Standard 3 CSTP: 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. 07/20/19 connections and during instruction and
relevance to students. extend student learning.
12/01/19; 3/29/20
I begin each lesson with I use my knowledge of
by reading the “I Can” English language arts
statement written on the standards for
focus wall. This statement kindergarten to make
shows student learning connections in a read
objectives for each aloud or story. I
subject area. use retelling sticks and
identifies story elements,
I also create lesson plans such as characters,
to include whole group setting, problem, and
and small group solution, to help students
instruction based on build retelling skills. I also
student needs. 07/20/19 assist students to use
Evidence visual cues in a story to
help identify story
elements. Students
organize details using
a story map. 12/01/19;
3/29/20
Standard 3 CSTP: 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
3.2 Applying Teaches subject-specific matter including related
knowledge of vocabulary following academic language.
student curriculum guidelines. 07/20/19
development and
proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and associated
subject matter 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.
My student grouping is
based on student
achievement level and
academic performance. I
changed my groupings
biweekly to support
students’ individual
needs. I use a variety of
Evidence activities and questions to
promote student learning
of subject matter.
07/20/19
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. Engages student at all
12/01/19; 3/29/20 levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
of essential vocabulary, language, text structures, directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access to students in using analysis
ways that engage subject matter strategies that provides
students in accessing understanding for the equitable access and deep
subject matter text or range of student language understanding of subject
learning activities. levels and abilities. matter.
12/01/19; 3/29/20
During math, I instruct
students in both whole
group and small group.
Math concepts are
introduced to students
during whole group
instruction and past math
concepts are also reviewed.
I use small group
instruction to support
student learning and use
extension activities or
reteach math concepts
from whole group
instruction. I also
use anchor charts to teach
academic vocabulary and
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
include visuals to help
student understand
current math
concepts. 12/01/19;
3/29/20
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing
understanding of the lessons to support
curriculum to
subject matter. understanding of subject
facilitate student
matter. 07/20/19
understanding of the
subject matter
Evidence I organize and plan my
lesson plans for whole
group instruction and
small group instruction. I
also reteach concepts and
standards to students
daily throughout each
math unit, and I spiral the
same concepts during the
trimester. I include
various instructional
strategies into my lessons
that include kinesthetic
movement and visual
models. 07/20/19
Applying Integrating Innovating
Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and student curriculum and resources of curriculum and related
readiness to organize and to organize and adjust resources to flexibly and
adjust the curriculum to instruction within and effectively organize and
ensure student across subject matter to adjust instruction.
understanding. extend student
understanding. Ensures student
12/01/19; 3/29/20 comprehension and
facilitates student
articulation about what
they do and do not
understand.
I use resources from TpT,
technology tools, and
curriculum to teach
lessons topics in social
studies. I also used the
weekly magazine
from Studies Weekly to
read information out loud
to students about
Veteran's Day. Students
also watched Brain Pop, Jr.
videos about Veteran's Day
and discussed as a class
why we honor and
celebrate this holiday.
A faith in action home-
school connection was
provided to students as
they donated Blessing
Bags for veterans.
Additionally, students and
families were asked
to provide names of family
members or friends who
serve or have served in the
armed forces. Veteran's
Day was integrated into
language arts and social
studies as students read
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
and listened to books
on Epic, wrote thank you
cards for veterans, and
made Blessing Bags.
12/01/19; 3/29/20

ISTE Standard 4a: I

dedicate planning time to
collaborate with
colleagues to create
authentic learning
experiences that leverage
technology. 12/01/19;
3/29/20

Evidence: I meet weekly

with my teaching partner
to plan activities and
lessons for each subject
area. We create a weekly
newsletter for parents
using Google Slides. We
also share Seesaw
activities into the Seesaw
Schools Library. 12/01/19;
3/29/20
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single strategies to ensure
3.4 Utilizing curriculum. lessons or sequence of student understanding of
instructional lessons to increase academic language
strategies that are student understanding of appropriate to subject
appropriate to the academic language matter and that addresses
subject matter appropriate to subject students’ diverse learning
matter. needs. 07/20/19;
12/01/19
Evidence I use a wide range of
math manipulatives, iPad
applications such as
Seesaw, reading and
writing tools, and guided
reading materials. These
materials are available for
students to access
throughout the day.
07/20/19; 12/01/19
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse enthusiasm, meta-
learning, to ensure cognitive abilities, and
student understanding of support and challenge the
academic language, and full range of student
guide student in towards a deep
understanding knowledge of subject
connections within and matter. 3/29/20
across subject matter.
In math, I use a wide
range of instructional
strategies to assist
students in
understanding lesson
content and objectives. I
include hands-on
activities, technology
tools, and independent
practice in each lesson.
For example, in math, we
learned about 2D shapes
and 3D shapes. Students
used Seesaw to create a
picture collage of shapes
around the classroom,
pipe cleaners to build
shapes as we discussed
sides and vertices, and
sorted objects based on
shape while providing
reasoning. Students also
watched videos and
brainstormed together
where they see 2D and 3D
shapes. In art, students
used shapes to create a
picture of their choice.
3/29/20
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

NBPTS Proposition 3.5:

