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 of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. 9/26/17 12/1/18 5/1/19 connections and connections to standards
5/1/18 relevance to students. during instruction and
extend student learning.

I look at content I use academic language
standards when teaching to students. I’ll make
curriculum. Our subject matter fun such
curriculum shows the as, calling words
content standards being “friendly” words but then
used for each lesson. I I also make sure to let
have a poster in the students know that those
classroom where I are called CVC words.
display common core 12/1/18
state standards that are I use curriculum units
being taught that day. that set my students up to
9/26/17 know the content
standards. In Social
I reference my common Studies I access student’s
core standards chart, but prior knowledge and then
I could definitely do teach a unit with images
better about explaining so that my students can
the relationship between understand. 5/1/19
the content standards
and the lesson to
students. 5/1/18
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. 10/1/18 Engages student at all
3.2 Applying
vocabulary following academic language. 9/26/17 5/1/18 levels of vocabulary,
knowledge of
curriculum guidelines. Provides explicit teaching academic language, and
student development
Provides explicit teaching Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to
of essential content of essential vocabulary, language, text structures, directed goal setting,
ensure student
vocabulary and idioms, key words with grammatical, and stylistic monitoring, and
understanding of
associated academic multiple meanings, and language features to improvement. Guides all
subject matter
language in single lessons academic language in ensure equitable access students in using analysis
or sequence of lessons. ways that engage to subject matter strategies that provides
Explains academic students in accessing understanding for the equitable access and deep
language, formats, and subject matter text or range of student language understanding of subject
vocabulary to support learning activities. levels and abilities. matter.
student access to subject 9/26/17 5/1/18 11/1/18 5/1/19
matter when confusions
are identified.

After we read a story, I go over I use technology and
vocabulary words and then anchor charts to teach
each day I ask questions
students specific concepts
regarding the vocabulary
words. I also allow students to and ensure that students
ask questions on words they who learn in different
don’t understand. If I notice ways understand. We
that many students are play Kahoot games on our
struggling on a concept, I don’t Kindles that help ensure
move on to a new one until I
student understand.
feel like the students
understand. 9/26/17 11/1/18
Before I move on in a lesson, I I do assessments for each
like the make sure the of my students so that I
majority of my students know what they are
understand. If they do not, I
capable of. I then group
don’t move on. If a few are still
struggling, I will pull them them in ways to best help
aside to explain the concept them succeed. One
and give them more examples. example of this is in my
5/1/18 reading groups. I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
challenge my students
but I know each of their
limits. 5/1/19

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. 9/26/17 extend student instruction. 12/1/18
curriculum to
matter. understanding. 5/1/18
facilitate student
Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 12/1/18
5/1/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
I use curriculum to teach I adjust my curriculum I adjust curriculum as I
the subject matter but if I with the assessments I see needed. Just the other
feel like the students are do. Every two weeks I do day, students were
not understand, I’ll teach a progress monitoring struggling with math so I
it another way. That may assessment and at the made it a point to include
be with supplemental end of a unit I do a Unit an extra lesson to ensure
worksheets or a game. Test with the students. I that students understood
9/26/17 then use the results of the lesson before we
these to create moved on. I also work
curriculum so all students with students in small
can benefit. 5/1/18 groups so I can monitor
what they do and do not
understand. 12/1/18
I adjust my curriculum
and I often ask students
whether or not they
understand. I’ll have
students give me a
thumbs up or a thumbs
down if they understand
or if they think they need
more help. The students
who give me a thumb
down I make sure to
check-in with and give
them extra support.
5/1/19
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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
9/26/17 connections within and matter. 12/1/18 5/1/19
across subject matter.
5/1/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
There are a few things I I use different graphic When we started
do to make sure students organizers so that blending sounds together
understand the subject students can understand to create words, I
matter. I teach the lesson, subjects. One that I like to developed enthusiasm for
check for understanding, use is a Know/Learned reading by telling
and then either move on chart. Before I teach a students we were going
or stay on that concept. lesson, I’ll ask the to be “Word Watchers”
Every two weeks I do students everything they and look for our sight
progress monitoring tests know about the subject. I words and friendly words
to make sure that then teach it and after we (words with 3 letters) in
individually each student go back and write down our texts. 12/1/18
understands. 9/26/17 what they learned. We I use many instructional
have done this for things strategies to challenge my
such as St. Patrick’s Day, students. One strategy I
Thanksgiving, and Cinco use is playing games with
de Mayo. 5/1/18 students to deepen their
understanding of the
content. 5/1/19

