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 concepts,
matter, related academic academic language to essential subject matter concepts, academic current issues, academic
language, and academic identify connections concepts, academic content standards, and language, and research to
3.1 Demonstrating
content standards. between academic language, and academic academic language in make relevant connections
knowledge of subject
content standards and content standards. ways that ensure clear to standards during
matter academic
instruction. 7/18/2021 connections and relevance instruction and extend
content standards
12/9/21 to students. student learning.
4/28/2022

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I make sure to do am In order to reinforce
activity that activates Informational Writing and
prior knowledge before practice with reading
each unit. I gauge what informational text and
students know and I use pulling important
their prior knowledge to
information (both of which
prepare them for the unit
are California State
coming up. I also do
focused activities with the Standards for 2nd grade) I
academic vocabulary and had students research about
am sure to use it an animal that camou ages
throughout the and write an informational
instruction. 7/18/2021 paragraph about the animal.
In this speci c lesson I
To activitate prior combined Science and
knowledge I will do a Language Arts. 
gallery walkthrough or a 4/28/2022
what I know, what I
wonder, what I will learn
brainstorm with the
students. This all helps me
ensure that they are
engaging with the content
before we even begin new
learning. Students are also
taught academic
vocabulary through song,
vocabulary studies and
other means of learning.
12/9/21
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 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 response to knowledge of range of students knowledge of students to
development while and implements student development and development into guide all students to
becoming aware of learning activities in pro iciencies to meet instructional decisions to develop pro iciencies,
differences in students’ single lessons or students’ diverse learning ensure student understand subject matter
understanding of subject sequence of lessons that needs. Ensures understanding of the including related academic
matter. addresses students’ understanding of subject subject matter including language.
pro iciencies and matter including related related academic
Teaches subject-speci ic support understanding academic language. language. 7/18/2021 Engages student at all
vocabulary following of subject matter levels of vocabulary,
3.2 Applying curriculum guidelines. including related Provides explicit teaching 12/9/21 academic language, and
knowledge of student academic language. of essential vocabulary, 4/28/2022 pro iciencies in self-
development and idioms, key words with Provides explicit teaching directed goal setting,
pro iciencies to Provides explicit multiple meanings, and of speci ic academic monitoring, and
ensure student teaching of essential academic language in language, text structures, improvement. Guides all
understanding of content vocabulary and ways that engage students grammatical, and stylistic students in using analysis
subject matter associated academic in accessing subject language features to strategies that provides
language in single matter text or learning ensure equitable access to equitable access and deep
lessons or sequence of activities. subject matter understanding of subject
lessons. Explains understanding for the matter.
academic language, range of student language
formats, and vocabulary levels and abilities.
to support student 7/18/2021
access to subject matter 12/9/21
when confusions are 4/28/2022
identi ied.
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

We do content speci ic
vocabulary instruction,
post different academic
language terms
throughout the classroom,
focused grammar and
phonics instruction.
7/18/2021

For explicit vocabulary

instruction, I have
students write the
de inition of the word, the
de inition in their own
words and use it in a
sentence. This helps to
reinforce the
understanding of the
vocabulary. 12/9/21
4/28/2022
In class, I dedicate an
hour each day to direct
phonics, vocabulary and
grammar instruction.
The students do word
work, practice
correcting sentences
and read aloud's
focusing on the
phonetic rule.
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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 Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to support considers adjustments readiness to organize and to organize and adjust resources to lexibly and
student understanding of in single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. sequence of lessons to ensure student across subject matter to adjust instruction.
curriculum to
support understanding understanding. extend student
facilitate student
of subject matter. 7/18/2021 understanding. Ensures student
understanding of the
12/9/21 comprehension and
subject matter
4/28/2022 facilitates student
articulation about what
they do and do not
understand.

