CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge of Uses extensive
knowledge of subject subject matter and explains the relationship inter-relationships of knowledge of subject
matter, related academic academic language to between essential subject concepts, academic matter concepts, current
language, and academic identify connections matter concepts, content standards, and issues, academic
3.1 Demonstrating
content standards. between academic academic language, and academic language in language, and research to
knowledge of subject
content standards and academic content ways that ensure clear make relevant
matter academic
instruction.9.26.18 standards. connections and connections to standards
content standards
relevance to students. during instruction and
extend student
learning.4.4.20

This year we have new Now that I have gone Throughout this whole
curriculum for Math and through this years year I have adapted my
Language Arts. I work to curriculum I am more lesson plans to be
prepare myself with the confortable of the subject completely based off of
material a week ahead of matter and learning our learning standards as
time with lesson plans objectives within each well as the learning needs
and activities for the lesson. I do feel like I of my students. Each
students that help to have a good ways to go week as we create plans I
support the content in when it comes to the make sure to have my
the lesson. Before lessons level of mastery I expect standards out as well as
I give them an overview for the students. learning objectives from
and explain the Throughout the year I each daily lesson. This
vocabulary that will be was able to break the has shown positive
explored. I often make lessons down for them to results when needing
these into kinesthetic build upon the ideas and direct evidence of
activities for the students connections they already learning.
for them to more easily had. 5.7.19
recall and remember the
meanings or significance. After a year of being in
I believe after a year of the same grade level I am
working with this much more in tune to the
curriculum and having standards of our school
that experience, next year and the curriculum that
I will be able to better goes along with it. Where
prepare and decipher the I am still being
elements that need to be challenged is our newly
mastered. 9.26.18 adopted IB program and
switching around all of
our curriculum and
lesson pland to make it
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 curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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. 9.26.18
I know that my
kindergarten students
are only capable of sitting
through a lesson no more
than 15 minutes. All
instructional lessons are
revolved around a 5
minute or less lecture
time. Then we break into
activities to help explore
the concepts, work with
partners, and whole
group games. With
vocabulary and language
in a lesson I do teach the
Applying Integrating Innovating
work in our IB units.
11.3.19
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 ensure student understand subject
learning needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. 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
levels and abilities. matter.
11.3.19
They attention span of I continue to make sure
my students has slowly lessons are
been increasing over the developmentally
year, where they are appropriate for my five
more capable of sitting and six year old students.
through direct The instruction needs to
instruction of vocabulary be simple and basic,
and examples, as well as while the applying
whole group or practice needs to be
independent practice. I’ve hands on for them to
been able to plan more engage and have a deep
hands on activities with understanding. I have a
many of our subjects now ESL student in my class
that I have become more this year so I have been
familiar with the modeling out instrcutions
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students and explain curriculum. 5.7.19 and activities more then I
what it means, then usually would for my
students participate in classes, and it seems to
discussion making their be benefitting everyone
own connections to the in the class.
words or what they know
about it. With 1st grade
curriculum and these
young kids I do have to
often scaffold
introductions into topics
and build their
knowledge and
background through
stories, examples, role-
playing etc. 9.26.18
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
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. 9.26.18 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I personally at this stage My team and I did have to After being able to
of my career can identify rework our math organize last years
if material is appropriate curriculum this year as curriculum and our new
concepts taught we did not see the unit plans this year we
consecutively to build on natural progression of are able to smoothly
previous skill. I work each unit naturally implement them and add
with a team of working for the students to them as we see what
experienced kindergarten or our timeline. We were works or what didn’t
teachers so they are able to adjust what we work last year. We have
much quicker to identify thought the students been moving around our
and modify instruction could handle that their math curriculum to be
for the week. Our math developmental stage more developmentally
curriculum began with during the year and appropriate for our
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

