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,
academic language, language to identify essential subject concepts, academic current issues,
3.1
and academic content connections matter concepts, content standards, academic language,
Demonstrating
standards. between academic academic language, and academic and research to make
knowledge of
content standards and academic content language in ways that relevant connections
subject matter
and instruction. standards. 9/21/22 ensure clear to standards during
academic content
connections and instruction and extend
standards
relevance to student learning.
students.5/7/23 5/3/24
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 I am able to make
in understanding of my
aligned with the content standards and have
connections between
standards. I gather or been able to incorporate subjects now that I
create materials that more cross-curricular have been in my grade
will allow students to themes. For example, in level for almost a year.
social studies, I was able to
master the skills blend math and social studies
I can also make
needed for each when teaching about connections from
standard. California’s economy using when I taught 2nd
Students are given bar graphs. Having a better grade before. I am now
understanding of the content
math slides that are standards has helped me ind able to translate those
titled by standard. For ways in which I can continue documents so that I
example, 4.NBT.1 to make connections am able to use them
throughout each subject.
Place Value Slides. 5/7/23
next year. We are
The vocabulary inding many common
words, standards, This semester I started themes in our
digital interactive teaching at a new school as a curriculum such as
DLI teacher. I am familiar
notebook links, with 2nd grade standards
learning about George
videos, and other because I have taught them Washington Carver in
resources needed are before but I am getting to both our Social Studies
integrated in my know my curriculum again in curriculum and
a new language. I am able to
lesson plan. use similar resources by Spanish language arts
Students take translating them. I am still curriculum. 5/3/24
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
f
f
 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. 5/3/24
Teaches subject- pro iciencies and subject matter academic language. Engages student at all
speci ic vocabulary support including related levels of vocabulary,
following curriculum understanding of academic language. Provides explicit academic language,
3.2 Applying
guidelines. subject matter 9/21/22 5/7/23 teaching of speci ic and pro iciencies in
knowledge of
including related academic language, self-directed goal
student
academic language. Provides explicit text structures, setting, monitoring,
development and
teaching of essential grammatical, and and improvement.
pro iciencies to
Provides explicit vocabulary, idioms, stylistic language Guides all students in
ensure student
teaching of essential key words with features to ensure using analysis
understanding of
content vocabulary multiple meanings, equitable access to strategies that
subject matter
and associated and academic subject matter provides equitable
academic language language in ways that understanding for the access and deep
in single lessons or engage students in range of student understanding of
sequence of lessons. accessing subject language levels and subject matter.5/3/24
Explains academic matter text or abilities. 11/5/23
language, formats, learning activities.
and vocabulary to 9/21/22 5/7/23
support student
access to subject
matter when
confusions are
identi ied.
f
f
f
f
f
f
f
f
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Students ill in KWL Students are taught in I am able to track the
charts to Spanish with English growth of each
demonstrate what reinforcement as student and provide
they know, what they needed. I found lessons that are
want to know and supplemental adapted to their level
what they learned resources to help especially during
after the lesson. scaffold learning centers and
Interactive Notebooks support. Most of my intervention support
are used to explicitly students are learning group time. 5/3/24
teach Comprehension Spanish as a second
strategies and skills language while still I constantly use their
along with grammar gaining mastery of L1 to support L2
skills. Brain breaks 2nd grade content. I acquisition by
are implemented into am able to use many translating vocabulary
the class day with an of my 2nd grade words as we wee. We
emphasis on Social resources but I ind act out new words and
Emotional Learning. that I am having to draw pictures next to
Students are given translate them for my them to help us
collaborative work students. 11/5/23 visualize the words.
and taught how to We also use cognates
work in a group. when we compare
During our Novel how the words are
Study, students help similar in English and
to select the weeks Spanish. Students are
vocabulary words as able to monitor their
we are reading the own A.R. goals, I-ready
novel and come goals, and i-Station
across unfamiliar growth. 5/3/24
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
f
f
f
 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. 5/3/24
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.
5/3/24
f
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Our curriculum for We are currently My curriculum is fully
ELA was outdated using Benchmark in organized into
and not aligned to our 2nd grade DLI different binders. I
Common Core. I am classroom. I have have created many
currently developing been able to organize activities by
my own ELA the Benchmark translating them and
curriculum through curriculum by using a adjusting them to the
the use of Novel Google Doc that needs of my students.
Studies and ELA 4th includes the links that My coteacher and I
grade standards. I have adapted. I have developed a 2nd grade
I give students a purchased Google Document
review assignment on supplemental where we house all of
Google Classroom resources to ensure our activities for each
before each that my students subject. This makes
assessment. Based on comprehending the them easy to access
the results of those designated standards. and re ine. 5/3/24
review assignments, I 11/5/23
can modify my
curriculum and Study are able to ask
provide more either myself or my
opportunities for aide for questions. We
review rather than have speci ic hand
end the chapter or signals that students
unit. 9/21/21 use when certain
things are needed. My
This semester I have classroom is
continued to develop welcoming so students
our ELA curriculum are comfortable
and we have been coming to me with
able to read questions. 5/3/24
additional novels.
Since the beginning of
the year, I have grown
in my ability of
creating assessments
f
f
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 5/3/24
and across subject
matter. 9/21/22
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Innovating continued,
even though I do not have
as much freedom in terms
of delivering my language
arts lessons, I am learning
that I can still add lots of
fun and a love of learning.
Currently I am asking
students to bring their
favorite book so I can read
it aloud. I use lots of
humor and fun voices and
my students love this time
together. After we read the
story we follow it with a
writing prompt or an A.R.
quiz. This allows me to
continue to develop their
writing and creativity
skills and also check for
comprehension.