Based off of student We will integrating our

abilities, I will writing curriculum into
differentiate and adjust the science and social
the way I present various studies curriculum to
standards to the class. For make sure that students
example, this year my are getting a more
class had already covered meaningful instruction
base 10 concepts, so and learning experience.
instead of spending more For example, right now we
time giving the basics, I are going through the
was able to then use their habitats unit, and students
understanding of base 10 are in charge of
to start laying the researching and writing
foundation for 2-digit and paragraphs all about the
3 digit addition/ habitat and animals they
subtraction. 7/18/2021 chose. 12/9/21

4/28/2022

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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-cognitive
3.4 Utilizing lessons to increase academic language to ensure student abilities, and support and
instructional student understanding appropriate to subject understanding of challenge the full range of
strategies that are of academic language matter and that addresses academic language, and student towards a deep
appropriate to the appropriate to subject students’ diverse learning guide student in knowledge of subject
subject matter matter. needs. 7/18/2021 understanding matter.
connections within and
across subject matter.
12/9/21
4/28/2022

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Some things i will do is I My class has a diverse
will use color coding, amount of needs, so I
movement, rhyming, make sure to incorporate
anecdotes, etc. to ensure color coding, visual aids,
students are graphic organizers, music,
understanding the content movement and so many
and to meet their needs. other strategies to ensure
7/18/2021 that my students are
receiving the content. I
will use connections from
the Sicence or social
studies unit and bring
them into Math or
Literacy. 12/9/21

4/28/2022
Now that we are back to in-
person instruction, my
students have areas in their
learning where they are
needing more reinforcement.
In Math, for example, number
sense is something that a lot
of my students are missing as
a result of 2 years online. In
order to address this, I have
started doing a Number Talks
center before each Math
lesson where students work
with manipulatives and ten
frames to represent the
different ways to make a
number. This is to reinforce
their Math facts and improve
their number sense.

 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 speci ic technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter technologies for concept meet identi ied student instructional materials to
matter accessible to accessible to students. and skill development in needs and make subject extend student
students. subject matter. Resources matter accessible to understanding and critical
3.5 Using and
Explores how to make re lect the diversity of the students. thinking about subject
adapting resources,
Identi ies technological technological resources classroom and support matter.
technologies, and
resource needs. available to all students. differentiated learning of Assists student with
standards-aligned
subject matter. 7/18/2021 equitable access to Ensures that student are
instructional
materials, resources, and able to obtain equitable
materials including
12/9/21 technologies. Seeks access to a wide range of
adopted materials, to
outside resources and technologies through
make subject matter
support. ongoing links to outside
accessible to all
Guides students to use 4/2022 resources and support.
students
available print, electronic,
and online subject matter
resources based on
individual needs.
7/18/2021
12/9/21
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I will use manipulatives, My students were struggling
websites, Teachers Pay with possessive nouns, and
Teachers, or any other were saying things like "the cat
resources that I need to of my friend" instead of "my
friend's cat" I noticed this was
make sure my students
something that most of my
are as engaged as possible students, since English is
in the content. I have the second language of all but
created a class website one, were struggling with this
where I offer different concept. I reached out to the
supports based off of the EFL teacher for resources and
content area. Students support on how to best teach
walked through the the concept to my class.  She
website with me and we was able to point me to
discussed the various resources that I wouldn't have
ways to use the otherwise had access to. 
4/28/2022
information on there.
7/18/2021

In my class this year I have

two children with very
low English abilities. I
offer sentence frames,
visual aids, color coding
and graphic organizers to
help them be successful. I
also provide math
manipulative for my
students that struggle
with Math and model
different ways to solve
problems. 12/9
21

