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. connections and connections to standards
relevance to students. during instruction and
extend student learning.

While lesson planning, I
look over the content to
have a clear
understanding of how I
will be teaching and the
strategies I will be using. I
research any additional
resources that may be
need or clarifications. If I
am teaching science that
week, I try to incorporate
it in different ways
throughout subjects.
Making those connections
provides students with
greater understanding.


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
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support levels and abilities. matter.
student access to subject
matter when confusions
are identified.

As we move through the
lessons, I observe
students and collect data
to gather student
comprehension. If I see
that most students are
not understanding I
reteach or find a different
strategy that can better
help students. In math
when composing and
decomposing 10 I noticed
the game of SPLAT was a
great way to help
students understand
what two numbers make
10. Providing
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
manipulatives helped
students become for
proficient. If there are
only a few students who
may need extra support I
know to provide small
group instruction to
ensure understanding of
the subject.

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. 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
I have been following the
district curriculum in
order. This has allowed
students to have a great
understanding of
concepts. We are going
unit by unit.

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. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
While doing hole group
instruction all students
are exposed to the same
material. However, when
it comes to independent
work, students are given
different resources to
support their learning. In
writing some students
are provided with
sentence frames, word
banks, while others are
given a prompt to write
about. This helps
everyone complete their
work while meeting their
needs.

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
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. available to all students. differentiated learning of Assists student with
accessible to all subject matter. equitable access to Ensures that student are
students materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.

With access to
technology, it has been
great to access many
websites and applications
that support subject
matter. Learning A-Z and
mclass helps meet
students at their level and
differentiates according
to their abilities. I am
constantly looking up
different activities that
engage students in
learning.
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.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
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,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
The English learners in
my class primary
language is Spanish. I can
switch among languages
to help student better
understand. I provide
plenty of opportunity for
partner sharing because
many do not feel
comfortable sharing with
whole class. We use
resources such as SMART
START that helps us
introduce dialogue to
English Learners. We use
visual models when
giving directions and on
anchor charts to better
support student
understanding.