plans from there.
Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student
understanding. 9.22.19
3.9.20
Students are given a pre-
test of the material for
things like Math so that I
know where we are at. So
that I know how fast we
can go on a certain topic.
Some subjects are not like
that and I do move through
certain lessons faster than
the pacing guide or may
need to spend longer on a
certain topic. 9.22.19
I am working on creating
short term and long term
learning goals that would
tie these things together
and allow certain subjects
to be entwined together.
3.9.20
Integrating Innovating
Integrates knowledge of Uses extensive knowledge
curriculum and resources to of curriculum and related
organize and adjust resources to flexibly and
instruction within and effectively organize and
across subject matter to adjust instruction.
extend student
understanding. 10.15.20 Ensures student
comprehension and
facilitates student
articulation about what they
do and do not understand.
Sitting down and creating a
year long academic map
helped me to lay out what
curriculum should be
taught together so that way
students are reading in
literature about things we
are studying in Social
Studies and Science to
bring it full circle. Adding
in an Art lesson too.
10.15.20
My students are creating a
pioneer journal in Social
Studies that ties together
our writing, social studies,
and reading skills since
we've also read Little
House in the Big Woods.
By doing this I give them
prompts about being on
Lewis & Clark's
expedition, what it would
be like to ride for the Pony
Express and then be part of
the Gold Rush. All of this
has background
information since we've
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional Gathers and uses additional
strategies that are provided instructional strategies in
in the curriculum. single lessons or sequence
of lessons to increase
3.4 Utilizing
student understanding of
instructional strategies
academic language
that are appropriate to
appropriate to subject
the subject matter
matter. 9.22.19
I have a variety of different
strategies but since I am
still new to this curriculum
I am learning what areas
the students may struggle
in so I cannot anticipate yet
what areas they may
struggle with. 9.22.19
3.5 Using and adapting Uses available instructional Explores additional
Applying
Selects and adapts a variety
of instructional strategies to
ensure student
understanding of academic
language appropriate to
subject matter and that
addresses students’ diverse
learning needs. 3.9.20
I am giving them a wider
variety of strategies and
targeting my lower
performing students when I
create activities since I
know that if I can reach
them then the other
students will also be met.
3.9.20
Selects, adapts, and utilizes
Integrating Innovating
done the reading. 3.31.21
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm, meta-cognitive
to ensure student abilities, and support and
understanding of academic challenge the full range of
language, and guide student towards a deep
student in understanding knowledge of subject
connections within and matter.
across subject matter.
10.15.20
Students use whiteboards,
are able to talk with their
neighbors to share, I
explain my thoughts out
loud to them while I am
solving a problem so they
are hearing how a teacher
would solve the problem. I
am using visual cues and
realia in my lessons and
then giving them an
opportunity to do the same.
Students may also be given
a hands on figure that they
can manipulate to show
mastery of a skill. 10.15.20
Giving students choices for
spelling homework,
multiplication facts or a.
big project allows students
to show mastery in a
variety of ways. 3.31.21
Integrates a wide range of Engages students in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
materials, resources, and instructional materials,
technologies for specific resources, and technologies
lessons to make subject to make subject matter
resources, matter accessible to accessible to students.
technologies, and students. 9.22.19
standards-aligned
instructional materials Identifies technological Explores how to make
including adopted resource needs. 9.22.19 technological resources
materials, to make available to all students.
subject matter 3.9.20
accessible to all
students
I would love to include I have already pulled in
more technology into my several different
classroom but we do not instructional materials to
have devices for every help the class become more
student so anything comfortable with the
requiring technology must subject matter. However
be done using my since we do not have
computer. 9.22.19 devices for every child I do
not make technology
available to the students. I
will use the technology I do
have used. 9.22.19
I’ve been creating videos
for students and if that is
not accessible to them then
they get paper hand outs so
they are all getting the
materials they need. 3.9.20
Applying
appropriate instructional
materials, resources, and
technologies for concept
and skill development in
subject matter. Resources
reflect the diversity of the
classroom and support
differentiated learning of
subject matter. 10.15.20
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs. 3.9.20
I’ve been creating videos
for students and if that is
not accessible to them then
they get paper hand outs so
they are all getting the
materials they need. 3.9.20
I seek out new and
different resources for my
class. Last year we used
Studies Weekly and this
year I decided to move to
Scholastic News since it
seemed to be a better fit for
the students and I liked the
additional resources such
as videos and worksheets
that were provided by
Scholastic News. 10.15.20
Integrating Innovating
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. thinking about subject
matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks outside access to a wide range of
resources and support. technologies through
10.15.20 ongoing links to outside
resources and support.
I was able to get 6 iPads for
my class this year that they
are to be using which is
new for my grade so that
students can be slowly
introduced to different
resources and technology
that will make fit their
different learning needs. I
along with my mentor
teacher created a letter to
help our students be tested
for learning disabilities
through our county office
of education since we do
not have a special
education department on
our staff. 10.15.20
My students have used
IXL to differentiate their
learning, my students who
need to work at a lower
level are able to do that
and get extra practice on
skills whereas my students
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English
language proficiencies based
on available assessment data.
3.6 Addressing the
needs of English
learners and student
Provides adapted materials to
with special needs to help English learners access
provide equitable content.
access to the content
Exploring
Seeks additional information
describing elements of culture
and language proficiencies in
listening, speaking, reading,
and writing. Uses multiple
measures for assessing
English learners’ performance
to identify gaps in English
language development.
9.22.19
Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying
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. 9.22.19
Integrating
who are excelling are able
to be challenged and work
at a quicker pace. 3.31.21
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.
10.15.20
Innovating
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

