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

This is my second year It has been getting I am always reminding

teaching 3rd grade so I am easier as the school year students about what we
getting more familiar with has progressed to be learned the previous day
the content standards and able to identify subject I use exit tickets to ensure
am working my way matter and additional students are
toward identifying activities that fulIill the understanding the lessons
connections between content standards. I watch Savaas tutorial
academic content 5/6/22 videos to gain a better
standards and instruction. understanding of our new
I feel I am getting better at math curriculum.
this. 9/25/21
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 proIiciencies to meet instructional decisions to develop proIiciencies,
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.
proIiciencies and matter including related related academic
Teaches subject-speciIic support understanding academic language. language. Engages student at all
vocabulary following of subject matter levels of vocabulary,
3.2 Applying curriculum guidelines. including related Provides explicit teaching Provides explicit teaching academic language, and
knowledge of student academic language. of essential vocabulary, of speciIic academic proIiciencies in self-
development and idioms, key words with language, text structures, directed goal setting,
proIiciencies to Provides explicit multiple meanings, and grammatical, and stylistic monitoring, and
ensure student teaching of essential academic language in language features to improvement. Guides all
understanding of content vocabulary and ways that engage students ensure equitable access to students in using analysis
subject matter associated academic in accessing subject subject matter strategies that provides
language in single matter text or learning understanding for the equitable access and deep
lessons or sequence of activities. range of student language understanding of subject
lessons. Explains levels and abilities. matter.
academic language,
formats, and vocabulary
to support student
access to subject matter
when confusions are
identiIied.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I would say I am emerging In the second half of the I will often create centers
in this category. I do try to year I've had students after a whole group lesson
give worksheets for things utilize their composition so that I can work with
they should already know books for science, students in smaller
to assess for students who writing, and math in a groups.
aren’t quite there yet. I more efIicient way. New New vocabulary is gone
might do a review lesson vocabulary and concepts over before and after
before moving on to the are written down at the lessons to ensure
next concept. I always beginning of most understanding of the
teach the vocabulary that lessons. I have found subject matter.
comes with each subject. that in math it is Students take notes in
For example, telling especially efIicient their ELA/Math journals
students when adding we because students can go so that they can always
call the answer the sum. back to their journal for refer back to that
9/25/21 reference as they information.
progress through the
rest of the chapters.
They are allowed to use
it during tests which I
think encourages them
to take better notes.
5/6/22

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 Ilexibly 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. understanding. Ensures student
understanding of the
comprehension and
subject matter
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

The curriculum that is I will not spend too much Small groups and
provided by the school time on concepts that I rotations is a great way for
is great. Sometimes can see students already me to ensure that every
though I will go out of understand. If students student is understanding
order or sequence if I are struggling and need the concepts.
see that there are more help, there are some Lesson plans are well
students who need extra math chapter resource sequenced to build onto
review. Sometimes it’s books that I've started previous lessons.
the opposite. If everyone making copies out of and I meet with the other 3rd
understands the concept trying to give to those grade teacher regularly.
I might approach it from students who need it.
a different way or skip it
altogether so that we
can move forward to a
concept they haven't
learned yet. 9/25/21

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

Element Emerging Exploring Applying Integrating Innovating

Working straight from I feel that this term I was Each activity I plan is
the textbook or able to use a variety of designed to allow
workbook can get resources within one students to show what
boring for those who lesson to try to engage all they’ve learned.
already “get it” and students. I think the The choice board I created
frustrating for those that lesson I did in the Pop is a great example of
don’t. I might grab a Cycle is evidence of that. allowing students to
worksheet off of choose how they want to
education.com to help connect to the subject
reinforce the lesson, but matter.
in a fun way. For
example, we’ve been
learning rounding so I
grab coloring
worksheets where they
have to round the
number to Iigure out
which color to use.
These are the types of
things that go into their
WIP folder. It’s nice for
them to have fun things
in their WIP folder too
because it makes them
motivated to Iinish
whatever they’re doing
so they can get back to
the fun coloring
worksheet. 9/25/21
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 speciIic technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter technologies for concept meet identiIied student instructional materials to
adapting resources,
matter accessible to accessible to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and critical
standards-aligned
Explores how to make reIlect the diversity of the students. thinking about subject
instructional
IdentiIies technological technological resources classroom and support matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
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.