Teachers engage students
in the learning process

For our shape unit, I

encouraged students to
be creative and use
shapes to create new
objects. Students used
tangram shapes to create
different objects, and they
analyzed each other’s
objects to find how many
of each tangram shape
was used. Students
documented their activity
using Seesaw and sending
it to their parents.
Students also went on a
scavenger hunt around
the classroom for shapes
using real-world
examples.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional
instructional materials, instructional materials,
resources, and resources, and
technologies for specific technologies to make
3.5 Using and
lessons to make subject subject matter accessible
adapting resources,
matter accessible to to students.
technologies, and
students.
standards-aligned
Explores how to make
instructional
Identifies technological technological resources
materials including
resource needs. available to all students.
adopted materials, to
07/20/19
make subject matter
accessible to all
students
Evidence In my English Language
Arts stations, I provide
students with assignment
choices to show mastery
of specific phonics skills. I
also incorporate
technology into each
lesson and demonstrate
proper use of each
application to meet
students’ needs.
07/20/19
Selects, adapts, and
utilizes appropriate
instructional materials,
resources, and
technologies for concept
and skill development in
subject matter. Resources
reflect the diversity of the
classroom and support
differentiated learning of
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. 12/01/19; critical thinking about
3/29/20 subject matter.
Assists student with Ensures that student are
equitable access to able to obtain equitable
materials, resources, and access to a wide range of
technologies. Seeks technologies through
outside resources and ongoing links to outside
support. 12/01/19; resources and support.
3/29/20
I use a combination of read
alouds, videos, and TpT
resources to create
activities and lessons to
meet individual student
needs. Students have
access to their iPads every
day and use a variety of
applications to practice
skills that are at their
ability level and meet their
needs. In math, students
are learning about
comparing numbers and
use academic vocabulary
to identify sets that are
greater than, less than, or
equal to. Students use
Seesaw to create sets of
quantities and record their
understanding of
comparing numbers.
12/01/19; 3/29/20
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
ISTE Standard 5b: I use
technology to create,
adapt, and personalize
learning experiences that
foster independent
learning and accommodate
learner differences and
needs. 12/01/19; 3/29/20

Evidence: I design Seesaw

activities for math that are
differentiated and meet
individual student needs. I
contribute my activities to
my Seesaw library as
an author, and the library
is made available for other
teachers to use. Each
activity allows students to
manipulate the template
and demonstrate mastery
of skill using various
digital tools, such as
drawing tools, camera and
photos, and voice
recording. 12/01/19;
3/29/20
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Element 3.6 Emerging Exploring
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
07/20/19; 12/01/19
Evidence I use different strategies
to present learning
material to English
language learners. I use
total physical response,
visual models, partner
work, and “I do, we do,
you do” techniques into
my whole group lessons.
Additionally, I provide
students with sentence
frames when answering
writing prompts.
Students also have access
to audio texts on their
iPads. 07/20/19;
12/01/19
Applying
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.
Integrating Innovating
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. 3/29/20 monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
the range of English proficiencies, knowledge,
learners. 3/29/20 and skills in the content.
At the beginning of my
lessons, I introduce
students to vocabulary
terms related to the
lesson’s topic. I use
visuals, anchor charts,
videos, posters, and labels
to help students build
academic and
conversational
vocabulary. When
students are working
independently, I meet
with EL learners and
check for understanding
as well as provide
scaffolding for instruction
as needed. I use adapted
materials provided by
curriculum to help
students build reading
development skills on
basic vocabulary words.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

During assessments, I
monitor student progress
and identify areas of
strength and
improvement. 3/29/20
Standard 3 CSTP: 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.
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.
07/20/19; 12/01/19
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. 07/20/19;
12/01/19
I incorporate various
instructional strategies
into my lessons that are
aligned in students’
individualized learning
plans (ILP). These
strategies include visual
models, time
modifications, and
assistive technology tools. I
also seek information from
my administration team
and other primary grade
level teachers to support
struggling learned and
advanced learners.
07/20/19; 12/01/19
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. 3/29/20
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 07/20/19;
12/01/19
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
3/29/20
I meet weekly with the
learning and support
resource teacher to
discuss student progress.
I also maintain constant
communication with
families to ensure that
individual students’
needs are met. 07/20/19;
12/01/19
I maintain records of
assessments given
throughout the school
year. I monitor student
progress on academic
areas and identify areas
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths, learning
adequate support and needs, and achievement in
challenge. accessing content.
Communicates and Communicates and
collaborates with colleagues, collaborates with resource
support staff, and families to personnel, para-educators,
ensure consistent families, leadership, and
instruction. Supports students in creating a
families in positive coordinated program to
engagement with school. optimize success of the full
3/29/20 range of students with
special needs.
Initiates and monitors
referral processes and Takes leadership at the
follow-up meeting to ensure site/district and collaborates
that students receive with resource personnel to
support and/or extended ensure the smooth and
learning that is integrated effective implementations of
into the core curriculum. referral processes.
I communicate daily with
parents using Seesaw. I
send family
announcements
regarding school
reminders, events, and
class items. I
communicate individually
with parents when
needed to discuss
individual student
behavior and progress in
the classroom. I provide
parents with strategies to
use at home to provide
student with consistency
and make a connection
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
of strength and
improvement. I have
created activities and
centers to include a wide
range of choices that
meet students’ needs.
Centers include a
combination of below-
level, at-level, and above-
level activities in order to
give students
opportunities for review,
support, or extension of
skills. I keep
documentation of
assessments, behaviors,
and student work as
evidence when meeting
with parents. I also
communicate
observations and data
with the Learning and
Support Resource teacher
and administration
regarding student
progress. 3/29/20
Integrating Innovating
between home life and
school life. Parents and
families are also given a
weekly newsletter that
acts as an overview of the
week’s learning topics
and homework. 3/29/20
TLMS Domain 4b:
Teacher engages in
reflective dialog with
colleagues based on
observation of
instruction, student work,
and assessment data and
helps make connections
to research-based
effective practices.
3/29/20
During weekly meetings
with my partner teacher,
I discuss student
behaviors that I observed
as well as seek advice and
recommendations on
strategies to implement
in the classroom. I also
meet with the Learning
and Support Resource
teacher to discuss ways to
for intervention
strategies to use with the
below-level group of
students. 3/29/20