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. 9/26/17 and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. 12/1/18 critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. 9/26/17 available to all students. differentiated learning of Assists student with
accessible to all subject matter. 5/1/18 equitable access to Ensures that student are
students 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. 12/1/18 ongoing links to outside
resources based on resources and support.
individual needs. 5/1/18 5/1/19

We don’t have any Although we don’t have I use outside resources We use technology and I am constantly thinking
technology in the technology, I bring my such as Teachers Pay instructional materials in of ways to engage my
classroom so I have computer and my iPad to Teachers to add more different ways to make students more with
talked to our principal school. I often try to play instructional materials subject matter accessible technology. They play
about getting digital YouTube videos to give into my lessons. I also to all students. Students Teach Your Monster to
cameras and projectors to the students a visual of guide students to use learn on the Kindles, Read during centers. I
add some technology. certain subjects. 9/26/17 outside resources by have interactive also create games using
9/26/17 projects. One project they notebooks, in addition to technology where I ask a
do at home is a bug other ways. I also look for question and they write
report where I encourage outside support through in their answer to see if
them to use the internet Facebook groups and they know concepts.
with their parents to other colleagues. 5/1/19
learn more about their 12/1/18
bug. 5/1/18
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
9/26/17 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
English learners’ language development to content goals.
3.6 Addressing the performance to identify gaps support English learners.
needs of English in English language 12/1/18
learners and student Provides adapted materials development. 5/1/18 Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable access content. 9/26/17 Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and standards-based instruction for language and content for based on English learners’
graphic organizers. 5/1/18 using literacy strategies, the range of English proficiencies, knowledge,
SDAIE, and content level learners. 5/1/19 and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.
12/1/18
Since I teach at a private When I have an English I am aware of my EL When doing writing, I
preschool and Learner, I use many learners and I have my EL students read
kindergarten, we rarely visuals to help guide differentiate instruction their writing to a partner
have English Language them. When I write a for them. I allow them to in case they don’t
Learners. Last year, I had word on the board, I’ll draw pictures and give understand a mistake due
a child who only spoke draw or print out a visual them visuals so they can to learning English. For
Mandarin at the so that they can know be supported in their example, my student
beginning of the year. I what word I am trying to learning. 12/1/18 didn’t understand that
didn’t have many describe to them. 5/1/18 “she love me” didn’t make
resources on how to help sense until her partner
her and I wasn’t provided helped her. 5/1/19
with any resources. She
kind of was just thrown in
by full immersion and
was able to catch up. But I
feel like I could learn
more tools to help
English Language
Learners. 9/26/17
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,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
9/26/17 accommodations in challenge. 12/1/18 achievement in accessing
instruction. 5/1/18 content.
Attends required meeting Communicates and
3.6 Addressing the with resource personnel and Cooperates with resource Communicates regularly collaborates with colleagues, Communicates and
needs of English families. personnel, para-educators, with resource personnel, support staff, and families to collaborates with resource
and families during para-educators, and families ensure consistent personnel, para-educators,
learners and student
meetings and activities in to ensure that student instruction. Supports families, leadership, and
with special needs to support of learning plans services are provided and families in positive students in creating a
provide equitable and goals. 9/26/17 progress is made in engagement with school. coordinated program to
access to the content accessing appropriate 12/1/18 optimize success of the full
content. 5/1/18 range of students with
Learns about referral Initiates and monitors special needs.
processes for students with Refers students as needed in referral processes and
special needs. Seeks additional information a timely and appropriate follow-up meeting to ensure Takes leadership at the
on struggling learners and manner supported with that students receive site/district and collaborates
advanced learners to documented data over time, support and/or extended with resource personnel to
determine appropriateness including interventions tried learning that is integrated ensure the smooth and
for referral. 9/26/17 previous to referral. 5/1/18 into the core curriculum. effective implementations of
12/1/18 5/1/19 referral processes.
Many of our students in I talk to the parents of the I talk to parents and my
Kindergarten are too young student and the principal principal to best help
to have already been tested. to make sure that they get parents and students
If I think a student may have
the resources the student with special needs. I
a learning disability or need
extra resources, I’ll go to the
needs. I also provide continually talk to them
principal first to ask her things to help them in person and through
advice and if she has any concentrate in the class. I Class Dojo to make sure
referrals for the parent. I’ll had a student who that parents are aware
then communicate with the struggled with staying in how their student is
parent what I am noticing. If their seat so I got him a doing academically.
I know a student next year wiggle seat to help him sit 12/1/18
will be attending a public in his chair. 5/1/18 I make accommodations
school, I’ll encourage the for special needs
parent to go to the district to
students. I have given
get the child started on an
IEP. 9/26/17 students chew things to
put on pencils for my
students with sensory
issues. I also make sure
that I am in constant
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
communication with my
administration and the
student’s parents. 5/1/19