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ primary Seeks additional Identi ies language Integrates knowledge of Engages English learners in
language and English information describing pro iciencies and English English language assessment of their progress
language pro iciencies based elements of culture and learner strengths in the study development, English in English language
on available assessment data. language pro iciencies in of language and content. learners’ strengths and development and in meeting
listening, speaking, Differentiates instruction assessed needs into English content standards. Supports
reading, and writing. Uses using one or more language and content students to establish and
multiple measures for components of English instruction. 7/18/2021 monitor language and content
3.6 Addressing the assessing English learners’ language development to 12/9/21 goals.
needs of English performance to identify support English learners. 4/28/2022
learners and student Provides adapted materials gaps in English language
with special needs to to help English learners development. Creates and implements Is resourceful and lexible in
provide equitable access content. scaffolds to support the design, adjustment, and
access to the content Attempts to scaffold standards-based instruction Develops and adapts elimination of scaffolds based
content using visuals, using literacy strategies, instruction to provide a wide on English learners’
models, and graphic SDAIE, and content level range of scaffolded support pro iciencies, knowledge, and
organizers. English language for language and content for skills in the content.
development in order for the range of English learners.
students to improve language 7/18/2021
pro iciencies and understand 12/9/21
content. 4/28/2022
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I will use sentence
starters, color coding and
word walls. I also use a lot
of paragraph templates
and graphic organizers for
my EL students.
7/18/2021

I work closely with the

EFL teacher to ensure that
I am meeting the needs of
my ELL students. I offer
sentence frames, guided
practice, visual aids and
word walls to help them
be succesful. I also follow
their learning plans
closely to offer enough
challenge within their
individual abilities.
12/9/21
4/28/2022
My students were struggling
with possessive nouns, and
were saying things like "the
cat of my friend" instead of
"my friend's cat" I noticed
this was something that most
of my students, since English
is the second language of all
but one, were struggling with
this concept. I reached out to
the EFL teacher for resources
and support on how to best
teach the concept to my
class. She was able to point
me to resources that I
wouldn't have otherwise had
access to.

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full Seeks additional Utilizes information on the Integrates accommodations, Guides and support the full
range of students identi ied information on the full full range of students adaptations, and extensions range of student with special
with special needs through range of students identi ied identi ied with special needs to instruction for the full needs to actively engage in the
data provided by the school. with special needs to to assess strengths and range of students with assessment and monitor their
address challenges or competencies to provide special needs to ensure own strengths, learning needs,
supports in single lessons appropriate challenge and adequate support and and achievement in accessing
or sequence of lessons. accommodations in challenge. content.
instruction. 7/18/2021 4/28/2022
Attends required meeting 12/9/21 Communicates and
with resource personnel and Cooperates with resource Communicates and collaborates with resource
families. personnel, para-educators, collaborates with colleagues, personnel, para-educators,
and families during Communicates regularly with support staff, and families to families, leadership, and
3.6 Addressing the meetings and activities in resource personnel, para- ensure consistent students in creating a
needs of English support of learning plans educators, and families to instruction. Supports families coordinated program to
learners and student and goals. ensure that student services in positive engagement with optimize success of the full
with special needs to are provided and progress is school. range of students with special
provide equitable made in accessing 4/28/2022 needs.
access to the content Learns about referral appropriate content.
processes for students with 7/18/2021 Initiates and monitors Takes leadership at the site/
special needs. Seeks additional 12/9/21 referral processes and district and collaborates with
information on struggling follow-up meeting to ensure resource personnel to ensure
learners and advanced Refers students as needed in that students receive support the smooth and effective
learners to determine a timely and appropriate and/or extended learning implementations of referral
appropriateness for manner supported with that is integrated into the processes.
referral. documented data over time, core curriculum.
including interventions tried 4/28/2022
previous to referral.
7/18/2021
12/9/21
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I am sure to read through 4/28/2022
and follow each students We just completed a
IEP plans. I am in contact Cinderella unit, and in
with the Special Education order to help my EL
teacher over email daily if students successfully
needed, or in person complete the writing, I
weekly. I adjust had my Level 1 learners
assignments based off of draw a picture of what
student abilities. For would happen on each
example, I had a student page, and then together
this last year who I we would write the words
allowed to turn in their that corresponded. This
work at the end of each allowed them to write
week instead of daily due their book, while also
to focus and attention taking into account their
needs. 7/18/2021 language abilities.

I offer lexible project and

assignment options when
appropriate. I will allow
students to take breaks or
cool downs in their
designated spot if they
need to step away from
their work. I allow
students to stand at their
desks if it helps them
concentrate. I try to make
my classroom as inclusive
as possible through the
literature we read, the
assignments I offer and
the language I use.
12/9/21
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