CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts Understands and Uses broad Uses extensive
knowledge of subject in subject matter explains the knowledge of inter- knowledge of subject
matter, related and academic relationship between relationships of matter concepts,
3.1 academic language, language to identify essential subject concepts, academic current issues,
Demonstrating and academic content connections matter concepts, content standards, academic language,
knowledge of standards. between academic academic language, and academic and research to make
subject matter content standards and academic content language in ways that relevant connections
academic content and instruction. standards. 9/21/22 ensure clear to standards during
standards connections and instruction and extend
relevance to student learning.
students.5/7/23
11/5/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

My lessons are This semester I have gained
in understanding of my
aligned with the content standards and have
standards. I gather or been able to incorporate
create materials that more cross-curricular
will allow students to themes. For example, in
social studies, I was able to
master the skills blend math and social studies
needed for each when teaching about
standard. California’s economy using
Students are given bar graphs. Having a better
understanding of the content
math slides that are standards has helped me ind
titled by standard. For ways in which I can continue
example, 4.NBT.1 to make connections
throughout each subject.
Place Value Slides. 5/7/23
The vocabulary
words, standards, This semester I started
digital interactive teaching at a new school as a
DLI teacher. I am familiar
notebook links, with 2nd grade standards
videos, and other because I have taught them
resources needed are before but I am getting to
integrated in my know my curriculum again in
a new language. I am able to
lesson plan. use similar resources by
Students take translating them. I am still
standards-based able to link common themes
among subjects, for example
assessments at the our curriculum Benchmark
end of each chapter links themes with science
or unit. 9/21/22 such as adaptations and
habitats. I was also able to
link landforms with learning
about our city in social
studies. 11/5/23
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge Expands knowledge Adapts instruction in Integrates knowledge Utilizes
of student stages of of student response to of range of students comprehensive
development while development and knowledge of student development into knowledge of students
becoming aware of implements development and instructional to guide all students to
differences in learning activities in pro iciencies to meet decisions to ensure develop pro iciencies,
students’ single lessons or students’ diverse student understand subject
understanding of sequence of lessons learning needs. understanding of the matter including
subject matter. that addresses Ensures subject matter related academic
students’ understanding of including related language.
Teaches subject- pro iciencies and subject matter academic language.
speci ic vocabulary support including related Engages student at all
following curriculum understanding of academic language. Provides explicit levels of vocabulary,
3.2 Applying
guidelines. subject matter 9/21/22 5/7/23 teaching of speci ic academic language,
knowledge of
including related academic language, and pro iciencies in
student
academic language. Provides explicit text structures, self-directed goal
development and
teaching of essential grammatical, and setting, monitoring,
pro iciencies to
Provides explicit vocabulary, idioms, stylistic language and improvement.
ensure student
teaching of essential key words with features to ensure Guides all students in
understanding of
content vocabulary multiple meanings, equitable access to using analysis
subject matter
and associated and academic subject matter strategies that
academic language language in ways that understanding for the provides equitable
in single lessons or engage students in range of student access and deep
sequence of lessons. accessing subject language levels and understanding of
Explains academic matter text or abilities. 11/5/23 subject matter.
language, formats, learning activities.
and vocabulary to 9/21/22 5/7/23
support student
access to subject
matter when
confusions are
identi ied.
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Students ill in KWL Students are taught in
charts to Spanish with English
demonstrate what reinforcement as
they know, what they needed. I found
want to know and supplemental
what they learned resources to help
after the lesson. scaffold learning
Interactive Notebooks support. Most of my
are used to explicitly students are learning
teach Comprehension Spanish as a second
strategies and skills language while still
along with grammar gaining mastery of
skills. Brain breaks 2nd grade content. I
are implemented into am able to use many
the class day with an of my 2nd grade
emphasis on Social resources but I ind
Emotional Learning. that I am having to
Students are given translate them for my
collaborative work students. 11/5/23
and taught how to
work in a group.
During our Novel
Study, students help
to select the weeks
vocabulary words as
we are reading the
novel and come
across unfamiliar
words. 9/21/22
I adapt curriculum to
meet the needs of my
learners by providing
de initions, giving
examples within the
assignment, or by
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization Examines Uses knowledge of Integrates knowledge Uses extensive
of curriculum as organization of curriculum and of curriculum and knowledge of
provided by site and curriculum and student readiness to resources to organize curriculum and
district to support considers organize and adjust and adjust instruction related resources to
student adjustments in the curriculum to within and across lexibly and effectively
3.3 Organizing
understanding of the single lessons or ensure student subject matter to organize and adjust
curriculum to
subject matter. sequence of lessons understanding. extend student instruction.
facilitate student
to support 9/21/22 5/7/23 understanding.
understanding of
understanding of 11/5/23 Ensures student
the subject matter
subject matter. comprehension and
facilitates student
articulation about
what they do and do
not understand.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Our curriculum for We are currently
ELA was outdated using Benchmark in
and not aligned to our 2nd grade DLI
Common Core. I am classroom. I have
currently developing been able to organize
my own ELA the Benchmark
curriculum through curriculum by using a
the use of Novel Google Doc that
Studies and ELA 4th includes the links that
grade standards. I have adapted. I have
I give students a purchased
review assignment on supplemental
Google Classroom resources to ensure
before each that my students
assessment. Based on comprehending the
the results of those designated standards.
review assignments, I 11/5/23
can modify my
curriculum and
provide more
opportunities for
review rather than
end the chapter or
unit. 9/21/21

This semester I have

continued to develop
our ELA curriculum
and we have been
able to read
additional novels.
