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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
as a foundational
H xamines concepts in
E nderstands and explains
U ses broad knowledge of
U ses extensive knowledge
U
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
.1 Demonstrating
3
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
connections and relevance during instruction and
to students. extend student learning.
I n my credential program I n POP cycle lesson and In my Semester 3 Pop
I learned about current unit on American Folk ycle Lesson, students
C
research and issues in Music, I incorporated explore the eight notes
math. I decided to clear academic language and quarter notes
my credential in music so instruction and vocabulary
through various
I have never seen music development with
taught from a common academic content pathways. Students
core perspective or from a standards. The summative explore these subject
master teacher. I am ballad composition and matter concepts
researching and song analyses and through discussions,
consulting various discussions developed body percussion, text
sources so that I language skills and music and language, and
implement common core content skills. I am finally through
standards-based exploring various application and
music instruction. resources to identify collaboration on
My knowledge of music connections between the
instruments. In this
content is stronger than subject of music and the
that of the common core CA Arts standards. lesson I incorporate and
and inquiry approach. Currently exploring these align the academic
Partially due to not resources for lesson language and music
having an established planning:America’s vocabulary (rhythms)
general music curriculum, Musical Life, andMusic in order to support the
I am learning how to from the Inside Out. objective of generating
align curricular materials Exploring how to teach: simple rhythmic,
with appropriate music sound, melody, harmony melodic, and harmonic
standards. I am emerging rhythm, Texture phrases within AB and
in how I will self assess Structure/form,
ABA forms that convey
my own growth in this expression in alignment
area. (9/17/22) with the standards. expressive intent. (Fall
2023)
(4/30/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
as basic knowledge of
H xpands knowledge of
E dapts instruction in
A I ntegrates knowledge of tilizes comprehensive
U
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 that students’ diverse learning ensure student understand subject
understanding of subject 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
.2 Applying
3 eaches subject-specific
T matter including related academic language. language. ngages student at all
E
knowledge of student vocabulary following academic language. levels of vocabulary,
development and curriculum guidelines. rovides explicit teaching
P rovides explicit teaching
P academic language, and
proficiencies to rovides explicit teaching
P of essential vocabulary, of specific academic proficiencies in
ensure student of essential content idioms, key words with language, text structures, self-directed goal setting,
understanding of vocabulary and associated multiple meanings, and grammatical, and stylistic monitoring, and
subject matter academic language in academic language in ways language features to improvement. Guides all
single lessons or sequence that engage students in ensure equitable access to students in using analysis
of lessons. Explains accessing subject matter subject matter strategies that provides
academic language, text or learning activities. understanding for the equitable access and deep
formats, and vocabulary to range of student language understanding of subject
support student access to levels and abilities. matter.
subject matter when
confusions are identified.
I am emerging in this area I n my POP cycle Lesson on I use children's literature
because this is my first American Folk Music, ooks that are bilingual, in
b
time teaching 8th grade. I students learned essential which the text includes
am consulting many vocab words including: both English and Spanish.
sources researching what form, ballad, stanza, and The bookLittle Roja
instructional practices composer. Through the Riding Hoodintroduces
work best with this age unit, I walked around the new Spanish vocabulary in
group. I consult with my room in order to the characters dialogue.
mentor to reflect on understand students’ When introducing my unit
whether instructional individual cognitive, social on Spanish music I use this
materials are appropriate and physical development book then segue to this
and aligned to the subject and provide scaffolding as song:Vamos a Cantar.
matter and needed. I am exploring Students will play musical
developmental level of how to match my instruments and sing
the students for my instruction with student's while exploring and
ensemble and gen music pattern of abilities. learning new Spanish
classes. (9/17/22) (4/30/23) verbs and movements..
(Fall 2023)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
ollows organization of
F xamines organization of
E ses knowledge of
U I ntegrates knowledge of ses extensive knowledge of
U
curriculum as provided curriculum and considers curriculum and student curriculum and resources curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
.3 Organizing
3 adjust instruction.
curriculum to understanding of the lessons to support ensure student across subject matter to
facilitate student subject matter. understanding of subject understanding. extend student nsures student
E
understanding of the matter. understanding. comprehension and
subject matter facilitates student
articulation about what they
do and do not understand.
