Kim, Christina CSTP 3 Spring 2021 1

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge of Uses extensive
knowledge of subject matter and explains the inter-relationships of knowledge of subject
subject matter, academic language relationship between concepts, academic matter concepts,
related academic to identify essential subject content standards, and current issues,
3.1 Demonstrating
language, and connections between matter concepts, academic language in academic language,
knowledge of
academic content academic content academic language, ways that ensure clear and research to make
subject matter
standards. standards and and academic content connections and relevant connections
academic content
instruction. standards. 9.30.18 relevance to students. to standards during
standards
2/15/2020 instruction and
11/16/20, 5/5/21 extend student
learning.

One such example is To prepare for my lesson

in Social Studies, observation, I met with
which we apply my mentor several times
throughout the to plan. She introduced
different subjects, me to a variety of
such as in reading and resources and
writing. assignments to engage
students, and extend
learning. With such
knowledge, I taught the
lesson, and provided
additional learning
opportunities of different
levels so that I could
access all learners in my
math group.
Kim, Christina CSTP 3 Spring 2021 2

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After a presentation from

guest speaker Rosetta
Lee last month, students
had many remaining
questions about issues
related to perspective,
stereotypes, prejudice,
and discrimination. My
grade level and I created
a series of follow
up lessons created
around student
questions, using
resources such as from
Anti-Bias Building Blocks.
Students completed a
series of reflection
questions, using
scenarios from the real
world. We also
connected these lessons
to an ongoing read aloud
of Stone Fox that we read
as a mentor text for
reading workshop, and
examine some of the
stereotypes used to
describe a Native
American character,
Stone Fox. Finally, these
Kim, Christina CSTP 3 Spring 2021 3

Element Emerging Exploring Applying Integrating Innovating

lessons are also tied to
our current Social Studies
unit, Blue Dot, in which
each student create a
character and occupation
for that character.
11/16/20
3.2 Applying Has basic knowledge Expands knowledge Adapts instruction in Integrates knowledge of Utilizes
knowledge of of student stages of of student response to range of students comprehensive
student development while development and knowledge of student development into knowledge of
development and becoming aware of implements learning development and instructional decisions to students to guide all
proficiencies to differences in activities in single proficiencies to meet ensure student students to develop
ensure student students’ lessons or sequence students’ diverse understanding of the proficiencies,
understanding of understanding of of lessons that learning needs. subject matter including understand subject
subject matter subject matter. addresses students’ Ensures related academic matter including
proficiencies and understanding of language. related academic
Teaches subject- support subject matter language.
specific vocabulary understanding of including related Provides explicit teaching
following curriculum subject matter academic language. of specific academic Engages student at all
guidelines. including related language, text structures, levels of vocabulary,
academic language. Provides explicit grammatical, and stylistic academic language,
teaching of essential language features to and proficiencies in
Provides explicit vocabulary, idioms, ensure equitable access self-directed goal
teaching of essential key words with to subject matter setting, monitoring,
content vocabulary multiple meanings, understanding for the and improvement.
and associated and academic range of student Guides all students in
academic language in language in ways that language levels and using analysis
single lessons or engage students in abilities.1/20/20, strategies that
sequence of lessons. accessing subject 3/11/21 provides equitable
Explains academic matter text or access and deep
Kim, Christina CSTP 3 Spring 2021 4

Element Emerging Exploring Applying Integrating Innovating

language, formats, learning activities. understanding of
and vocabulary to 9.30.18; 2/15/2020 subject matter.
support student
access to subject
matter when
confusions are
identified.

We chart academic I created several anchor

vocabulary and return charts and provided
to such a chart students a variety of
regularly, such as in math manipulatives to
the beginning and end build concrete
of a lesson. We also knowledge of fractions.
break down word By charting student
problems into thinking in how they
‘chunks’ for students understand various
to understand words fraction concepts,
such as “explain,” students can think,
“detail,” and more. understand, draw, and
solve fraction problems
I continue to utilize a flexibly. 1/20/20
variety of strategies
and visual aids for all Using my analysis from
students to access the the spring reading
learning goals of our assessments, namely data
curriculum, such as that showed all students
showed improvement in
those listed above.
their scores, I made the
2/15/20 decision to begin the
Reading Response Journal
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Element Emerging Exploring Applying Integrating Innovating

(RRJ) unit earlier in the
year, because I saw that
students were ready and
capable. Another change I
made to the unit was to
introduce a new and
shorter text that would
better support students in
understanding and writing
the “Someboday Wanted
But So Then” (SWBST)
summaries. Therefore, I
read aloud and explicitly
modeled the SWBST writing
process with the short
chapter book first, then
provided guided modeling
and partner work
assignments with a variety
of short passages. This
change to the curriculum
allowed students to practice
extensively the SWBST
summary, before trying it
out in their independent
reading chapter
books.3/11/21

NBPTS Proposition 4:
Teachers think
systematically about
their practices and learn
from experience.
Kim, Christina CSTP 3 Spring 2021 6

Element Emerging Exploring Applying Integrating Innovating

 Level of
Development:
Applying: level of
practice in which
the teacher is
able to provide
independent
leadership and
easily applies
what s/he has
learned about
leadership.

