CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has a foundational
knowledge of subject
matter, related academic
3.1 Demonstrating
language, and academic
knowledge of subject
content standards.
matter academic
content standards
Students come into first
grade knowing the
different subjects, knowing
their numbers and
strategies to help them
read. 7/20/2020
Exploring Applying Integrating Innovating
Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
subject matter and the relationship between inter-relationships of of subject matter concepts,
academic language to essential subject matter concepts, academic content current issues, academic
identify connections concepts, academic standards, and academic language, and research to
between academic content language, and academic language in ways that make relevant connections
standards and instruction. content standards. ensure clear connections to standards during
and relevance to students. instruction and extend
student learning.
Prior to each math lesson, I
have a student read our
learning objective
(standard) and vocabulary
for the lesson. I explain
and show examples of
what the vocabulary words
mean before teaching the
lesson.
Prior to reading a new
story each week, I teach
the academic vocabulary to
the class. We complete
vocabulary squares
together and they provide
me with what they think
the word means, the part of
speech, synonyms,
antonyms and use the word
in a sentence. We then read
the story throughout the
week and they point out the
vocabulary when they hear
them. 4/8/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has basic knowledge of
student stages of
development while
becoming aware of
differences in students’
understanding of subject
matter.
Teaches subject-specific
3.2 Applying vocabulary following
knowledge of student curriculum guidelines.
development and
proficiencies to ensure
student understanding
of subject matter
I understand that first
grade students are still
learning how to write
nicely but they should be
able to hold a pencil
correctly and move their
body easily in first grade. I
had a student in the past
who I noticed was
developing different and
had a hard time running
and holding a pencil. I
spoke with parents about
this to keep them involved.
I teach vocabulary every
Monday. The vocabulary
are words that are in the
story we are reading that
Exploring
Expands knowledge of
student development and
implements learning
activities in single lessons
or sequence of lessons that
addresses students’
proficiencies and support
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential content
vocabulary and associated
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.
Content vocabulary is
taught weekly. Academic
language is taught as I go
through lessons and
reading comprehension. As
I ask reading
comprehension questions I
will break down the words
in the questions so students
are aware of their meaning.
I ask students if they
understand and if there is
confusion I will reteach in
a different way. 7/20/2020
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.
I will ensure that students
understand a concept
through informal or formal
assessments. If students
understand a concept I will
move on.
Vocabulary and spelling
are taught every Monday.
Throughout the week I
have a variety of spelling
centers for students to
practice their spelling
words. Reading is also
strongly encouraged in my
class. While reading
independently or whole
class if a spelling or
Integrating
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.
Throughout the year I
teach a variety of different
types of texts. Such as
poetry, nonfiction, fiction
etc. I teach how to identify
these different types of
texts. Weekly I ask the
students what type of of
story they read and how
they knew that. 7/20/2020
Innovating
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.
Academic language is
introduced and used in
math. I use sum and
difference for addition and
subtraction problems. I
also teach my class key
words such as and, or and
more than to know when to
add or subtract. 11/7/20
I use my knowledge of
students to move them into
different reading groups
throughout the year. If they
improve I will move them
into a more challenging
group. If they need help
with reading then they can
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

week. 7/20/2020 vocabulary word is found move to a different group
the students make a v with that focuses on phonics
their fingers and raise it in more. I do this with my
the air. This allows math groups as well.
students to recognize their This relates to NBPTS 3
spelling and vocabulary because I manage and
words in different contexts. monitor their learning and
7/20/2020 move them where they
need to be depending on
their level.

By using I-ready, I am able

to adjust each student’s
lessons to fit their need
based on what I know they
need to improve in or be
challenged in. 4/7