I am emerging in I n my POp Cycle lesson on I work in a small
organizing my curriculum American Folk music, I faith-based private school
I am aiming to build on connected this topic with that can not afford a
relationships between current artists who also curriculum, therefore I am
and among disciplines write ballads as poets or not provided with many
when planning songwriters. Students resources. This past year, I
curriculum as I will align observed relationships invested time and money
my lessons to what ballads on other units of to start my Orff-Schulwerk
students are learning in instruction. In ensemble training. I have completed
social studies or science classes, I am exploring how my level 1 training and I
class. I plan on teaching a to organize my curriculum have heavily drawn upon
unit on the music native so that lessons are well this music ed framework
american Indians before sequenced and builds on to inform my own
teaching a unit on the previous instruction. self-created curriculum.
music of the settlers of For my ensemble classes, I The Orff-Schulwerk
the New World. The teach various concepts like approach includes these 4
content of the units will theory, listening, and main processes: Imitation,
be sequenced rhythm, and instrument Exploration,
chronologically. I am playing in a sequenced and Improvisation, and
discovering how I can organized way. For general Composition. Through my
teach artistic literacy by music classes, I am training courses and
having students connect exploring how to build on workshops I have learned
and respond to music in relationships between and how to used the following
the context of real world among disciplines when books as my guides:
events. planning curriculum as I will Rythmische Ubung,and
I am learning how my align my lessons to what Music for Children Volume
school will evaluate me and students are learning in 1. (Fall 2023)
ow I taught the content.
h s ocial studies or
(9/17/22) science/math class.
(4/30/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
ses instructional
U athers and uses
G S elects and adapts a I ntegrates instructional ses an extensive
U
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
.4 Utilizing
3 curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter. students’ diverse learning guide student in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I am emerging in how I y 1st POP Cycle lesson,
M his comprehensive list of
T
choose and implement demonstrates how I instructional strategies
instructional strategies informs my lesson planning.
gather and use students’
because I do not have a In my classroom I use a
social studies variety of instructional
curriculum. I am
curriculum to increase strategies in order to make
consulting with my
mentor teacher on how student understanding the learning accessible for
my school will evaluate of academic language all learners. In my class,
appropriate to subject students are mostly
how I implement and
matter. My 1st and 2nd engaged cooperative hands
teach the content part of
on learning experiences. I
my lesson. I am emerging POP cycles contain many provide students with a mix
and discovering which writing prompts that of direct and guided
strategies support my support language learning experiences, and
instruction and content. I development . inquiry exploratory learning
am aiming to design my Instructional strategies experiences. For example I
lessons with lots of HOT teach rhythmic patterns by
integrated in my POP
tasks and prompts. I want modeling and imitation,
to incorporate more cycles lessons that
then later students must use
activities that position support language different rhythms to create
students as the objectives include: their unique rhythmic
constructors of cross-curricular phrase. When possible, I try
knowledge. This is my connections, listening to integrate content areas.
first year teaching 8th tasks paired with For example, when students
grade. I am learning their are listening to a song, I will
reflection questions,
learning styles and their ask them to write on a
analysis and reflection post-it and use an adjective
behavior styles so that my prompts, composition
instructional strategies to describe what they hear
tasks, KWL charts, and perceive. (Fall 2023)
are appropriate and
culturally responsive. comparative tasks.
(9/17/22) (4/30/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
ses available
U xplores additional
E S elects, adapts, and I ntegrates a wide range of ngages students in
E
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
.5 Using and
3 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. subject matter. Resources matter accessible to understanding and critical
standards-aligned xplores how to make
E reflect the diversity of the students. thinking about subject
instructional I dentifies technological technological resources classroom and support matter.
materials including resource needs. available to all students. differentiated learning of ssists student with
A
adopted materials, to subject matter. equitable access to nsures that student are
E
make subject matter materials, resources, and able to obtain equitable
accessible to all uides students to use
G 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.
I n my ensemble classes, I am exploring how to In my Semester 3 Pop
the textbook tends to integrate additional ycle Lesson, I use Pear
C
drive the instruction. instructional materials in Deck as a tool to to
Student performance task performance settings like develop both technology
are derived from the google classroom and music content skills.
book. In my ensemble integrated apps. I am Pear Deck provides
classes I am emerging in exploring potentially using students with audio and
how I plan ways to extend PearDeck and MakeMusic. visual scaffolds. One of my
and deepen the learning I am learning how to favorite resources that I
of students who further incorporate use in my classroom is my
demonstrate they technology tools. For apple pencil and
understand the concept. I example I want to teach a smartboard. Other tech
am learning how to unit based on Google tools that I use include
enhance artistic literacy Chrome Music Lab or Jamboard. I use in a way
learning in my Soundtrap. I use thistool Jamboard allows students
performance-based kit article to provide me to visually portray their
classes. I am learning with practical guidance on learning. In this lesson,
how to further how to make students use google
incorporate technology. accommodations and jamboardto make patterns
For example I want to adaptations for students based on fossils and
teach a unit based on with physical disabilities. rhythms. (Fall 2023)
BandLab. (9/17/22) (4/30/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
I s aware of students’ S eeks additional information I dentifies language I ntegrates knowledge of ngages English learners in
E
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
measures for assessing using one or more language and content students to establish and
English learners’ performance components of English instruction. monitor language and
to identify gaps in English language development to content goals.
.6 Addressing the
3 language development. support English learners.
needs ofEnglish
learnersand student rovides adapted materials
P ttempts to scaffold content
A reates and implements
C evelops and adapts
D I s resourceful and flexible in
with special needs to to help English learners using visuals, models, and scaffolds to support instruction to provide a wide the design, adjustment, and
provide equitable access content. graphic organizers. standards-based instruction range of scaffolded support elimination of scaffolds
access to the content using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
I am emerging in my I n my 1st semester POP I n my ensemble classes or
development of Cycle I scaffolded the general music classes,
instructional strategies music content by using students are given multiple
that support language contemporaneous fine art opportunities to interact in
learners and students examples. In my 2nd productive student groups
with special needs. semester POP cycle I (pairs, trios, small groups).
I am beginning to scaffolded the music In ensemble classes,
include ELD, SDAIE and content through the use of students are usually
grouped by instrument
academic language videos and visual aids of
families. This allows
components into lesson dance styles that reflect
students to collaborate on a
plans. Students write in the music. Among both musical task or technical
their journals and I give POP cycles 1 and 2, I use passage. I strategically pair
students sentence frames. multiple measures for students of varying
I task students with tasks assessing English learners’ language skill levels.
that develop language performance to identify Through small group
skills and develop music gaps in English language discussions, students
content vocabulary. I development. Both cycles improve their language
consult with my mentor included lots of discussion proficiencies and engage
teacher on how to more and writing prompts. Both with the content in a
effectively differentiate cycles included listening meaningful way. (Fall 2023)
and support students tasks, and the 2nd cycle
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
ith special needs.
w f ocused on writing/song
(9/17/22) writing. (4/30/23)
as an awareness of the full
H S eeks additional information on tilizes information on the full
U I ntegrates accommodations, Guides and support the full
range of students identified the full range of students range of students identified with adaptations, and extensions to r ange of student with special
with special needs through identified with special needs to special needs to assess strengths instruction for the full range of needs to actively engage in the
address challenges or supports in and competencies to provide students with special needs to assessment and monitor their
data provided by the school.
single lessons or sequence of appropriate challenge and ensure adequate support and own strengths, learning needs,
lessons. accommodations in instruction. challenge. and achievement in accessing
content.
ommunicates regularly with
C ommunicates and collaborates
C
.6 Addressing the
3 ooperates with resource
C resource personnel, with colleagues, support staff, ommunicates and collaborates
C
needs of English ttends required meeting
A personnel, para-educators, and para-educators, and families to and families to ensure consistent with resource personnel,
with resource personnel and families during meetings and ensure that student services are instruction. Supports families in para-educators, families,
learners andstudent activities in support of learning provided and progress is made in positive engagement with school.
families. leadership, and students in
with special needsto plans and goals. accessing appropriate content. creating a coordinated program
provide equitable I nitiates and monitors referral to optimize success of the full
access to the content efers students as needed in a
R processes and follow-up meeting range of students with special
timely and appropriate manner to ensure that students receive needs.
supported with documented data support and/or extended
S eeks additional information on over time, including interventions learning that is integrated into akes leadership at the
T
struggling learners and advanced tried previous to referral. the core curriculum. site/district and collaborates
earns about referral
L learners to determine with resource personnel to
processes for students with appropriateness for referral. ensure the smooth and effective
special needs. implementations of referral
processes.
I am consulting with my I am consulting with my I n general music classes,
mentor about how to mentor and our school I program and teach
support focus students & resource teacher about songs from my students'
those with various needs. how to support and engage cultural identities. I am
I am learning how to students with language
fortunate to be bilingual
obtain student data so needs or developmental
that it can inform my needs. I am taking notes of so I am able to provide
classroom seating the strategies that the in the moment scaffolds
arrangements. I attend resource teacher suggests and supports to my
faculty meetings where I to support focus students. Spanish speaking
learn about the I am experimenting with students. In general
developmental & different seating music, sometimes
academic needs of arrangements and students with special
students. Learning how to partners based on needs play instruments
implement formative students' funds of that require less fine
assessments that engage knowledge. I am exploring
motor control. (Fall
and support all learners implementing
and offer multiple entry assessments that are 2023)
points for learning. adapted for focus students.
(9/17/22) (4/30/23)
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