addition and subtraction progressively get more student at that time of the
word problems week 1, difficult. Now that we year. We also mapped out
when some of our have completed the units the timeline through the
students had never been we have time to cycle end of the year and have
introduced to the back through the lessons added an introduction
concepts of addition and that we feel the students week of supplemental
subtraction. We quickly could use more practice activities to introduce all
modified our plans and in and provide remedial the topics before the
used supplemental groups. 5.7.19 standard is taught.
materials to focus on 11.3.19
building that basic skill
before moving back into
the curriculum. 9.26.18
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
9.26.18 connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
With young students it is
necessary to use a
multitude of instructional
strategies throughout
lessons. With all content
we use songs, role-play,
small-group, buddies, etc.
in order to address the
diversity of their learning
needs. During a
vocabulary lesson we will
go over the 6 words and
their meaning, then read
a story with the
vocabulary in it. Students
will listen for the words
as we read then when
they hear the word they
will preform an action.
Building their listening
skills. 9.26.18
3.5 Using and Uses available Explores additional Selects, adapts, and
adapting resources, instructional materials, instructional materials, utilizes appropriate
technologies, and resources, and resources, and instructional materials,
standards-aligned technologies for specific technologies to make resources, and
instructional lessons to make subject subject matter accessible technologies for concept
materials including matter accessible to to students. and skill development in
adopted materials, to students. subject matter. Resources
make subject matter Explores how to make reflect the diversity of the
accessible to all Identifies technological technological resources classroom and support
students resource needs. available to all students. differentiated learning of
9.26.18 subject matter.
Guides students to use
available print,
Integrating
I felt very confident in my
abilities to choose
instructional strategies
that best fit my students
and their developmental
stages. Each Monday we
start with their sounds of
the week, applying hand
motions, or other tricks,
to remember the sounds.
For math we would find
poster, and body
movements, that would
helps students remember
steps for solving math
problems. 5.7.19
Integrates a wide range
of adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students.
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
Innovating
With another year of
experience in this grade
level I am feeling more
confident with adapting
instructional strategies
that will be more
appropriate for my
students. With my
previous year of
experience with this
curriculum I can adapt
the lessons ahead of time,
and modify during to
meet the needs better for
my students depending
on what they are
understanding. 11.3.19
Engages students in
identifying and adapting
resources, technologies,
and standards-aligned
instructional materials to
extend student
understanding and
critical thinking about
subject matter.
Ensures those students
are able to obtain
equitable access to a wide
range of technologies
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

electronic, and online support. through ongoing links to
subject matter resources outside resources and
based on individual support.
needs.
I use my online resources My kindergarten team
such as education and I took full advantage
websites, the curriculum of this this year as we are
website, TpT all to starting our first year in
provide additional the IB program. We were
material for my students given full range to modify
and to their expand their or supplement any
knowledge or better materials we felt
support a student in the necessary for better
classroom. I gather student learning and
materials that are leveled engagement. Many of our
for the students to help math lessons we took to
reinforce what they know creative pinterest ideas
and build confidence in where active learning
the material. Parents and occurred. We had a
students have online realization that this is
access to both math and how students need to be
language art curriculum learning at all time, not
websites. At parent night from a piece of paper.
I explained how they can 5.7.19
access this and what This year I am still
resources are available continuing to work with
on this website. 9.26.18 more hands on strategies
for engaging my students
in learning. With the
flexibility of our
schedules I have been
able to manage and
interactive week where
we actively learn and
play with the strategies of
the week then the
following week we dive
into the textbook and
apply what we have
learned. So far the
students have been
receptive to this method
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional
primary language and information describing
English language elements of culture and
proficiencies based on language proficiencies in
available assessment data. listening, speaking, reading,
and writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify
learners and student gaps in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. 9.26.18 Attempts to scaffold content
using visuals, models, and
graphic organizers.
I am aware that I have 3 This was not much of a
students in my class that concern still throughout
speak a different the year as my EL
language at home. They students were some of
are higher academically my higher achieving
so I have not found the students. I did work hard
need to provide different to aide my one student
content for them. who did not know much
However, during lessons of English vocabulary and
I do work to describe and wanted to know what
explain concepts for them many things were
to grasp it more clearly. throughout a day. I would
We practice a lot of be sure to fully explain a
speaking in the new word or thing.
classroom and providing Otherwise he would raise
them with sentence his hand to ask what it
frames that their can was. I did not have to
build upon. 9.26.18 modify any materials for
my EL students. 5.7.19
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.
This year I have a student
that came into my class
not knowing any English.
He has been in what is
considered full English
emersion and it has been
a challenge for both of us.
He has done well with
adapting to the
instructions. And I have
been challenge with
creating materials that
show more of the
instructions, picture
actions, and buddies to
help him. Over the past
few months we have seen
his conversational speech
and academic speech
flourish, and he is so
proud. Now we are
working on his writing.
11.3.19
of delivery. 11.3.19
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a the design, adjustment, and
wide range of scaffolded elimination of scaffolds
support for language and based on English learners’
content for the range of proficiencies, knowledge,
English learners.4.4.20 and skills in the content.
My goal this year has
been focusing on the
needs of my ELL students
as I have a few who do
not speak English at all.
So with a full emersion
experience I wanted to
make sure to provide
them with reading and
instructional materials
that are equitable to their
learning needs. Many of
these resources have
pictures and step by step
visual directions. We also
have translations
throughout class from
peers who know multiple
languages.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
with resource personnel and
3.6 Addressing the families.
needs of English
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
I have not had much
experience in this area
due to the population and
my school and the high
academic rigor. 9.26.18
5.7.19
Exploring
Seeks additional
information on the full range
of students identified with
special needs to address
challenges or supports in
single lessons or sequence of
lessons.
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
Seeks additional
information on struggling
learners and advanced
learners to determine
appropriateness for referral.
I have been working with
the international teacher
to get this student extra
resources to help his
language. He has been
responding well. 11.3.19
Applying
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths,
learning needs, and
achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and
collaborates with resource
personnel to ensure the
smooth and effective
implementations of referral
processes.