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 subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. 9/20/20 connections and connections to standards
relevance to students. during instruction and
extend student learning.

9/20/20: Every week my May 2021: Each week my August 2021- Our ELA March 2022- We were
first grade team meets team and I go over the curriculum allows me to learning about time in
after school to plan and weekly concepts for the add a focus wall for my Math, so for our center
look over the curriculum week and make sure we students to see what we activity the students were
that we will be teaching. truly understand the are learning in each unit working on activities
We discuss which subject to teach it to the in ELA. I really like it geared towards telling
standards we are best of our abilities. When because it stays up the time, but were also
addressing and how we there is something that whole week and the spread throughout
can facilitate that into our we do not understand, we students are able to different subjects
lesson. discuss it as a group and quickly see it and not (reading, writing, art,
make sure we grasp the have to dig through their math and activity). For
concept before teaching desk for journal. writing they wrote about
it. what time the ladybug
met the other animals in
the story. For art the
students made their own
clock that looked like a
ladybug, and for reading
they had to re-read the
story and fill in the time
on clocks on a worksheet.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to develop
becoming aware of activities in single lessons or proficiencies to meet instructional decisions to proficiencies, understand
differences in students’ sequence of lessons that students’ diverse learning ensure student subject matter including
understanding of subject addresses students’ needs. Ensures understanding of the subject related academic language.
matter. proficiencies and support understanding of subject matter including related
understanding of subject matter including related academic language. Engages student at all levels
3.2 Applying
Teaches subject-specific matter including related academic language. of vocabulary, academic
knowledge of vocabulary following academic language. 9/20/20 Provides explicit teaching of language, and proficiencies
student development curriculum guidelines. Provides explicit teaching of specific academic language, in self-directed goal setting,
and proficiencies to Provides explicit teaching of essential vocabulary, idioms, text structures, grammatical, monitoring, and
ensure student essential content vocabulary key words with multiple and stylistic language improvement. Guides all
understanding of and associated academic meanings, and academic features to ensure equitable students in using analysis
subject matter language in single lessons or language in ways that access to subject matter strategies that provides
sequence of lessons. engage students in accessing understanding for the range equitable access and deep
Explains academic language, subject matter text or of student language levels understanding of subject
formats, and vocabulary to learning activities. and abilities. matter.
support student access to
subject matter when
confusions are identified.
9/20/20
9/20/20: Every week in May 2021: I give students September 2021: Our March 2022- Our math
Language Arts we have math facts timed test ELA curriculum we curriculum has the
five new vocabulary once a week. The week adopted it has the students take a diagnostic
words that we go over, before their test, I give students learning a lot test before they get
practice, and complete the students flash cards more vocabulary words started with the lessons.
activities with. I relate to take home and practice this year. I have found The diagnostic is an
these words to their real each night. As the year different apps my adaptive assessment that
life, so that students get a progresses the numbers students can use that provides me with
better understanding of get more challenging. I helps them learn their actionable insight into
what they mean. I also go noticed a couple of my words. They can also do it each student needs. It

over key words and students they were at home to. offers a complete picture
vocabulary in math, struggling, so I showed of student performance
science, and social studies those students a different and growth. It also sets
to expand their method they could use by up a personalized
knowledge of the subject counting on a 120 chart. learning path for each
matter. This helped my students student. Ensuring they’re
see the numbers in a working on instruction
different way and allowed that matches their unique
them to understand the learning needs.
larger numbers better.
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
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. 9/20/20 extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
9/20/20: When I teach a May 2021: During many December 2021: Our
lesson, if the students are lessons, especially math, I science curriculum really
not understanding the use a variety of resources allows students to be
concepts or ready to and hands on materials to engaged. This past week
move on to the next help student we have been learning
lesson, I make sure to understanding. For about light and what
think of a new way to example, we just learned makes a shadow. After
teach the lesson again in a about money, so I teaching the first lesson,
way students will brought in real coins for the next activity had the
understand it better. For students to use and count students go for a walk
example, in math we with during our money around the school and
were learning about unit. find different parts of the
adding with near doubles. school where the light
Many students kept only was bright and dark. They
adding together the had so much fun and filed
doubles and forgetting out their whole page.
about what was left over.
I taught the lesson again March 2022- When I am
using a video about near teaching a lesson I am
doubles and color coding always stopping and
my drawings so that the asking questions for
students could visually clarification. I was
see the left over numbers. teaching a phonics lesson
about adjectives.
Throughout the lesson I
would stop and say a
sentence then call on a
student to have them tell
me what the adjective
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
was in the sentence. I also
do this whole group and
will have the students get
out their white boards
and write down their
answer then show me.



























CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. 9/20/20 diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
9/20/20: We use McGraw May 2021: In my October 2021: Teaching March 2022- I always like
Hill Wonders to teach our classroom, I use a variety math in my class at the using manipulative for
phonics lessons. Using of different instructional beginning of the year was math because it really
systematic, explicit strategies to support the a struggle for me. Half my helps the students
instruction, this program needs of all learners. I use class understood the visually see and
helps all students master hands on materials, lesson and the other half understand the problem.
the foundational skills vocabulary and picture needed to be retaught. Since I have been
needed not only to move cards, technological This was hard for me teaching I have been able
to proficiency, but also to games and resources, because I was finding to obtain a nice collection
achieve greater goals of small groups, scaffolding, students becoming of different hands on
reading independently and more challenging disengaged while they manipulative that the
with confidence inside assessments for those were waiting for me to students can use.
and outside the who need to be finish working with my
classroom. I also use challenged. Each day, I students who weren’t
additional strategies to am using a variety of understanding the
promote phonics skills by methods to meet the concept. Now, I have my
singing songs, blending needs of all learners. students walk around or
word lines out loud, sit next to those who
building upon words, and don’t understand to help
incorporating phonics them and also keep them
games. engaged during the
lesson.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. 9/20/20 and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
9/20/20 subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
9/20/20: During virtual May 2021: This year has August 2021- This year I March 2022- Our entire
learning, students have been filled with was able to get more school has the option now
been exposed to a variety technology for students, tablets for my class. I to loan a Chromebook for
of different technological especially during the have now been the year, where students
activities. They are pandemic. Now that my incorporating them into are given their own login
practicing typing skills, students are back in my more lessons and am and access to Wifi at our
engaging in math games class full time, I still have teaching my students school. Students are able
that go along with their them use their chrome how to research a topic. to use a wide variety of
individual level, as well books for some activities educational resources on
as, our curriculum, they in class. I use a variety of their Chromebook to
are practicing phonics phonics and high enhance their learning.
and reading skills frequency word games,
through games and assessments online, and
activities. I also give math resources, as well.
students hands on
activities to do during our
zoom sessions and at
home that involve
writing, cutting, gluing,
and coloring.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
in English language
learners and student
Provides adapted materials development. 9/20/20 Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and

provide equitable access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
9/20/20 English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.

9/20/20: I use multiple May 2021: At our school, August 2021- This year March 2022- I am
measures of assessing we have an English we have an English constantly checking in
students by verbally Language Development Language Development with our English
asking questions, using teacher who meets with teacher. We have never Language Development
quizzes or tests with my English Language had one before, so it is teacher and providing her
visuals, and by having Learners two times a nice to have a teacher with the specific needs of
students orally reciting week. I collaborate with who can work one-on- the students. This allows
their knowledge to me. I her ideas to incorporate one with English her to work with each
use a variety of different in my classroom to Language Learning student on their needs,
of different visuals, support my EL students students. She comes into struggles, and standards
videos, picture cards, and she works on the skill my class twice a week for to ensure they are
songs, and graphic with them that we are 45 minutes and will pull a working on the skills and
organizers when learning in class. small group once week content they need.
scaffolding content. for 30 min.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the full Integrates accommodations, Guides and support the full
range of students identified on the full range of students range of students identified with adaptations, and extensions to range of student with special
with special needs through identified with special needs special needs to assess instruction for the full range of needs to actively engage in the
strengths and competencies to students with special needs to assessment and monitor their
data provided by the school. to address challenges or
provide appropriate challenge ensure adequate support and own strengths, learning needs,
supports in single lessons or and accommodations in challenge. and achievement in accessing
sequence of lessons. instruction. content.
9/20/20 Communicates and collaborates
3.6 Addressing the Communicates regularly with with colleagues, support staff, Communicates and collaborates
needs of English Attends required meeting Cooperates with resource resource personnel, para- and families to ensure with resource personnel, para-
with resource personnel and personnel, para-educators, educators, and families to consistent instruction. Supports educators, families, leadership,
learners and student
families. ensure that student services are families in positive engagement and students in creating a
with special needs to and families during
provided and progress is made with school. coordinated program to
provide equitable meetings and activities in in accessing appropriate optimize success of the full
support of learning plans
access to the content content. Initiates and monitors referral range of students with special
and goals. 9/20/20 processes and follow-up needs.
Refers students as needed in a meeting to ensure that students
Seeks additional information timely and appropriate manner receive support and/or Takes leadership at the
on struggling learners and supported with documented extended learning that is site/district and collaborates
Learns about referral data over time, including integrated into the core with resource personnel to
advanced learners to
processes for students with interventions tried previous to curriculum. ensure the smooth and effective
determine appropriateness referral. implementations of referral
special needs. for referral. 9/20/20 processes.
9/20/20: Before the May 2021: I have three September 2021- I have a March 2022- This year
school year starts I students in my classroom student who is autistic. our special education
always look at my who struggle with He has an aide 60% of the team, who we refer to as
students cume files to see reading. In January, I day. Before school started “Scholar Academy” has
what their primary referred them to our I met with our IEP team really done a great job
language is, any learning intervention teacher who to discuss his goals, checking in monthly with
disabilities, behavioral now works closely with accommodations and the teachers. We have
problems and assessment them three times a week modifications. His meetings each trimester
data. If I have any on reading. We parents are really active to ensure the teachers are
students with language or collaborate and discuss in his school and support working towards their
behavioral problems I their goals often, and to his needs in our students IEP goal(s). They
will make sure to have come up a variety of ideas classroom. I follow up supply each teacher with
the right tools available to help them progress in with parents to make a three-ringed binder
for them to succeed in my their reading. sure he is on track and with all the information
class. I also discuss with where he needs to be. they need for their
their previous year students with an IEP.
teacher anything I should
know about the student,
and what their levels
were at the end of last
year.