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by curriculum and considers curriculum and student curriculum and resources of curriculum and related
site and district to support adjustments in single readiness to organize and to organize and adjust resources to flexibly and
student understanding of lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. lessons to support ensure student across subject matter to adjust instruction.
curriculum to
understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
I plan weekly with the first
grade team. We change
things or design lessons to
be more enjoyable or to
suit the students needs.
7/20/2020
Exploring Applying Integrating Innovating
As a team we change I teach certain subjects in a As I am teaching lesson, if To ensure student
things to suit students specific way to suit my students are answering my comprehension I check
needs. We have had students needs. For questions incorrectly, that their work, ask questions
spelling lessons that we example, I teach spelling lets me know that they are or use exit tickets. I also
moved around throughout differently than the rest of not understanding. When promote students to ask
the year to help students my team but that is what I this occurs, I will adjust the questions when they don’t
flow better. We have also have learned from my way I am teaching and try understand. This teaches
skipped certain math students. 7/20/2020 again a different way. I can them to speak up for
lessons in the book and also know when students themselves and articulate
taught our own way are not understanding as I specifically what they need
because the book was too monitor their independent help with. 7/20/2020
confusing for students. work. 7/20/2020
7/20/2020 I use my knowledge of the
math curriculum to use
other resources to aide
student learning. I use
hands on activities that
coincide with the
curriculum to adjust
instruction to suit each
students’ needs. I do this a
lot with money and time
because I know these are
difficult subjects for my
students. This relates to
NBPTS 2 because I know
the subjects and I
understand how to teach
the subject in multiple
ways. 4/8
I can sue I-ready to adjust
lesson for each student.
During reading
comprehension, each
student works
independently and turns in
their work. As I grade their
work, I can see who does
and doesn’t understand. If
they don’t understand, I
will speak with them and
help them learn how to
find answers. I do this with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Uses instructional
strategies that are provided
in the curriculum.
3.4 Utilizing
instructional strategies
that are appropriate to
the subject matter
Our curriculum has us
doing close read where we
read a story three times a
week. I follow these
guidelines. I follow our
curriculum that teaches
spelling rules and the daily
guidelines for this as well.
In math, I follow the
curriculum and make
changes when need be.
7/20/2020
Exploring
Gathers and uses additional
instructional strategies in
single lessons or sequence
of lessons to increase
student understanding of
academic language
appropriate to subject
matter.
I add my own strategies to
spelling and math to help
student understanding. I
add in spelling centers
throughput the week and a
math hands on activity.
7/20/2020
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.
Throughout the year I
observe how some students
learn best. I have had
certain students that
struggle when I am
teaching money. For these
students I allow them to
use play money to help
them better understand.
When teaching vocabulary,
I know it is difficult for the
students so I have students
share their own sentences
with the vocabulary word
to check for understanding.
7/20/2020
Integrating
Integrates instructional
strategies appropriate to
subject matter to meet
students’ diverse learning,
to ensure student
understanding of academic
language, and guide
student in understanding
connections within and
across subject matter.
Innovating
all tests as well. 4/8
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.
I try to make learning fun
and keep my energy level
up to promote enthusiasm
while learning. During
math, I like to make my
own word problems and
use students names. The
students think it is very
funny and it challenges
them. With reading
comprehension, I will have
the students think as if they
are in the story and ask
what they would do in
certain situations.
7/20/2020
I use the prom board
during math lesson and
allow my student to come
up to the board to write
their answer. They get
excited to use my pen and
write on the big board.
11/7/20
I challenge certain students
in math by providing them
with a different worksheet
or meeting with them in a
small group to do different
problems together. The
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

math will stay similar to
what we are learning but
will be more complex. For
example, we are currently
learning about
multiplication. The entire
class is learning about
arrays and creating equal
groups, to challenge some
students I have them work
on multiplication word
problems or fill in the
missing number for the
multiplication sentence.
These students get excited
to have the extra challenge.
I also provide them with
more challenging
homework. When we go
over their work in our
small group I make sure
they are able to explain or
show how they got to their
answer so I know they
understand the subject
matter.
In reading comprehension,
I make sure students site
evidence or explain where
they found their answer.
These both relate to
NBPTS 2 because I know
the subject matter and am
able to make it more
challenging for some
students and make sure
they understand the subject
matter by explaining their
reasoning. 4/8
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Uses available
instructional materials,
resources, and
3.5 Using and technologies for specific
adapting resources, lessons to make subject
technologies, and matter accessible to
standards-aligned students.
instructional materials
including adopted Identifies technological
materials, to make resource needs.
subject matter
accessible to all
students
At Heritage Oak I have 4
iPads that can be used in
my classroom. I use them
mostly for AR tests. I have
used them for centers
before as well. I have a
variety of hands on
materials in my classroom
as well that I use for
specific lessons such as
play money, unit cube etc.
7/20/2020
Exploring
Explores additional
instructional materials,
resources, and technologies
to make subject matter
accessible to students.
Explores how to make
technological resources
available to all students.
Applying
Selects, adapts, and utilizes
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.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
If students need additional
help with something I will
use different materials to
suit their needs. I have
done this with play money,
unit cubes for measuring
and place value. 7/20/2020
Integrating
Integrates a wide range of
adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students.
Assists student with
equitable access to
materials, resources, and
technologies. Seeks outside
resources and support.
If students are struggling
beyond my expertise I will
meet with parents to
suggest outside resources. I
have had students sign up
for outside tutoring and
speech programs to suit
their needs. 7/20/2020
Innovating
Engages students in
identifying and adapting
resources, technologies,
and standards-aligned
instructional materials to
extend student
understanding and critical
thinking about subject
matter.
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
Students use and see many
different technology
devices throughout the day.
I create usernames and
passwords for different
apps that are easy for
students to remember. I
also create a page for each
student of this information
that they can use whenever
they need to. 11/7/20
 ISTE Standard
5a: Educator as
Designer: I use
technology to
create, adapt, and
personalize
learning
experiences that
foster
independent
learning and
accommodate
learner
differences and
needs.
I adapt resources based on
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student needs. For
example, I have been using
i-ready more often.