Element Emerging Exploring Applying Integrating Innovating

Students who are English
Language learners may be
given assessments and
assignments orally or
where I write down what
they say so that they can
focus on getting the
information out. Students
may also have their
assessment modified so as
to ask fewer questions so
they can focus on the
content. 9.22.19
Students who are ELL’s
are seated next to students
who are high achieving
academically so things are
modeled for them and they
can provide scaffolding for
them. A variety of different
tools are used to present the
content to students. 9.22.19
I am including more videos
and realia in my classroom
so as to support them.
Students are also given
preferential seating being
close to the front of the
classroom or in the back if
they need to stand more
often without being a
distraction. 3.9.20
I had previously on leveled
my reading and math
groups. This year I leveled
my writing groups to make
sure that my students who
are English Language
Learners are given even
more supports in writing
and making sure that the
beginning steps are covered
before they are asked to
write more complex
papers. Students are also
encouraged to use
technology to draw a
picture to go along with
their writing to give them a
visual representation as
well. 10.15.20

3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting with
resource personnel and
families.
Learns about referral
processes for students with
special needs.
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. 9.22.19
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. 9.22.19
Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services
are provided and progress is
made in accessing appropriate
content. 9.22.19
Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral.
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge.
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. 10.15.20
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.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I want to learn more about
the students and gain talk
to the previous teacher and
ask for support staff’s
opinion (music or art
teacher) of the student’s
behavior with them.
9.22.19
Applying
I like to set up a meeting
with the parents, look over
cum folder and talk to the
previous year teacher to
figure out what has worked
as well as discuss with the
resource personnel to see
what they are currently
working on and how that
can be incorporated in my
class. 9.22.19
I have set up meetings with
our Enrichment teacher on
an ongoing basis to keep
track of the students
improvements and meet
with parents regularly to
discuss what strategies are
working or if further
testing is needed. 3.9.20
Integrating Innovating
In addition to the things
above I started teaching
certain math things to
songs or poems and
including hand motions so
that these students are
experience the material in a
variety of ways and a total
physical response to help
them connect the material. 
3.31.21
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.
10.15.20
I had previously on leveled
my reading and math
groups. This year I leveled
my writing groups to make
sure that my students who
are English Language
Learners are given even
more supports in writing
and making sure that the
beginning steps are covered
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

before they are asked to
write more complex
papers. Students are also
encouraged to use
technology to draw a
picture to go along with
their writing to give them a
visual representation as
well. 10.15.20

In addition to the things

above I started teaching
certain math things to
songs or poems and
including hand motions so
that these students are
experience the material in a
variety of ways and a total
physical response to help
them connect the material. 
3.31.21