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 9.25.22 content standards and content standards. ways that ensure clear make relevant
content standards 3.1.23 instruction. 3.1.23 connections and connections to standards
relevance to students. during instruction and
extend student learning.

This will be my second- Whenever I build on a

year teaching lesson or create my
Kindergarten at this lessons, I point out the
school, and I feel good vocabulary and what we
about the curriculum, and will learn today. I also
the units led. I know what make sure to make any
academic language to use connections to other
and unit activities to subjects known so
focus on, and I have a students can realize how
foundational knowledge certain words or thoughts
of the subjects taught. learned are connected. As
9.25.22 I become more confident
in teaching and making
connections, I learn many
new ways to identify
connections between
academic standards and
instruction. 3.1.23
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
understanding of subject that addresses students’
matter. 9.25.22 3.1.23 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 9.25.22 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. 3.1.23
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students 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.

Since co-teaching, I have When teaching

focused on the math units Kindergarten, I must
and curriculum. I make teach to the point and
sure to point out and with a goal because
excessively repeat new students get tired quickly
and previous vocabulary of sitting on the rug for a
we have learned. I make it long time. So I keep my
clear what words we will lessons explicit and to the
learn and what we have point, so students can
learned so far. This helps learn and then move over
students review and to independent work
helps them remember time. I aim to keep my
when they need a little lessons 15 min or less on
help. 9.25.22 the rug and then expand
to independent or change
it to a game so students
can move around. I have
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

grown in that this
semester and look
forward to doing it in the
fall again. 3.1.23
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. 9.25.22 understanding of subject understanding. extend student instruction.
facilitate student matter. 3.1.23 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
When teaching, I make In my classroom, I teach
sure to review what the math and reader’s
lesson objectives are, and workshop, as well as
I take into consideration other lessons here and
all the information that there. In the past, I used
my students know. If I to follow lesson plans and
believe that a particular curriculum to a tee and
lesson is something my was afraid to change
students have already anything. Now, I still
achieved or know, I move follow the lessons and
on to the next lesson or curriculum, but I adapt it
unit. I also adapt a few depending on what my
lessons here and there to students need this year. If
fit better what my they need a challenge, I
students know or need. If add in more. If it is too
I know they need extra tricky, I adapt it to fit
review; I consider all what they need to learn
lesson suggestions. or understand. I change
9.25.22 lesson activities or
extensions whenever
required to ensure my
students learn what they
need. I like this because
students are working on
what they need to know
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Uses instructional
strategies that are
provided in the
3.4 Utilizing curriculum.
instructional 9.25.22
strategies that are
appropriate to the
subject matter
This is an area where I
feel like I need growth. I
have used a few
adaptions for my lessons
to better suit my class,
but I do not feel too
confident in this area. I
take some of the advice
and strategies from the
curriculum, but I am still
working on this area.
9.25.22
As an update, I feel more
confident in my teaching
and trying new ways, I
can improve my
instructional strategies. I
take into consideration
lesson tips from the
curriculum, but I also add
my own. 3.1.23
Exploring Applying Integrating Innovating
and not just speeding by
fast just because the
curriculum says to. 3.1.23
Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
additional instructional variety of instructional strategies appropriate to repertoire of
strategies in single strategies to ensure subject matter to meet instructional strategies to
lessons or sequence of student understanding of students’ diverse develop enthusiasm,
lessons to increase academic language learning, to ensure meta-cognitive abilities,
student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
appropriate to subject addresses students’ guide student in student towards a deep
matter. 3.1.23 diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
My confidence in teaching
has improved since the
fall. I feel more in control
of my classroom and my
students. I also have a
great relationship with
my school’s instructional
coach, and I get great
advice from her and my
mentor. We work
together to build new
instructional strategies to
help my students be their
best and enjoy their
learning. My confidence
has helped make me feel
more comfortable
extending and
incorporating new ideas
into my students. 3.1.23
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 specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. 9.25.22 subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students differentiated learning of Assists student with
adopted materials, to
3.1.23. subject matter. equitable access to Ensures that student are
make subject matter
9.25.22 3.1.23 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.
We do incorporate the By springtime, all
usage of technology in kindergarten students
our lessons. We are will know how to log in to
currently focusing on their iPad and open the
Seesaw to help adapt application they are
lessons and activities for asked to work on. This
students to use on their can consist of opening
iPads. Eventually, we will apps to complete
begin using IXL so that language arts activities,
students can be assigned watch videos, complete
questions that better fit math tasks, or take
their academic level. I am assessments. iPads have
also trying to better become so part of the
incorporate technology daily routine that
into the lessons that students feel good about
students can use. But we using them. I do,
do use some adaptions however, sometimes like
during centers. 9.25.22 to change it up and have
students’ complete
As an update: all that was activities via paper and
mentioned in the fall is pencil or through
the same as it is in the physical games and have
spring. We use them take a break from
technology almost every the screen. I also have
day and students feel students do technology as
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

more comfortable using it a whole class on the
in the classroom, as well Clevertouch TV, and they
as in technology class. can take turns. 3.1.23
3.1.23
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
9.25.22 3.1.23 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 development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable Provides adapted materials scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content to help English learners Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access content. 3.1.23 using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. 3.1.23 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.
Most of the students in As the year continues, we
my class are proficient continue using many
English speakers, and visuals in Kindergarten
about half of them and different vocabulary,
attended my school last so all students are
year for Pre-K. We have a exposed, especially ELL
few students this year students. We keep saying
who are learning English, a new word and have
and we aim to articulate students repeat it so they
more around them so can hear and say the new
they can see how we vocabulary being taught.
pronounce and say We also connect the new
words. We also provide words with pictures so all
extra support if needed, students can make the
like pictures and making connection between
connections to things words and the image it
they may already know. represents. We use a
We also guide them to variety of visuals, models,
help them write and and graphic organizers
understand English. We depending on the lessons.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
ensure we assist in any
way we can so they feel
supported and heard.
9.25.22
As an update: all that was
mentioned in the fall is
the same as it is in the
spring.. 3.1.23
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
9.25.22
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
9.25.22
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs. 9.25.22
As mentioned before, my
school does a great job of
informing us about any
student's situation at
school and at home. If
there are any issues with
a student or with their
family, we sit down as a
Exploring
Students are also exposed
to these all year, so they
are comfortable with
them. 3.1.23
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.
3.1.23
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 3.1.23
Our school does a
beautiful job of getting to
know the students as a
person and not just a
number. While enrolled
at our school, we get to
know them, their learning
styles, behavior,
Applying
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.
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.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
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.
Innovating
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

grade-level team and talk accomplishments, and
about ways we can better struggles. We also get to
support a child who know their families and
needs help or assistance. what support they need
We keep updates from us. Whenever a
throughout the year and student is struggling or
communicate with needs more challenge, we
families as well. The do a great job of
school also has a system communicating that with
where if students need to each other through
be on admin/teacher various meetings in the
radar, we submit a form year like GLM (Grade
and have conversations Level Meetings) that
about what we can do to consist of teachers and
help a student or their admin as well as the
family. 9.25.22 support team. If we see a
student who needs extra
As an update: all that was attention and needs to be
mentioned in the fall is on our radar, we discuss
the same as it is in the it and submit the proper
spring. I am still being paperwork to ensure we
updated and in the loop check in more often. We
of what happens in the also make sure to keep
classroom with my parents in the loop of
students. 3.1.23 what is happening so they
are aware and it is not a
surprise. 3.1.23