I adapt resources
based on student
needs. For example, I
have been using i-
ready more often and
am able to assign
certain lessons to each
student based on their
needs. They have their
username and
password with them in
their folder and in any
free time they can log
in and look at their
“teacher assigned
lessons.” When they
complete a lesson,
they fill out a chart to
keep track of their
learning. 4/8
This relates to NBPTS
3 because I am
managing their
learning through the i-
ready app.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Is aware of students’ Seeks additional Identifies language
primary language and information describing proficiencies and English
English language elements of culture and learner strengths in the
proficiencies based on language proficiencies in study of language and
available assessment data. listening, speaking, content. Differentiates
reading, and writing. Uses instruction using one or
multiple measures for more components of
assessing English learners’ English language
3.6 Addressing the
performance to identify development to support
needs of English
gaps in English language English learners.
learners and student
Provides adapted materials development.
with special needs to
to help English learners Creates and implements
provide equitable
access content. Attempts to scaffold scaffolds to support
access to the content
content using visuals, standards-based instruction
models, and graphic using literacy strategies,
organizers. SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
I become aware of my I engage English learners
students primary language by having them read aloud
by speaking with them through the week. They
daily and from their can read a variety of things
written work. 7/20/2020 such as their daily journal,
in small group or the story
that we are reading for the
week. Reading in small
groups allows me to work
closer with English
learners and help them
pronounce certain words
correctly and understand
their meaning. We. Also
do readers theater which
promotes students to
practice reading with
expression. 7/20/2020
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.
On seesaw, I assign
different activities for each
student. I work with my
English learners and also
assign activities with more
visuals.
https://web.seesaw.me/
As students begin to
understand more, I give
them more
independence.11/7/20
With I-ready I can assign
different lessons based on
each student’s needs. I can
assign lower-level
assignments to English
learners as well. On I-
ready I can monitor their
progress. This is something
new that I learned this year
an also taught my team
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.
Attends required meeting
3.6 Addressing the with resource personnel
needs of English and families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Data is passed down from
precious teachers
identifying students with
special needs. I speak with
parents to receive any
additional information
about their child.
7/20/2020
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.
For additional information
about the student I reach
out to the parents in the
beginning of the year to
meet with them.
Throughout the year I send
them emails to keep them
updated and also meet with
them in person. The
parents provide me with
strategies they use at home
or that other teachers have
used. I inform them of my
own findings and strategies
that I may use in the
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.
I use information that the
parents/data from previous
teachers is given to me to
adjust lessons as needed. I
also frequently check in
with these students to
check for understanding. If
changes need to be made to
assignments/assessments
that will be discussed with
parents and directors at the
school. I will keep parents
and directors updated on
any strategies that I have
used in the classroom that
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.
I will make any
accommodations necessary
to ensure adequate support.
I will make sure the student
is comfortable talking with
me by getting to know
them and speaking with
them frequently. I believe
that all students need to
feel safe and connected
with a teacher. This allows
them to open up to the
teacher about any questions
or problems they may be
experiencing. At Heritage
Innovating
about which relates to
TLS. 4/8
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.
I try and set small goals
with students to keep them
focused on something that
challenges them. When
they reach their goal or I
notice they are putting in a
great amount of effort I
will recognize them with
positive affirmations or
rewards. This will also be
communicated with
parents. 7/20/2020
Our school has us assign a
personal learning plan
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

classroom as well. have worked or failed. Oak teachers communicate (PLP) for each student.
7/20/2020 7/20/2020 with parents very closely. This is communicated with
Emails are sent weekly to the parents and is their goal
keep parents updated. for the entire year. Their
Meetings with parents also goal can change.
happen regularly to keep Throughout the year, I
the communication clear. communicate with parents
7/20/2020 how their child is doing in
relation to their PLP. I tell
parents of different
techniques and resources
available for their child
that I am using or that they
can use. For example, I
have a student struggling
with basic addition and
subtraction. I had her join a
tutor, supplied her
resources such as flash
cards app on her iPad and
informed parents that this
needs to be practiced daily
before moving on to
multiplication. 4/8

This year, I took a

leadership role in learning
about I-ready and how it
can suit each student’s
needs. 4/8