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

At the beginning of each At the beginning of each

lesson, students receive a unit, I share the learning
weekly packet that has a goals, academic
cover page of the weekly standards, and the
objectives aligned with integrated performance
the World language assessment with the
Content Standards for students
California Public Schools. 5-7-21

Evidence
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
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
On the last page of the
weekly classwork packet,
I attach the new
vocabulary list. We
translate the vocab
together, and we use
them in different
sentences and different
contexts. Also students
examine these vocabulary
in different texts and
activities.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. 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.
Creating standardized Every year we revise our
based thematic units units to meet students’ At the STAMP test that we
gives me the opportunity needs. We replace some do twice a year to assess
to organize and adjust the texts, resources, and student’s proficiency level
curriculum to meets assessments based on the in Arabic language, I
students’ learning needs. students’ level noticed that my student’s
Unlike using texts books listening comprehension
when some teachers feel level is less than the other
that they have to follow it skills. I searched for
regardless their students resources that help them
readiness as well as their improves their listening
needs. comprehension and I
found Edpuzzle. Edpuzzle
enhanced my students
listening skill and this
was obvious in their
STAMP test results.
5-7-21

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
3.4 Utilizing strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
instructional provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
strategies that are curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
appropriate to the lessons to increase academic language learning, to ensure cognitive abilities, and
subject matter student understanding of appropriate to subject student understanding of support and challenge the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

academic language matter and that
appropriate to subject addresses students’
matter. diverse learning needs.
i use different
instructional strategies
that meet my students’
needs. For example, I use
visual tools, auditory,
cooperative learning,
online interactive games,
and writing activities.
academic language, and full range of student
guide student in towards a deep
understanding knowledge of subject
connections within and matter.
across subject matter.
Since I teach a forging
language, Using SDAIE
strategies helped me to
meet students’ diverse
learning, to ensure
student understanding of
academic language, and
guide student in
understanding
connections within and
across subject matter.

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
resource needs. available to all students. differentiated learning of
subject matter.
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
I provide my students
with different types of
authentic materials such
as stories, videos, and
articles that are available
online or onsite to
improve their learning,
taking into consideration
their weakness and areas
of improvement. For
example, if a student
needs to work on his
comprehension skill, I
provide him with stories
that he can read,
summarize, and answer
its questions in order to
enhance his
comprehension skill.
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3.6 Addressing the Is aware of students’ Seeks additional information Identifies language
needs of English primary language and describing elements of proficiencies and English
learners and student English language culture and language learner strengths in the
proficiencies based on proficiencies in listening, study of language and
with special needs to
available assessment data. speaking, reading, and content. Differentiates
provide equitable writing. Uses multiple instruction using one or
access to the content measures for assessing more components of English
English learners’ language development to
performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements
to help English learners scaffolds to support
access content. Attempts to scaffold content standards-based instruction
Integrating Innovating
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
Google classroom is one
of the applications that
helps me as a teacher to
assist student with
equitable access to
materials, and resources.
I make sure to post the
assignments with all the
required materials so
students can review it, do
it, and get my one on one
feedback before they
submit them. This helps
me also in differentiate
my instructions since I
am able to assign certain
students’ certain types of
assignments that meet
their needs. 
4-7-21
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

using visuals, models, and
graphic organizers.
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
Since I teach a foreign
language, I use many of
the SDAIE strategies such
as Modeling, Bridging,
and Schema Building.
Also, I differentiate my
instructions to meet all
students needs. I
differentiate the content,
process, and product.
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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.
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.
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
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.
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
content. Initiates and monitors special needs.
referral processes and
Refers students as needed in follow-up meeting to ensure Takes leadership at the
a timely and appropriate that students receive site/district and collaborates
manner supported with support and/or extended with resource personnel to
documented data over time, learning that is integrated ensure the smooth and
including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.
When having a student
identified with special
need, I modify my
instruction, and activities
to meet his needs. I
document any action,
improvement, or times of
frustration that the
student might experience
and analyze these data
with the specialist in
school to better serve the
students.
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