Since the beginning of
the year, I have grown
in my ability of
creating assessments
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 Uses an extensive
strategies that are additional variety of instructional repertoire of
provided in the instructional instructional strategies appropriate instructional
curriculum. strategies in single strategies to ensure to subject matter to strategies to develop
lessons or sequence student meet students’ enthusiasm, meta-
3.4 Utilizing
of lessons to understanding of diverse learning, to cognitive abilities, and
instructional
increase student academic language ensure student support and challenge
strategies that are
understanding of appropriate to subject understanding of the full range of
appropriate to
academic language matter and that academic language, student towards a
the subject matter
appropriate to addresses students’ and guide student in deep knowledge of
subject matter. diverse learning understanding subject matter. 5/7/23
needs. connections within 11/5/23
and across subject
matter. 9/21/22
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Students are given Students have been extremely
excited to learn ELA this
diverse modalities of semester. I have personalized
instruction through their learning and
the use of physical assessments based on the
and digital resources. discussions we have in class
and the questions that arose
Resources are grade within the discussion. We are
level appropriate and able to discuss strategies like
are speci ic to the making predictions and
designated standard. understanding theme using a
novel that we have become
Students participate deeply familiarized with.
in the selection of Students were also able to
images for the weeks think critically in their ELA
assessments by writing long
vocabulary and answer responses that
provide possible required personal re lection
de initions for the or a deep understanding of
words. Students are the content. 5/7/23
encouraged to discuss This year, I have a little less
the similarities across freedom in terms of how I
the subjects they are deliver my language arts
learning. For example, instruction. I am still using
some of the resources that I
linking Ivan in The grew to love in years prior
One and Only Ivan to such as anchor charts, graphic
our Animal organizers, choice boards, fun
activities such as postcards,
Adaptations science and crafts related to our
unit. 9/21/22 stories but I ind that the
program we are using is very
structured in how lessons
should be delivered. I am now
learning to ind the balance
between using the tools in my
toolbox to motivate my
learners and using the
provided resources to help my
students succeed. 11/5/23
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 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 Engages students in
instructional instructional utilizes appropriate range of adapted identifying and
materials, resources, materials, resources, instructional resources, adapting resources,
and technologies for and technologies to materials, resources, technologies, and technologies, and
speci ic lessons to make subject matter and technologies for instructional standards-aligned
3.5 Using and
make subject matter accessible to concept and skill materials to meet instructional materials
adapting
accessible to students. development in identi ied student to extend student
resources,
students. subject matter. needs and make understanding and
technologies, and
Explores how to Resources re lect the subject matter critical thinking about
standards-aligned
Identi ies make technological diversity of the accessible to subject matter.
instructional
technological resources available classroom and students. 9/21/22 11/5/23
materials
resource needs. to all students. support differentiated
including adopted
learning of subject Assists student with Ensures that student
materials, to
matter. equitable access to are able to obtain
make subject
materials, resources, equitable access to a
matter accessible
Guides students to and technologies. wide range of
to all students
use available print, Seeks outside technologies through
electronic, and online resources and ongoing links to
subject matter support. 9/21/22 outside resources and
resources based on support. 5/7/23
individual needs. 11/5/23
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Students have access Students are able to
to Google Classroom access outside
at home. All students resources in order to
have access to a understand subject
Chromebook and matter. Students have
internet at home as grown in their
stated in the Family researching abilities
Information Survey. and are also able to
Students have access collaborate with other
to all study guides peers in order to
and classroom notes create group study
for the week. guides and will share
Students are able to resources amongst
take their textbooks each other. Students
home to study for have also found
chapter tests. resources like
Students are ToyTheatre.com and
responsible for blooket.com to be
writing their helpful when studying.
homework in their 5/7/23
agenda’s. I also post
the homework on My students have
Google Classroom. introduced me to
Students have access resources like
to an ELA study guide DuoLingo and I-
that includes our station. Since they
vocabulary words, have all been in the
de initions, and Dual Language
pictures. It also Immersion program,
includes our spelling they are able to let me
words, ELA know which resources
comprehension skills they used previously.
and strategies, and 11/5/23
grammar skills.
