CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
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,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction. connections and during instruction and
relevance to students. extend student learning.

8/20/18: Every week my 4/2019 12/2019

first grade team meets I make sure the lessons Before starting a lesson, I
after school to plan and and the activities always activate prior knowledge
look over the curriculum coincide and have the by playing a video clip
that we will be teaching. same objective. about the topic and have
We discuss which a class discussion to
standards we are ensure students are
addressing and how we making connections to
can. the topic and it becomes
relevant.
5/2020
Use video clips and
virtual tours to activate
prior knowledge and
introduce a new topic.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
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 students’ diverse learning ensure student understand subject
understanding of subject that 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
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support levels and abilities. matter.
student access to subject
matter when confusions
are identified.

8/27/18: I taught a 4/2019 12/2019

lesson that week letter I use vocabulary cards I teach using multiple
formation and names. At with pictures on them to strategies to introduce
the start of the lesson I help students vocabulary, text
told the class that by the development better structures, and English
end of the week they understanding and learn language arts through
would be able to spell new vocabulary. songs, stories, modeling,
their first and last name sentence frames, graphic
correctly and neatly. I organizers, and posting
showed them examples of picture vocabulary cards.
my name and also from 5/2020
past students. At the With remote teaching,
beginning of the lesson I I’ve had to rely on
had the students practice teaching through zoom
writing their letters on a meetings, google
sheet that had the letters classroom, and have had
in dots for them to trace. to get creative with my
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Next, they practiced the teaching strategies. I try
letters again but on their to reinforce my lessons
white boards taking their with online educational
time with each letter. apps or virtual tours.
Lastly, they were to then
write their first and last
name with pencil, then
trace with a colored
marker.
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. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
9/26/18: This past week 12/2019
we were learning about This past trimester in
plants in our science unit. science, we have been
I was going to move onto learning about animal
the next section, but I defenses. So I brought in
could tell that the baby desert tortoises and
majority of my students they are now our class
were struggling with the pet. The students were
concept. I didn’t want to able to see in person the
move on because if my tortoises use their
students were grasping defenses. To extend their
on to the lesson I just learning across the
taught then they wouldn’t curriculum, I found a
be able to grasp another Tortoise step up to
lesson. I decided to take writing packet on teacher
another day to go over pay teachers.
what I taught and also to 5/2020
add a visual as well. I’ve been supplementing
4/2019 materials with online
I use supplemental educational programs
material from that follow our
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

teacherspayteachers to curriculum. Most of our
help support my curriculum has an online
curriculum. component that has fit in
perfectly into teaching
remotely.
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

8/27/18: We use Open 4/2019 12/2019
Court in teaching our I use supplemental I use multiple teaching
phonics lessons. Using material from strategies using the
systematic, explicit teacherspayteachers to multiple intelligences to
instruction, this program help support my teach my lessons. My
helps all students master curriculum. I try to find centers are all focused on
the foundational skills multiple strategies to the same topic but each
needed not only to move teach my lessons. center uses a different
to proficiency, but also to learning strategy.
achieve greater goals of 5/2020
reading independently I find videos and virtual
with confidence inside tours for the students to
and outside the view to promote prior
classroom. knowledge.

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. 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. 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
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. ongoing links to outside
resources based on resources and support.
individual needs. 5/2020
Teaching remotely, I’ve
had to guide students and
parents to learn how to
access and use online
materials and programs.
I’m constantly answering
emails and having zoom
meetings helping parents
and students.
8/20/18: At my school 4/2019
we have Chrome Books At the beginning of the
for the students to use. year, First grade had no
Unfortunately, there isn’t technology in the
enough for our first grade classroom. So I wrote up
classes to use. My a proposal and was able
teammates and I are to get money from our
trying to incorporate Honour Society, our
more technology in the school’s PTA for 5
classroom be either Amazon Fire Tablets to be
getting just a few Chrome used during centers.
Books or I Pads for our
students to use during 12/2019
centers. Since technology is a little
limited in my classroom, I
provide opportunities for
my students to
incorporate technology
into their spelling and
math homework. Using
spelling city and prodigy
as a part of their weekly
assignments gives them
more opportunities to use
technology beyond center
time.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
8/17/20: Before the 9/2019 5/2020
school year starts I Just recently went to a I differentiate instruction
always look at my PLC on how to better by providing extra
students CUM files to see teach to our English support for my ELL
what their primary Language Learners. I use students. From picture
language is, any learning multiple visuals, vocabulary cards to
disabilities, behavioral vocabulary cards with graphic organizers. I also
problems and assessment pictures, and graphic provide them with
data. If I have any organizers. sentence frames.
students with language or
behavioral problems I 12/2019
will make sure to have On top of using
the right tools available vocabulary cards with
for them to succeed in my pictures, I use sentence
class. frames to help my EL
students construct
sentences. I provide
multiple visuals from
video clips, pictures, and
provide examples.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
needs of English families. and families during with resource personnel, support staff, and families to personnel, para-educators,
learners and student meetings and activities in para-educators, and families ensure consistent families, leadership, and
with special needs to support of learning plans to ensure that student instruction. Supports students in creating a
provide equitable and goals. services are provided and families in positive coordinated program to
access to the content progress is made in engagement with school. optimize success of the full
accessing appropriate range of students with
content. Initiates and monitors special needs.
Learns about referral referral processes and
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure Takes leadership at the
special needs. on struggling learners and a timely and appropriate that students receive site/district and collaborates
advanced learners to manner supported with support and/or extended with resource personnel to
determine appropriateness documented data over time, learning that is integrated ensure the smooth and
for referral. including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.
8/20/18: Our schools 4/2019 12/2019
Special Education team is I have a student with I have one student with
called “Scholar Academy” Prader-Willis Syndrome severe ADHD and OCD.
and they do a great job in and have done lots of Since the beginning of the
communication with the research on how I can year, we have had 5
teachers about students give her the proper meeting with the IEP
with IEP’s and support. Her aid and I team to make sure this
accommodations. At the work very well together student is getting the
beginning of the school as a team and gotten to support she needs to be
year they put together an see her grow and become successful in my
IEP binder for teachers more independent this classroom. I have
and it has all the year. collected large amounts
information about their of data and work closely
students with IEP’s and with her parents and the
their accommodations. IEP to support this
Teachers keep them in a student.
safe and secure place in 5/2020
the classroom and can I’ve supported my IEP
put student data in it as students remotely by
well as bring it with them having extra meetings
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

to their IEP meeting. Our with them and their
Scholar Academy is parents. I provide more
always there to help us support by making the
whether it be testing, assignments more hands
helping with on for them at home and
accommodations, and parents just send a
keeping us informed picture of the finished
about any changes to an product.
IEP or a 504 plan.