Sometimes the book has
two A.R. quizzes (one for
each language) and that
gives me even more
information about how my
student is comprehending
the story in both
languages. 5/3/24
f
f
f
f
f
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
understanding theme using a
designated standard.
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
the content. 5/7/23
words. Students are
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
 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 5/3/24
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 5/3/24
f
f
f
f
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Innovating continued: Students have access Students are able to
My current district to Google Classroom access outside
has many resources at home. All students resources in order to
that help extend their have access to a understand subject
learning. We are able Chromebook and matter. Students have
to use Epic to provide internet at home as grown in their
audiobooks. Students stated in the Family researching abilities
are able to select if Information Survey. and are also able to
they prefer a quiz to Students have access collaborate with other
be read aloud to them to all study guides peers in order to
during their A.R. and classroom notes create group study
quizzes. 5/3/24 for the week. guides and will share
Students are able to resources amongst
Students have access take their textbooks each other. Students
to Clever both at home to study for have also found
school and at home. chapter tests. resources like
Clever is a site that Students are ToyTheatre.com and
helps house all of the responsible for blooket.com to be
apps that we use at writing their helpful when studying.
school. Students do homework in their 5/7/23
not have to remember agenda’s. I also post
any passwords the homework on My students have
because it is all linked Google Classroom. introduced me to
on their Clever site. Students have access resources like
This helps students to an ELA study guide DuoLingo and I-
have access to all of that includes our station. Since they
the learning apps we vocabulary words, have all been in the
use at school. Our de initions, and Dual Language
librarian also rents pictures. It also Immersion program,
Chromebooks out to includes our spelling they are able to let me
students who may words, ELA know which resources
need one at home. comprehension skills they used previously.
5/3/24 and strategies, and 11/5/23
grammar skills.
Anchor charts or class
f
 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 5/3/24 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.
Provides adapted to identify gaps in 11/5/23 Develops and adapts Is resourceful and
and student with
materials to help English language instruction to provide a lexible in the design,
special needs to English learners access development. Creates and implements wide range of adjustment, and
provide equitable content. 9/21/22 scaffolds to support scaffolded support for elimination of scaffolds
access to the standards-based language and content based on English
content Attempts to scaffold instruction using for the range of English learners’ pro iciencies,
content using visuals, literacy strategies, learners. 5/3/24 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
f
f
f
f
f
f
f
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

When teaching root Identi ies language I am able to use
words, pre ixes, and pro iciencies and translanguaging skills
English learner to help develop English
suf ixes, I will use
strengths in the study of skills. I received GLAD
the Spanish word language and content. training in order to help
when it is useful for Differentiates incorporate strategies
helping to de ine the instruction using one or in my classroom. We
word. Example: more components of use lots of cognates, and
marine, mar means English language we repeat vocabulary
development to support words in both English
ocean in Spanish.
English learners. and Spanish. 5/3/24
I also provide 11/5/23
visuals and use my
hands and facial I am aware of which My lessons are geared
expressions when students are English towards emerging
using new Language Learners and bilingual students, I
their current level of provide lots of visuals,
vocabulary.
language pro iciency in we have space to add
Example: Talons, I English. I include i- pictures, I add
will form my hand ready English path de initions in both
into a claw to during my centers time Spanish and English. We
describe a bird’s in order to allow for use lots of hand
talons. 9/21/22 English language movements and facial
development. I expressions in order to
continue to use SDAIE fully understand using
I continue to use strategies in my lessons many of our senses.
plenty of visuals by including plenty of 5/3/24
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
f
f
f
f
f
f
f
f
 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 5/3/24
meeting with resource Communicates and
3.6 Addressing
personnel and families. Cooperates with Communicates Communicates and collaborates with
the needs of resource personnel, regularly with resource collaborates with resource personnel,
English learners para-educators, and personnel, para- colleagues, support para-educators, families,
and student with families during educators, and families staff, and families to leadership, and students
special needs to meetings and to ensure that student ensure consistent in creating a coordinated
provide equitable activities in support of services are provided instruction. Supports program to optimize
learning plans and and progress is made in families in positive success of the full range
access to the
Learns about referral goals. 9/21/22 accessing appropriate engagement with of students with special
content processes for students content. 5/7/23 school. 11/5/23 5/3/24 needs.
with special needs.
Refers students as Initiates and monitors Takes leadership at the
needed in a timely and referral processes and site/district and
Seeks additional appropriate manner follow-up meeting to collaborates with
information on supported with ensure that students resource personnel to
struggling learners documented data over receive support and/or ensure the smooth and
and advanced time, including extended learning that effective
learners to determine interventions tried is integrated into the implementations of
appropriateness for previous to core curriculum. referral processes.
referral. 9/21/22 referral.5/7/23 11/5/23 5/3/24
f
f
f
 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 Our Stars to Watch and
pathologist) to read during silent Student Support Team
meetings have been a
observe my student reading time. 5/7/23
great way to track
in the classroom, student growth and has
met with the entire been a good indicator of
team to discuss when an IEP process
indings, and met needs to begin. I am
with parent to able to work with our
resource specialist to
discuss the
develop and help our
accommodations students reach their IEP
that my school could goals for the year. I also
provide based on update parents about
the provided IEP. their child's academic
Currently, I am in progress regularly.
5/3/24
the process of
applying those
accommodations in
f
f
CSTP 3: Understanding and Organizing Subject Matter for Student Learning