Anchor charts or class
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional Identi ies language Integrates knowledge of Engages English learners
primary language and information pro iciencies and English language in assessment of their
English language describing elements English learner development, English progress in English
pro iciencies based on of culture and strengths in the study of learners’ strengths and language development
available assessment language pro iciencies language and content. assessed needs into and in meeting content
data. in listening, speaking, Differentiates English language and standards. Supports
reading, and writing. instruction using one or content instruction. students to establish and
Uses multiple more components of monitor language and
3.6 Addressing measures for English language content goals.
the needs of assessing English development to support
English learners learners’ performance English learners. Develops and adapts
Provides adapted to identify gaps in 11/5/23 instruction to provide a Is resourceful and
and student with
materials to help English language wide range of lexible in the design,
special needs to English learners access development. Creates and implements scaffolded support for adjustment, and
provide equitable content. 9/21/22 scaffolds to support language and content elimination of scaffolds
access to the standards-based for the range of English based on English
content Attempts to scaffold instruction using learners. learners’ pro iciencies,
content using visuals, literacy strategies, knowledge, and skills in
models, and graphic SDAIE, and content the content.
organizers. 9/21/22 level English language
development in order
for students to improve
language pro iciencies
and understand
content. 11/5/23
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

When teaching root Identi ies language
words, pre ixes, and pro iciencies and
English learner
suf ixes, I will use
strengths in the study of
the Spanish word language and content.
when it is useful for Differentiates
helping to de ine the instruction using one or
word. Example: more components of
marine, mar means English language
development to support
ocean in Spanish.
English learners.
I also provide 11/5/23
visuals and use my
hands and facial I am aware of which
expressions when students are English
using new Language Learners and
their current level of
vocabulary.
language pro iciency in
Example: Talons, I English. I include i-
will form my hand ready English path
into a claw to during my centers time
describe a bird’s in order to allow for
talons. 9/21/22 English language
development. I
continue to use SDAIE
I continue to use strategies in my lessons
plenty of visuals by including plenty of
when teaching. I visuals, videos, and now
have also started to translations of lessons.
use the Google 11/5/23
Pronunciation
feature when
teaching a new
word. I am able to
provide that same
word in the L1 of my
student. Virtual ield
trips have also
helped with student
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of accommodations, full range of student
identi ied with special range of students students identi ied with adaptations, and with special needs to
needs through data identi ied with special special needs to assess extensions to actively engage in the
provided by the school. needs to address strengths and instruction for the full assessment and monitor
challenges or competencies to range of students with their own strengths,
supports in single provide appropriate special needs to ensure learning needs, and
lessons or sequence of challenge and adequate support and achievement in
lessons. 9/21/22 accommodations in challenge. 11/5/23 accessing content.
Attends required instruction. 5/7/23
meeting with resource Communicates and Communicates and
3.6 Addressing
personnel and families. Cooperates with Communicates collaborates with collaborates with
the needs of resource personnel, regularly with resource colleagues, support resource personnel,
English learners para-educators, and personnel, para- staff, and families to para-educators, families,
and student with families during educators, and families ensure consistent leadership, and students
special needs to meetings and to ensure that student instruction. Supports in creating a coordinated
provide equitable activities in support of services are provided families in positive program to optimize
learning plans and and progress is made in engagement with success of the full range
access to the
Learns about referral goals. 9/21/22 accessing appropriate school. 11/5/23 of students with special
content processes for students content. 5/7/23 needs.
with special needs. Initiates and monitors
Refers students as referral processes and Takes leadership at the
needed in a timely and follow-up meeting to site/district and
Seeks additional appropriate manner ensure that students collaborates with
information on supported with receive support and/or resource personnel to
struggling learners documented data over extended learning that ensure the smooth and
and advanced time, including is integrated into the effective
learners to determine interventions tried core curriculum. implementations of
appropriateness for previous to 11/5/23 referral processes.
referral. 9/21/22 referral.5/7/23
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Because I teach at a I communicate with I communicate with
private Catholic my resource teacher parents, and staff for
students who have an
school, we cannot and parents of my
IEP and for those who
develop IEP plans. student with an IEP need an SST plan.
However, I have daily. I am able to I have reached out to
referred parents to continue to challenge corresponding staff in
the public school my student via the order to initiate an SST
district in order to ELA curriculum yet plan for students. I have
held meetings for
begin the IEP provide adaptations
students who need
process at the public and modi ications to additional support in
school. Currently, I the curriculum the classroom. We are
have submitted a according to the currently working on
survey based on my student’s IEP. I have developing learning
observations, started using plans for students who
scored intervention on
invited the team LearningAlly in the
their STAR Spanish
(school classroom in order to scores. 11/5/23
psychologist, provide students with
education specialist, an audio version of
and speech novels that they can
pathologist) to read during silent
observe my student reading time. 5/7/23
in the classroom,
met with the entire
team to discuss
indings, and met
with parent to
discuss the
accommodations
that my school could
provide based on
the provided IEP.
Currently, I am in
the process of
applying those
accommodations in
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning