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

When developing a lesson

plan I always focus on the
content standards and what
it is that I would like my
students to be able to do at
the end of the unit. I make
sure to tie in all of the
academic language within
the lessons and explain the
vocabulary throughly.

When developing a unit I

use the backwards design
model. Which means I
always create from the
standards and move on
from there. I make sure to
not skim over the
vocabulary and also use
synonyms when working to
describe the words to
students. 7.30.20

I am beginning to plan for

my move to 2nd grade next
year. I have been working
with my future teacher
partner on implementing
new curriculum that is
standards based.
4/28/2021
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
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 academic language in
of 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.
Applying
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.
Within my classroom I
create homogenous reading
groups. Each grouping
receives individualized
instruction based on their
current academic levels. I
also scaffold these reading
groups for in order for the
students to deeply
understand the concepts and
build upon that
understanding. Throughout
the year I adjust the groups
accordingly, based on the
formative and summative
assessments. 7.30.20
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to develop
instructional decisions to proficiencies, understand
ensure student subject matter including
understanding of the subject related academic language.
matter including related
academic language. Engages student at all levels
of vocabulary, academic
Provides explicit teaching language, and proficiencies
of specific academic in self-directed goal setting,
language, text structures, monitoring, and
grammatical, and stylistic improvement. Guides all
language features to ensure students in using analysis
equitable access to subject strategies that provides
matter understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
I have integrated a new
grammar curriculum into
mu classroom this year. I
noticed my students needed
help in sentence structure.
The new curriculum had
one sentence and focus a
week. Each day we take
apart the sentence and make
changes until it is a brand
new sentence on at the end
of the week.
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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 the
3.3 Organizing subject matter.
curriculum to facilitate
student understanding
of the subject matter
Exploring Applying Integrating Innovating
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum and considers curriculum and student curriculum and resources to 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. understanding. Ensures student
comprehension and
facilitates student
articulation about what they
do and do not understand.
I regularly work with my
team of other kindergarten
teachers on developing and
adjusting curriculum. We
constantly are researching
the best most effective way
to teach the content
standards.
I complete checks for
understanding between each
lesson, whether that be
through an exit ticket, white
board execution or a verbal
check, I make sure to adjust
the lesson accordingly.
7.30.20
4/28/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
Uses instructional strategies Gathers and uses Selects and adapts a variety Integrates instructional
that are provided in the additional instructional of instructional strategies to strategies appropriate to
curriculum. strategies in single ensure student subject matter to meet
3.4 Utilizing lessons or sequence of understanding of academic students’ diverse learning,
instructional strategies lessons to increase language appropriate to to ensure student
that are appropriate to student understanding of subject matter and that understanding of academic
the subject matter academic language addresses students’ diverse language, and guide student
appropriate to subject learning needs. in understanding
matter. connections within and
across subject matter.
Within the kindergarten
classroom we focus heavily
on vocabulary. Each week I
introduce new vocabulary
terms that are also found
within our daily lessons and
readings. The students are
provided with many
different ways to
understand and then use the
vocabulary.
Each of my math lessons
begins with a review of the
math terminology. I use
pictorial flash cards for the
students. I do not "dumb
down" the terminology in
order to help the graph the
concepts easier. Instead I
focus on both the
vocabulary building and the
math concepts
simultaneously. 7.30.20
Innovating
Uses an extensive repertoire
of instructional strategies to
develop enthusiasm, meta-
cognitive abilities, and
support and challenge the
full range of student towards
a deep knowledge of subject
matter.
When working with students
on developing their
understanding of coding
technology. I introduce the
mini Ozobots at
the beginning of the year.
These robots move based on
drawing on a sheet of paper
with markers. This is a
wonderful way for my
students to be scaffolded into
understanding coding
technologies.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and materials, resources, and technologies, and resources, technologies, and
lessons to make subject technologies to make technologies for concept instructional materials to standards-aligned
3.5 Using and adapting matter accessible to subject matter accessible and skill development in meet identified student instructional materials to
resources, technologies, students. to students. subject matter. Resources needs and make subject extend student understanding
and standards-aligned reflect the diversity of the matter accessible to and critical thinking about
instructional materials Identifies technological Explores how to make classroom and support students. subject matter.
including adopted resource needs. technological resources differentiated learning of
materials, to make available to all students. subject matter. Assists student with Ensures that student are able
subject matter equitable access to to obtain equitable access to
accessible to all Guides students to use materials, resources, and a wide range of technologies
students available print, electronic, technologies. Seeks outside through ongoing links to
and online subject matter resources and support. outside resources and
resources based on support.
individual needs.
In addition to our Journeys I use my masters degree in
and Go Math curriculum. I educational research to aid in
am constantly looking for making data-based
relatable resources to classroom decisions. I have
deepen my students created various forms of
understand of the subject assessments in order to
matter. I also work to adapt understand my students'
the curriculum to better areas of need. For example,
meet my students needs and a literacy unit we are
to tap into their interests working on does not include
and strengths. an assessment on student
disposition. I created a
I also work with a strong kindergarten-
team of educators when friendly reading survey in
looking to adjust or adapt order to help students meet
curriculum. Working as a their learning goals.
team, we find and create 12.07.2020
content as well as add in 4/28/2021
technologies to support
their learning. 7.30.20
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
with special needs to Provides adapted materials to
provide equitable help English learners access
access to the content 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.
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.
Integrating
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.
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

As a kindergarten teacher, I
already provide a lot of
supports for learning
vocabulary and terminology
through pectoral images,
leveled readers, and
adjusting the language I use
daily to make sure it is
rigorous, however not over
their heads. For my ELL's I
have specific readers for
them in order to support
their needs with more focus
on vocabulary terms. I also
like to give I also provide
many scaffolding activities
and adjust the curriculum
according to their needs.
7.30.20

I have focused more this

year than ever before on
academic language. I make
sure students understand the
language and can produce a
logical sentence with that
language.
4/28/2021
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 with
needs of English 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
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 previous to
referral.
Many of my students
receive supports through
IEP programs as well as
504 plans. These students
also need additional
supports from me within the
classroom. I have found the
best way to support these
students is through
attending their IEP and 504
meetings with the
specialists and parents and
to be in constant
communication with both. I
work directly with the
entire team to provided
proper supports for these
students. 7.30.20
Integrating
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.
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.
Takes leadership at the site/
district and collaborates with
resource personnel to ensure the
smooth and effective
implementations of referral
processes.
My ELL students are given
many supports within the
classroom setting to develop
their language acquisition.
One of the supports
is through he Lexia Reading
program to help students
with their ability to read
through phonological
instruction. Another way
my students are supported is
through verbal
communication with their
peers. Students are asked to
Think Pair Share throughout
the school day. This
offers my ELL students
to actively use language to
negotiate meaning.
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