CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element ingEmerging 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 content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
9/20/21 connections and relevance during instruction and
to students. extend student learning.
4/20/22
I use ESGI to help identify
what content standards
students are struggling or
succeeding with. I look at
the standard and if
students mastered the
standard I don’t have to
focus too much time on
that standard. If only a few
students are struggling
then I teach during small
group instruction.
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Evidence
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines. 9/20/21
development and 9/20/21
proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and associated
subject matter 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.
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.
4/20/22
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject matter
understanding of the including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in
language, text structures, self-directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access to students in using analysis
subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.

Each week there is an A preassessment is given

ELA theme within that to determine my class’
theme there is a book. previous knowledge. Using
Each book has three this information I can
vocabulary words that better plan. In the first
students need to know. week, I pulled students
We review the words one on one to see if they
with hand signals and can correctly form their
Evidence
different activities. For names. This gave me an
example, the first day we idea of what students I
read the book - Cat’s really need to focus on
Color by Jane Cabrera. helping and reteaching
The second day reread them. Some students could
the text, not spell or write their
stopping to discuss. names at all. One student is
still struggling to identify
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Students practice the
action to help them
remember the word.
--swoop: sweep down
from above suddenly
(Make a swooping motion
with one hand.)
--snooze: sleep or nap
(Place your hands under
one ear and pretend to
sleep.)
--tangle: to mix or twist in
a confused way
(Tangle your fingers
together.)
Students then review the
words and did a craft on
Friday. They were given
multiple pieces of string
and had to tangle the
string.
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her name. I used a
sentence strip to learn to
write their name. I went
letter by letter on the
correct formation and the
students traced in over
yellow highlighter. Then
they wrote it again.
Manipulatives are benign
used to develop students
learning. In math students
were given counting bears
and a ten-frame boat to
help them with counting
and a more, same, less
lesson. Students used the
bears to count how many
they had. They used the
ten-frame boat as two five
frames to help them
determine more than, less
than, or the same.
9/20/21
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
9/20/21 4/20/22 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
When I do the year
curriculum map I make
sure lessons fit together
across curriculum subjects.
Each week is built upon
the previous week. If
students need more time
on one subject I adjust the
year map and my lesson
plans to fit that need.
Evidence
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element ingEmerging 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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing
increase student academic language to ensure student meta-cognitive abilities,
instructional
understanding of academic appropriate to subject understanding of and support and challenge
strategies that are
language appropriate to matter and that addresses academic language, and the full range of student
appropriate to the
subject matter. students’ diverse learning guide student in towards a deep
subject matter
needs. understanding knowledge of subject
9/20/21 connections within and matter.
across subject matter.
4/20/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

In math, the lesson was to

discover and learn about
shapes and their
attributes. For the
students who are visual
learners, we made the
shape on the board and
then the student would
form the shapes by moving
themselves into that
position. To help the visual
learners I passes our clay
and I demonstrated
making thin and thick
pieces of clay. Then we
made pretend pizza’s out
using small and big shapes
as well as thin and thick
shapes. The auditory
learner we talked about
the shapes attribute how
many sides are there in a
given shape, is it round,
etc. All of these help me
check to see if students are
understanding the
material or not.
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Element Emerging Exploring Applying Integrating Innovating

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. 9/20/21 subject matter. Resources matter accessible to understanding and critical
make subject matter reflect the diversity of the students. thinking about subject
accessible to all Identifies technological classroom and support matter.
students resource needs.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

9/20/21 Explores how to make differentiated learning of Assists student with Ensures that student are
technological resources subject matter. equitable access to able to obtain equitable
available to all students. 4/20/22 materials, resources, and access to a wide range of
4/20/22 technologies. Seeks technologies through
Guides students to use outside resources and ongoing links to outside
available print, electronic, support. resources and support.
and online subject matter
resources based on
individual needs.
In class, we use a I am always finding ways
projector but it is not a to improve technology in
smartboard. For the classroom. This school
enrichment, we used an year we have 1:1 devices
iPad to review letters and for TK students. I always
the corresponding explore ideas to engage
sounds. I would like to students to show their
use technology more by understanding of the
having students use material being taught. For
boom cards to choices the example, if we are learning
answer and show about the life cycle of an
comprehension. apple first I will teach the
9/20/21 students the life cycle, then
they will repeat it, then the
next day we chart the life
cycle and on Friday we cut
out pieces and glue them
in the correct order. We
used youtube as well.
9/20/21

Element Emerging Exploring Applying Integrating Innovating

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
9/20/21 measures for assessing using one or more language and content students to establish and
4/20/22 English learners’ performance components of English instruction. monitor language and
3.6 Addressing the to identify gaps in English language development to content goals.
needs of English language development. support English learners.
learners and student
with special needs to Attempts to scaffold content Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable Provides adapted materials using visuals, models, and scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content to help English learners graphic organizers. standards-based instruction range of scaffolded support elimination of scaffolds
access content. 4/20/22 using literacy strategies, for language and content for based on English learners’
9/20/21 SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
I do not have that many
students as English
learners. I look at FACTS
before the school year
starts to ensure I can help
in any way I can. I use
ClassDojo for family
communication and
classroom management.
Classdojo translates
messages into many
different languages to
ensure families can be
involved in their child’s
education. In TK it is we
do a lot of hands-on
lessons and I make sure
to give my students
pictures and flashcards to
help them. I also have
students repeat what I
say so they have practice
using complete sentences
when they speak.
9/20/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 and
needs of English families.
9/20/21
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Each October we hold
conferences for each
student in our classroom.
If I attend any meetings I
need to.
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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.
4/20/22
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
9/20/21
I also speak with the
learning support teacher
and principal to ensure all
students are getting the
best learning environment
they can. Any time I notice
a student needs help or
may benefit from
additional help. I send a
referral to the learning
support teacher or
counselor if needed.
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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.
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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.
4/20/22
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
4/20/22
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.
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.