TLMS Domain 4:
Facilitates improvements
in instruction and
student learning

 Level of
Development:
Applying: level of
practice in which
the teacher is
able to provide
independent
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Element Emerging Exploring Applying Integrating Innovating

leadership and
easily applies
what s/he has
learned about
leadership.

Follows organization Examines Uses knowledge of Integrates knowledge of Uses extensive

of curriculum as organization of curriculum and curriculum and resources knowledge of
provided by site and curriculum and student readiness to to organize and adjust curriculum and
district to support considers organize and adjust instruction within and related resources to
student adjustments in single the curriculum to across subject matter to flexibly and
3.3 Organizing understanding of the lessons or sequence ensure student extend student effectively organize
curriculum to subject matter. of lessons to support understanding. understanding.4/20/202 and adjust
facilitate student understanding of 9.30.18 0 instruction.
understanding of subject matter. 5/4/20, 5/5/21
the subject matter Ensures student
comprehension and
facilitates student
articulation about
what they do and do
not understand.
Kim, Christina CSTP 3 Spring 2021 8

Element Emerging Exploring Applying Integrating Innovating

This is very important In virtual learning, we
to our classroom, as teach live math lesson
we have students three times a week.
with various needs Students are given daily
and challenges. We assignments, as well as
are especially mindful longer-term projects to
of this with the extend the learning
beginning of every goals, and engage
new lesson or unit, so students at home.
that students feel Recently, students
comfortable and completed an area and
independent to use perimeter project that
learning tools and took several days to
other scaffolds. complete. Students then
presented their projects
during their individual
virtual student-parent
conferences.

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional variety of strategies appropriate to repertoire of
strategies that are provided in the instructional instructional subject matter to meet instructional
appropriate to the curriculum. strategies in single strategies to ensure students’ diverse strategies to develop
subject matter lessons or sequence student learning, to ensure enthusiasm, meta-
of lessons to increase understanding of student understanding of cognitive abilities,
student academic language academic language, and and support and
understanding of appropriate to subject guide student in challenge the full
academic language matter and that understanding range of student
appropriate to addresses students’ connections within and towards a deep
Kim, Christina CSTP 3 Spring 2021 9

Element Emerging Exploring Applying Integrating Innovating

subject matter. diverse learning across subject matter. knowledge of subject
needs. 9.30.18 3/4/20, 5/5/21 matter.
We have explicit In a typical reading or
lessons so that writing lesson, I lead the
students can lesson, while my partner
understand specific teacher and I both take
vocabulary, as stated active roles during the
in 3.2. independent writing and
conference period.
During independent
writing, I will conference
with individual students
or in small groups in
different Zoom breakout
rooms, while my partner
teacher remains in the
main room and reiterates
the writing goals of the
day. We are therefore
able to replicate the
reading/writing
workshop experience.
My notes show what
writing goals my students
are working on, have
accomplished, moved
onto, or need additional
support with.3/4/20
Kim, Christina CSTP 3 Spring 2021 10

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and Integrates a wide range Engages students in
instructional instructional utilizes appropriate of adapted resources, identifying and
materials, resources, materials, resources, instructional technologies, and adapting resources,
and technologies for and technologies to materials, resources, instructional materials to technologies, and
specific lessons to make subject matter and technologies for meet identified student standards-aligned
make subject matter accessible to concept and skill needs and make subject instructional
3.5 Using and
accessible to students. development in matter accessible to materials to extend
adapting
students. subject matter. students. student
resources,
Explores how to Resources reflect the understanding and
technologies, and
Identifies make technological diversity of the Assists student with critical thinking about
standards-aligned
technological resources available classroom and equitable access to subject matter.
instructional
resource needs. to all students. support differentiated materials, resources, and
materials including
learning of subject technologies. Seeks Ensures that student
adopted materials,
matter. outside resources and are able to obtain
to make subject
support.3/13/2020, equitable access to a
matter accessible
Guides students to 5/5/21 wide range of
to all students
use available print, technologies through
electronic, and online ongoing links to
subject matter outside resources and
resources based on support.
individual needs.
9.30.18
Kim, Christina CSTP 3 Spring 2021 11

Element Emerging Exploring Applying Integrating Innovating

As students in our Our school made sure
classroom have students had all the
different learning necessary resources and
needs, students have materials needed for
access to, and can virtual learning. We
bring in tools for organized a drop-by
diagonosed needs. process where each
family was all school
resources and materials,
including Chromebooks.
We organized another
drop-off in early May to
replenish supplies, as
well as send additional
resources home to use
for the rest of the school
year.

3.6 Addressing the Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English
needs of English primary language information proficiencies and English language learners in
learners and and English language describing elements English learner development, English assessment of their
student with proficiencies based of culture and strengths in the study learners’ strengths and progress in English
special needs to on available language of language and assessed needs into language
provide equitable assessment data. proficiencies in content. English language and development and in
access to the listening, speaking, Differentiates content instruction. meeting content
content reading, and writing. instruction using one standards. Supports
Uses multiple or more components students to establish
measures for of English language and monitor language
assessing English development to Develops and adapts and content goals.
Kim, Christina CSTP 3 Spring 2021 12

Element Emerging Exploring Applying Integrating Innovating

Provides adapted learners’ support English instruction to provide a
materials to help performance to learners. wide range of scaffolded
English learners identify gaps in support for language and Is resourceful and
access content. English language Creates and content for the range of flexible in the design,
development. implements scaffolds English learners. adjustment, and
to support standards- elimination of
Attempts to scaffold based instruction scaffolds based on
content using visuals, using literacy English learners’
models, and graphic strategies, SDAIE, and proficiencies,
organizers. 9.30.18; content level English knowledge, and skills
9/30/19 language in the content.
development in order
for students to
improve language
proficiencies and
understand
content.10/20/20,
5/5/21
Kim, Christina CSTP 3 Spring 2021 13

Element Emerging Exploring Applying Integrating Innovating

We utilize a variety of I do not have English
assessments, such as Language Learner
Fountas and Pinnell, students this year;
to measure however, I continue
comprehension, for to assess students
example. throughout the year
to assess reading
We utilize a variety of goals such as in
charts, and other fluency and
visual and oral tools comprehension. I use
to engage students the assessment
and provide results to create goals
understanding using for each student.
different modalities. Then, I take the
whole-class
We continue to use a assessment results to
variety of strategies, create differentiated
charts, and visual groups to target
aids for students to similar needs and
best access their goals amongst the
learning; this year, I students.
do not have English
Language learners in
my class, so we have
not needed to apply
additional language
support or strategies
towards our
curriculum. 9/30/19
Kim, Christina CSTP 3 Spring 2021 14

Element Emerging Exploring Applying Integrating Innovating

3.6 Addressing the Has an awareness of Seeks additional Utilizes information Integrates Guides and support
needs of English the full range of information on the on the full range of accommodations, the full range of
learners and students identified full range of students students identified adaptations, and student with special
student with with special needs identified with with special needs to extensions to instruction needs to actively
special needs to through data special needs to assess strengths and for the full range of engage in the
provide equitable provided by the address challenges or competencies to students with special assessment and
access to the school. supports in single provide appropriate needs to ensure monitor their own
content lessons or sequence challenge and adequate support and strengths, learning
of lessons. accommodations in challenge. needs, and
instruction. achievement in
Communicates and accessing content.
Attends required Cooperates with Communicates collaborates with
meeting with resource personnel, regularly with colleagues, support staff, Communicates and
resource personnel para-educators, and resource personnel, and families to ensure collaborates with
and families. families during para-educators, and consistent instruction. resource personnel,
meetings and families to ensure Supports families in para-educators,
activities in support that student services positive engagement families, leadership,
of learning plans and are provided and with school. and students in
goals. progress is made in creating a
accessing appropriate Initiates and monitors coordinated program
content. referral processes and to optimize success of
Learns about referral follow-up meeting to the full range of
processes for Refers students as ensure that students students with special
students with special Seeks additional needed in a timely receive support and/or needs.
needs. information on and appropriate extended learning that is
struggling learners manner supported integrated into the core Takes leadership at
and advanced with documented curriculum.2/20/2020, the site/district and
learners to data over time, 5/5/21 collaborates with
determine including resource personnel to
appropriateness for interventions tried ensure the smooth
referral. previous to referral. and effective
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Element Emerging Exploring Applying Integrating Innovating

implementations of
referral processes.
We meet with We utilize a specific
parents, counselors, process to identify,
and keep regular gather evidence, speak to
communication with our Elementary Head of
outside support for School and school
students with psychologist, and contact
diagnosed needs. parents to discuss
possible concerns or
This year, our school issue we notice with
is implementing a students. Many of our
smoother system so meetings this year have
that students can be felt successful, because
referred to a specific my partner teacher and I
administrator or are clear and tactful with
counselor for their communicating our
respective needs. concerns, and consistent
with following up with all
members regarding
action plans or individual
learning plans.