CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
3.1 Demonstrating Has a foundational Examines concepts
knowledge of knowledge of subject in subject matter and
subject matter matter, related academic language
academic academic language, and to identify
content standards academic content connections
standards. between academic
content standards
and instruction.
I look into a subject unit
and identify academic
vocabulary. I create
picture dictionaries in
which students have
exposure to the new word
daily. I use the daily word
as my attention-getter to
have students practice
saying the word. 7/25/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Applying
Understands and
explains the relationship
between essential
subject matter concepts,
academic
language, and
academic content
standards.
I look at our California
Common Core standards
to know what my students
are expected to learn. I
then also look at our
curriculum to know what
information and
vocabulary I need to
frontload my students
with. An example is a chant
on American symbols in
which students are
exposed to the academic
vocabulary by listening
and using it. In doing so,
they are familiar with the
vocabulary as we go more
in depth within the unit.
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Applying
Integrating Innovating
Uses broad knowledge Uses extensive
of inter-relationships of knowledge of subject
concepts, academic matter concepts, current
content standards, issues, academic
and academic language, and research to
language in ways that make relevant
ensure clear connections to standards
connections and during instruction and
relevance to students. extend student learning.
I have an extensive
knowledge of subject
matter and content
standards when planning
out and carrying out
instruction. I set learning
goals based on standards
in order to support my
students reach their
academic goals. 4/27/24
Integrating Innovating
3.2 Applying Has basic knowledge Expands knowledge of Adapts instruction in Integrates knowledge Utilizes comprehensive
knowledge of of student stages of student development response to knowledge of of range of student knowledge of students to
student development while and implements student development and development into guide all students to
development and becoming aware of learning proficiencies to meet instructional decisions Develop
proficiencies to differences in students’ activities in single students’ diverse to ensure student proficiencies,
ensure student understanding of lessons or sequence of learning needs. Ensures understanding of the understand subject
understanding of subject matter. lessons that address understanding of subject subject matter matter including related
subject matter students’ proficiencies matter including related including related academic language.
Teaches and supports academic language. academic language.
subject-specific understanding of subject Engages student at all
vocabulary following matter including related Provides explicit Provides explicit levels of vocabulary,
curriculum guidelines. academic language. teaching of essential teaching of specific academic language, and
vocabulary, idioms, academic language, text proficiencies in
Provides explicit keywords with multiple structures, grammatical, self-directed goal
teaching of essential meanings, and academic and stylistic language setting, monitoring,
content vocabulary and language in ways that features to ensure and
associated academic engage students in equitable access to improvement. Guides all
language in single accessing subject matter subject matter students in using analysis
lessons or a sequence of text or learning understanding the strategies that provide
lessons. Explains activities. range of student equitable access and deep
academic language levels and understanding of subject
language, formats, and abilities. matter.
vocabulary to support
student access to
subject matter when
confusion are identified.

I become aware of what We use multiple I ensure students are

stage my students are in assessments to track
order to adapt the student progress
curriculum to their needs throughout the year. I used
and assets. Aside from a pre assessment this
whole group instruction, I school year to have an idea
adapt small group of what my student knew
activities to support in coming into the school
subject matter year. I also use IXL to track
understanding. 7/25/23 and monitor student
progress. We also use a
school wide assessment
every trimester. 10/30/23
exposed to academic
language and text through
direct instruction,
frontloading, and chants.
Including visuals, images,
and movement to support
student understanding.
4/27/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
3.3 Organizing Follows organization of Examines organization of
curriculum to curriculum as provided curriculum and
facilitate student by site and district to considers adjustments
understanding of support student in single lessons or
the subject matter understanding of the sequence of lessons to
subject matter. support understanding
of subject matter.
I take an overview of our
school curriculum for the
year. I make adjustments
as I see what would best
suit our students. Once I
carry out lessons, I modify
them again according to
student needs. I create
time within the lesson in
which I can support
student understanding of
the subject matter.
7/25/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Applying
Uses knowledge of
curriculum and student
readiness to organize
and adjust the
curriculum to ensure
student understanding.
I create an overview of our
curriculum across all
subject areas. This allows
me to see where my
students are supposed to
be every month.
Additionally, I create
weekly slides to organize
material, videos, and
activities for the week. I
design anchor charts to
frontload my students with
material before we dive
into our units. 10/30/23
Applying
Integrating Innovating
Integrates knowledge of Uses extensive
curriculum and knowledge of curriculum
resources to organize and related resources to
and adjust instruction flexibly and effectively
within and across organize and adjust
subject matter to extend instruction.
student understanding.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
With knowledge of
curriculum, I organize
instruction including
scaffolding opportunities
for students. During a
typical unit, I present
content through an input
chart to introduce
academic vocabulary. I
then have a day of
opportunities for students
to engage in content
through activities and
chants. Throughout, I
include opportunities to
show their understanding
and adjust as needed.
4/27/24
Integrating Innovating
3.4 Utilizing Uses instructional Gathers and uses additional Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are instructional strategies in variety of instructional strategies appropriate repertoire of instructional
strategies that provided in the single strategies to ensure to subject matter to strategies to develop
are appropriate curriculum. lessons or sequence of student understanding of meet students’ diverse enthusiasm,meta-cognitive
to the subject lessons to increase academic language learning, to ensure abilities, and support and
matter student understanding of appropriate to subject student understanding challenge the full range of
academic language matter and that of academic language, student towards a deep
appropriate to the addresses students’ and guide students in knowledge of subject
subject matter. diverse learning needs. understanding matter.
connections within and
across subject matter.

My students use hands-on I use a variety of strategies

activities and visuals to to support student
support learning. Specifically understanding, skills, and
math, we use manipulatives abilities throughout
to practice what a math lessons. I engage in GLAD
concept looks like. Students training to support
work with partners to academic vocabulary while
complete activities and increasing engaging and
mathematical practices. My participation. I engage in
students use math centers to Science of Reading training
support their learning and to support phonemic
create independence. awareness, reading, and
10/30/23 writing. 4/27/24

I use a variety of instructional

strategies to support student
understanding. I integrate
manipulatives to support
students in math. I create
picture dictionaries to
support student
understanding of academic
language. In addition, I
provide hands-on and
collaborative opportunities as
part of my daily instruction.
7/25/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
3.5 Using and Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range Engages students in
adapting instructional materials, instructional appropriate of adapted resources, identifying and adapting
resources, resources, and materials, instructional materials, technologies, and resources, technologies,
technologies, and technologies for specific resources, and resources, and instructional materials and standards-aligned
standards-alined lessons to make subject technologies to technologies for concept to meet identified instructional materials to
instructional matter accessible to make subject matter and skill development in student needs and make extend student
materials students. accessible to subject matter. subject matter understanding and
including students. Resources reflect the accessible to students. critical thinking about
adopted Identifies diversity of the subject matter.
materials, to technological resource Explores how to classroom and support Assists students with
make subject needs. make technological differentiated learning of equitable access to Ensures that student are
matter accessible resources available the subject matter. materials, resources, able to obtain equitable
to all students to all students. and technologies. Seeks access to a wide range of
Guides students to use outside resources technologies through
available print, electronic, and support. ongoing links to outside
and online subject matter resources and support.
resources based on
individual needs.

I explore and use I use IXL and Zearn to I integrate a variety of

additional technology to support my student learning resources and technology
support students' for math. These are to meet the needs of my
understanding of the additional online platforms students to make the
subject matter. that can support student subject accessible. This
Additionally from Zearn, learning in the classroom includes centers, online
IXL, and manipulatives, I and at home. IXL focuses on resources, and small
use Didax to model math supporting each student on group to support student
instruction. Students are the necessary skills. Zearn learning.
able to see visuals to aligns with our curriculum 4/27/24
support their and includes videos and
understanding of activities for students to
various topics. 7/25/23 complete. 10/30/23

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
3.6 Is aware of Seeks additional information
Addressing students’ primary describing elements of culture
the needs language and and language proficiencies in
English language listening, speaking, reading,
of English
proficiencies based and writing. Uses multiple
learners and on available measures for assessing English
student with assessment data. learners’ performance to
special needs identify gaps in English
to provide Provides adapted language development.
equitable materials to help
access to the English learners Attempts to scaffold content
access content. using visuals, models, and
content
graphic organizers.
I gather information of my
students that are EL learners
primary language, proficiencies,
and available data. I seek to
monitor student’s progress
through assessments such as
NWEA, IXL, and one on one
assessments every trimester. I
implement the use of visuals,
graphic organizers, and active
student participation as part of
my lessons. An example
includes the use of a pictorial
input chart. In which I use
academic vocabulary and
visuals as an intro to a new
topic. EL learners are able to
reference these materials
throughout the unit. 7/25/23
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
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
I support my English learning by
exposing them to the academic
language and having them use it as
well. With chants, students
practice the chants. Students are
able to use the vocabulary and
view images before we talk more
into depth. Additionally, students
are able to practice using the
vocabulary in context within the
unit with partner activities.
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Integrates knowledge of Engages English learners in
English language assessment of their
development, English progress in English
learners’ strengths and assessed language development and
needs into English language and in meeting content
content instruction. standards. Supports
students to establish and
Develops and adapts monitor language and
instruction to provide a wide content goals.
range of scaffolded support for
language and content for the
range of English learners. Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
To support EL and special needs
students, educators must build a
plan collaborating with colleagues.
Technology can be used as a
valuable resource to enhance
student learning and experience,
while supporting the needs of the
student. I begin by informing
myself of where my students are
and checking their progrss
throughout the year. I collaborate
with my team to monitor student
progress and strategize ideas for
students to support students. We
also implement strong academic
vocabulary building and
comprehension through visual
chants and pictorial input charts.
4/27/24