CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating
language, and academic identify connections
knowledge of subject
content standards. between academic
matter academic
content standards and
content standards
instruction. 9/25/17
Being familiar with
contents standard is
essential for creating
relevant lessons and
preparing students. I
have a printed copy that I
often pull to reference. It
helps me use language
pertinent to the lesson
and allow me to explain
what it means in child
friendly terms to students
as well as creating ‘I can’
statements to display in
class. 9/25/17
Applying
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.
5/8/18
As the year has
progressed, I have
become more
comfortable with the
content standards and
what steps I need to take
to meet them as the
educator. I also make it a
point to connect the
standard to their real life
so they see a clear
purpose for learning the
material. 5/8/18
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter
concepts, academic concepts, current issues,
content standards, and academic language, and
academic language in research to make relevant
ways that ensure clear connections to standards
connections and during instruction and
relevance to students. extend student learning.
12/5/18 5/5/19
My first year I made sure
to really study the
curriculum and get
accustomed to it. I made
notes in my TE editions.
Jotted down things that I
wanted to incorporate or
change the following year.
It proved to be very
helpful because this year
when I was able to start
planning all my thoughts
and ideas were well
organized and I was
easily able to pick up
where I left off. I also
made file folders of
lessons and outside
resources that I could
copy for this year. It has
greatly improved my
practices in teaching this
year. 12/5/18 5/5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines. 9/25/17
development and
proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated academic
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. 9/25/17
This area is especially
prevalent in our ELA
series. One week we had
a story on baseball where
students had a large
amount of background
knowledge and needed
very few prompts for
academic vocabulary.
The following week or
story and adjoining
vocabulary was about
building bridges. I had to
really support their
vocabulary and cover a
lot more areas in
academic vocabulary
Applying Integrating Innovating
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. 5/5/19 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
5/8/18 12/5/18 levels and abilities. matter.
5/5/19
Vocabulary has been Finishing up my second
something that my year of teaching I have
students have needed a found a nice groove when
lot of support in. When I t comes to preparing my
speaking to my principal lessons with intention. I
early in the year she have learned my students
noted that she has strength and weaknesses
noticed it as well and and plan to meet their
suggested making needs. This usually
academic vocabulary part involves hands on work
of my lessons. I have and a lot of vocabulary
started to do this. N my support. 5/5/19
daily speech with my
students I purposely use
larger vocabulary words
to teach them the uses of
new words and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

because they had little to encourage them to use
no background them at home when they
knowledge in this area. I get a chance. 5/8/18
was able to pull pictures 12/5/18
of bridges on line as well
as search what certain
supplies were used for in
the building of a bridge.
9/25/17

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of 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
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. 9/25/17 extend student
facilitate student
matter. 5/8/18 understanding. 12/5/18 Ensures student
understanding of the
5/5/19 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

While planning I sit with
my partner teacher and
look over the chapters
ahead. We then talk
about things that need to
be removed or pushed
back to a better time. This
is especially true before
benchmark testing where
certain subjects must be
covered for student
success. 9/25/17 5/8/18
This year the staff had a
meeting in which we met
with the grade levels
before and above us to
discuss things that the
students coming to them
needed more exposure to.
It allowed us to share
areas in the curriculum
that needed to be focused
on for success the
following year. This has
really pushed the way I
am teaching my students.
It allows me to frontload
and make connections for
them that will allow them
to be successful now as
well as in the future.
12/5/18 5/5/19

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that addresses academic language, and full range of student
appropriate to the
appropriate to subject students’ diverse learning guide student in towards a deep
subject matter
matter. needs. 9/25/17 5/8/18 understanding knowledge of subject
connections within and matter.
across subject matter.
12/5/18 5/7/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

One of my favorite ways
to implement this is with
anchor charts. Students
enjoy giving suggestions
and seeing them come
together when we work
on them as a class. I leave
them up around the room
so students are looking at
it throughout the day and
becoming familiar with
concepts, vocabulary, and
methods for problem
solving. 9/25/17 5/8/18
One way in which I do
this in my classroom is by
going over academic
language. Teaching in a
title I school I know that
many families cannot give
all their children life
experiences. So, may
words that may seem
super familiar to other
children are not to mine.
Many times, I will prepare
images or show them a
video before starting a
lesson so that they can
see things that may be
part of a lesson. This
helps to extend their
language when discussed
and give them some
knowledge on the topic.
12/5/18 5/7/18

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. 9/25/17 and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. 5/5/19 critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
9/25/17 subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. 5/5/19 ongoing links to outside
resources based on resources and support.
individual needs. 5/8/18
12/5/18

