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.

I am beginning to I feel good about my While I have been doing

understand how to ability to explain 2nd and Common Core, standards-
connect content standard 3rd grade content and based assessment for
and subject matter, understanding of three years leading up to
because of working with Common Core standards this school year. Taking
an instructional coach. because of weekly this to a new context has
We use backwards design meetings with my provided more clarity on
concepts to provide instructional coach last how to present
students with standards- year. Students are aware curriculum to students in
based instruction. of our learning targets clear and cohesive ways,
that are connected to as I have had time to
September, 2021 standards, which we reflect on my experience
review before each class and am using these
and ask questions to methods in combination
make sure there is with what is new at this
understanding. school.

WIDA and the language April, 2023

tears of general, specific
and technical has really
helped me to understand
academic language and
teach it in a more
meaningful way that
begins as vocabulary that
is eventually used in
student work.

I think the next step is

mixing content to teach.
May 4, 2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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.
While I do use
assessment data to
inform some decisions,
there is not enough
differentiation going on in
my classroom.
To be entirely honest, we
teach 22 of 30 blocks a
week, and last year it was
27 of 30, in addition to
plenty of meetings and
other responsibilities. I
feel that when I am in
different context and
have a reasonable time to
prepare this will quickly
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of student’s knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
I meet this rubric now, as In small group ELA, we
I have begun to highlight have designated “square
key words in passages one” groups where
during differentiated students are able to get
reading groups along specific practice so our
with clearer students who were
communication about the adversely impacted by
goals of each learning covid can shore up
segment, for example, knowledge gaps. This has
students were very clear included work with
on what the main idea prefixes and suffixes,
and supporting details parts of speech and
were, which better identifying text features.
allowed them to assess Students have shown
their own ability progress in these areas
regarding those because of small group
standards. instruction.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

change. I feel I have the May 4, 2022 April 4, 2023
skills to develop this but
not always the time.

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
Again, this is something I
grew a lot with as a result
of working with my
instruction coach. We
carefully thought about
the standards and then
built of the lessons piece
by piece with a strong
natural progression. As a
result of these frequent
meetings, I feel good
about putting units of
study together.
However, this is strictly
an ELA comment, and just
last year did I begin to
experiment with
integrating science and
ELA with an opinion
writing projected about
where students would
most like to live based on
climate of certain cities.
I have not moved on this
part of the rubric because
this integration of
curriculum is a very
isolated incident. I
integrate for two big
projects out of the year,
but it is far from a regular
practice.
May 4, 2022
Uses instructional Gathers and uses Selects and adapts a
3.4 Utilizing strategies that are additional instructional variety of instructional
instructional provided in the strategies in single strategies to ensure
strategies that are curriculum. lessons or sequence of student understanding of
appropriate to the lessons to increase academic language
subject matter student understanding of appropriate to subject
academic language matter and that
Integrating Innovating
We use EnVision math,
which comes with
supplemental resources
online. Students who
need additional practice,
are allowed to use it
when they have
completed their other
math assignments. I also
don’t entirely agree with
the pacing and some the
problems and language in
the math curriculum, and
go ahead and omit
problems from the daily
work that I don’t feel
connect with student
learning
December, 2022
Integrates instructional Uses an extensive
strategies appropriate to repertoire of
subject matter to meet instructional strategies to
students’ diverse develop enthusiasm,
learning, to ensure meta-cognitive abilities,
student understanding of and support and
academic language, and challenge the full range of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
In terms of ELA and I have become more Students were able to
STEM, we have used intentional about make scientific
several instruction displaying academic discoveries during their
strategies. In STEM I like language in STEM class California inquiry
to build vocabulary using and defining our key projects. Some guiding
traditional methods, but focuses in ELA. Students questions were, what did
then allow students with lower English levels Coastal Native Americans
hands on learning will spend more time eat or why was the movie
experience that provide clarifying and defining industry in Hollywood
the opportunity to use these key words, while could lead to geographic
this vocabulary in written students with more studies of the climates in
and oral responses to advanced English levels different regions and
what they have just will begin working connect to a weather unit
experienced. directly with the skill. in science.
May 4, 2022
We also use model work October, 2022
for ELA projects, compare
it to the rubric and
deconstruct it so that
students can see what
makes it successful,
including use of target
language.

I don’t yet adapt these

strategies.

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. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I have adapted a variety
of reading content so
students can meet
reading standards. I have
used bilingual texts, audio
recordings to leverage
strong listening skills in
some lower-level readers
and more simplified texts
for others.
I am just beginning to use
more technology in the
classroom by exploring
IXL and Epic. I have been
using Kids A-Z and
Seesaw for several years
now but am not an
expert. I can continue to
grow here, as well as
learning more about
Padlet and other quiz
software that students
can engage in and enjoy
more than a paper test.
Is aware of students’ Seeks additional information
primary language and describing elements of
3.6 Addressing the English language culture and language
needs of English proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
learners and student
writing. Uses multiple
with special needs to measures for assessing
provide equitable English learners’
access to the content performance to identify gaps
in English language
Provides adapted materials development.
Applying
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
In addition to adaptations
described in the exploring
section, a positive of our
online learning time was
the necessity for me to
use online resources. I
became very familiar with
the Epic reading suite all
of the tools available
within Kids A-Z, and
websites such as National
Geographic for Kids and
the San Diego Zoo’s
website to mention a few
others; Kahoot, which the
kids love, has been a very
fun understanding check
for students. I made great
strides her from following
the lead of my co-teacher
and having her teach me
about other resources
like Twinkl, which I now
subscribe to.
May 4, 2022
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
Integrating Innovating
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
Teacher continues to
integrate technology into
the classroom through
the use of Google slides
and Docs, adaptive
resources, Splash Learn,
Envision, and this goes
with all the resources I
learned to use during my
first five years at my
previous sight. Online
resources are tailored to
student needs to insure
growth and
independence in learning.
December, 2022
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
to help English learners
access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
This year, I will be getting
a lot of experience here,
in one of our two
sections, we have five
students who would be
possible special
education candidates in
California for social
emotional and spectrum
concerns. We do not have
enough resources to
support them, so I will be
pulling out a small group
of three most days
moving forward to
support them and allow
the rest of the class to
proceed with my co-
teacher with limited
interruptions. It will be
like running my own
small social emotional
room and I am looking
forward to the challenge
and growth
opportunities.
I feel I will be taking
advantage of these
strategies listed on this
part of the rubric,
including meetings with
our limited student
support service team. I
Applying
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development for students to
improve language
proficiencies and
understand content.
Through our
differentiated instruction
and adapted content,
students have had
scaffolds that range from
word boxes, sentence
frames or entirely
different assignments
exploring the same
learning standards-based
content. Some of our
lowest students operate
on a pre-k level and are
not proficient enough in
English to attempt grade
3 standards-based work
bilingual support and
scaffolds, which is
provided twice a week by
our aide.
May 4, 2022
Integrating Innovating
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
the range of English proficiencies, knowledge,
learners. and skills in the content.
I have leveraged the
similarities between
English and Spanish
vocabulary to help bridge
the gap for ELLs. I have
also used content that
connects culturally with
my ELL students. In
China, I was very careful
about the readings I
would pick as to make
sure it was not on a topic
that would require
additional explaining and
confusion in the students.
In America, I am sure to
select topic where
students have interest or
background knowledge to
avoid the same
challenges.
April, 2023
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

will have a great chance
to learn and move up in
this category.