While I do mostly teach I used a variety of We use technology

from the curriculum resources and resources such as IXL and
provided, I do like to instructional materials Renaissance STAR testing
enhance lessons. within one lesson to try to to support our math and
Sometimes I will show a engage all students. Again, ELA curriculums.
quick 5 minute video I think the lesson I did in I enhance lessons with
about the math, science, the Pop Cycle is evidence videos and anchor charts.
or social studies concept of that.
we are learning about. I
Iind that with squirrelly
3rd graders, it helps
them to stay engaged
and to help break up
longer lessons. 9/25/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ primary Seeks additional IdentiIies language Integrates knowledge of Engages English learners in
language and English information describing proIiciencies and English English language assessment of their progress
language proIiciencies based elements of culture and learner strengths in the study development, English in English language
on available assessment data. language proIiciencies 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. monitor language and content
3.6 Addressing the assessing English learners’ language development to goals.
needs of English performance to identify support English learners.
learners and student Provides adapted materials gaps in English language
with special needs to to help English learners development. Creates and implements Develops and adapts Is resourceful and Ilexible in
provide equitable access content. scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content Attempts to scaffold standards-based instruction range of scaffolded support elimination of scaffolds based
content using visuals, using literacy strategies, for language and content for on English learners’
models, and graphic SDAIE, and content level the range of English learners. proIiciencies, knowledge, and
organizers. English language skills in the content.
development in order for
students to improve language
proIiciencies and understand
content.

I do not have any English I have used numerous I do not have any English
Learners in my class this graphic organizers to learners in my class this
year. I do have a couple of help my struggling year. I still go over new
IEP students in my class. students with their vocabulary though.
They both struggle with writing. I also use the
math. I have their desks document camera to
right next to each other so model how to use them
that I can easily work with when we are writing
both of them at the same stories or doing
time. 9/25/21 research. 5/6/22
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 identiIied information on the full full range of students adaptations, and extensions range of student with special
with special needs through range of students identiIied identiIied 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.
Attends required meeting Communicates and Communicates and
3.6 Addressing the with resource personnel and Cooperates with resource Communicates regularly with collaborates with colleagues, collaborates with resource
families. personnel, para-educators, resource personnel, para- support staff, and families to personnel, para-educators,
needs of English
and families during educators, and families to ensure consistent families, leadership, and
learners and student
meetings and activities in ensure that student services instruction. Supports families students in creating a
with special needs to support of learning plans are provided and progress is in positive engagement with coordinated program to
provide equitable and goals. made in accessing school. optimize success of the full
access to the content appropriate content. range of students with special
Initiates and monitors needs.
Learns about referral Refers students as needed in referral processes and
processes for students with a timely and appropriate follow-up meeting to ensure Takes leadership at the site/
special needs. Seeks additional manner supported with that students receive support district and collaborates with
information on struggling documented data over time, and/or extended learning resource personnel to ensure
learners and advanced including interventions tried that is integrated into the the smooth and effective
learners to determine previous to referral. core curriculum. implementations of referral
appropriateness for processes.
referral.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I have not been required I only have one I have one student with an
to meet with the parents remaining student with IEP in my class and I give
of either of my IEP an IEP as the other him accommodations such
students. I have, however, student moved in as allowing him to do half
reached out to one of the October. My remaining the problems that the
parents and suggested an student, NG, has other students have to do.
after school tutor for their continued to struggle
child who struggles with with self-control. His
math. They have her with parents and I have
a tutor now three days a implemented a daily
week and I can tell that checklist that I go over
she is really making an with his mom everyday
effort to learn the after school. It has
concepts. I feel that it has helped him to become a
made a difference and I bit more accountable for
am glad I reached out so his behavior and
early in the school year. although he still
struggles daily, he has
I recently had to Iill out become more self aware.
SST’s for those students 5/6/22
who I felt need extra help.
It is the same two
students who have the IEP.
9/25/21