Chromebooks are used to As I began teaching, I After working with the

make subject matter soon noticed that some of curriculum for the first
resources available to our curriculum was not time last year, I noted
students. Practice tests, suiting the needs of my areas that I didn’t feel
video extensions, Google students. To combat this, I were supported well or
Classroom, and reading pull in supplemental were lacking in materials.
and math programs materials incorporate This year I was able to
accessible. 9/25/17 learning videos, websites, supplement these areas
and provide anchor with workbook or TPT
Chromebooks are charts for my students. materials. Technology
provided for every The goal is to give them programs such as Quizizz,
student in my class multiple opportunities to Pear deck, and Kahoot
making accessing learn and grasp the have also been of great
programs and additional concepts at hand. For help in this area. I am able
resources available at websites I vary the use to make engaging
their fingertips. 9/25/17 based on skill level so that activities to help my
they do not feel students better
frustration while understand the
working. This is curriculum. 5/5/19
especially true with our
school reading programs.
5/8/18 12/5/18
3.6 Addressing the Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
needs of English primary language and information describing proficiencies and English English language in assessment of their
learners and student English language elements of culture and learner strengths in the development, English progress in English
with special needs to proficiencies based on language proficiencies in study of language and learners’ strengths and language development
provide equitable available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
access to the content data. 9/25/17 reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
assessing English English language monitor language and
learners’ performance to development to support content goals.
identify gaps in English English learners.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

language development. 12/5/185/5/19 Develops and adapts
Provides adapted 5/8/18 instruction to provide a Is resourceful and flexible
materials to help English Creates and implements wide range of scaffolded in the design, adjustment,
learners access content. Attempts to scaffold scaffolds to support support for language and and elimination of
content using visuals, standards-based content for the range of scaffolds based on English
models, and graphic instruction using literacy English learners. learners’ proficiencies,
organizers. 9/25/17. strategies, SDAIE, and knowledge, and skills in
content level English the content.
language development for
students to improve
language proficiencies
and understand content.
12/5/18 5/5/19
Currently my school is I have my EL student This year 3 of my five ELL
getting ready to start our seating towards the front students were RFEP’d.
P.A.W.S. program where of the room where I post When this happened, I
we break up students by pictures of our was able to meet with
learning need. I will be vocabulary words as well them and come up with
teaching EL students. I as an EL picture card that goals for them to work
am prepping but am has images that are towards as part of their
currently not teaching the relevant to the story of progress monitoring.
subject matter. I look the week. It makes it easy Many wanted to work on
forward to improving in to point out images that I writing better sentences,
this area. 9/25/17 am discussing whole others wanted to read
group to support their more so they can learn
language gaps. 9/25/17 more words. Once they
5/8/18 set these goals, I was able
to adjust some of my
I have made it a point o teaching and lessons to
pull students CUM files give these students
and look over ELL opportunities to meet
paperwork to be these goals. 12/5/18
contentious of what 5/5/19
language background
they come from. Since I
have some basic
Spanish //skills there are
times I can use that to
help my students better
understand a vocabulary
word. 5/8/18
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 students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or challenge and needs to ensure adequate and achievement in
sequence of lessons. accommodations in support and challenge. accessing content.
instruction. 12/5/18 5/5/19
Attends required meeting Communicates and
with resource personnel Cooperates with resource Communicates regularly Communicates and collaborates with
3.6 Addressing the and families. personnel, para- with resource personnel, collaborates with resource personnel, para-
needs of English educators, and families para-educators, and colleagues, support staff, educators, families,
learners and student during meetings and families to ensure that and families to ensure leadership, and students
with special needs to activities in support of student services are consistent instruction. in creating a coordinated
provide equitable learning plans and goals. provided and progress is Supports families in program to optimize
access to the content made in accessing positive engagement with success of the full range of
appropriate content. school. 12/5/18 5/5/19 students with special
Learns about referral needs.
processes for students Refers students as needed Initiates and monitors
with special needs. Seeks additional in a timely and referral processes and Takes leadership at the
information on struggling appropriate manner follow-up meeting to site/district and
learners and advanced supported with ensure that students collaborates with
learners to determine documented data over receive support and/or resource personnel to
appropriateness for time, including extended learning that is ensure the smooth and
referral. interventions tried integrated into the core effective implementations
previous to referral. curriculum. 12/5/18 of referral processes.
9/25/17 5/8/18 5/5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Following 504 plans and For many of my students
any parent special that I see struggling I
requests in the classroom make accommodations. I
is how I utilize have given them
information on students preferential seating,
with special needs. reduced their spelling
words, and allowed them
I currently send a daily to answer written
report to parents to keep responses orally. 12/5/15
them aware of the 5/5/19
student’s behavior and
struggles in the Before making these
classroom. This is so we changes, I will many
can work as a team to times refer with or RSP
help support his learning. teacher to talk about
appropriateness of the
This trimester I have accommodations. She will
gathered data and got a many times give me
couple of students signed different things I can try if
up for SST’s based on something is not working.
behaviors in class. I have 12/5/18 5/5/19
looked through cum files
and spoke with previous After monitoring
teachers to see if it is a students, follow up
reoccurring behavior. meetings are held with
9/25/17 5/8/18 the support staff to talk
about how things are
working for the students,
if they should be tested,
etc. 12/5/18 5/5/19