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.
The curriculum I follow
and the lessons I plan line
up with the standards.
Either the standards are
provided for each lesson
that I teach, and I make
sure those standards are
met through academic
language and instruction.
If I am creating a lesson of
my own or an activity, I
refer to the standards
when making the lesson.
9/22/20
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive
the relationship between inter-relationships of knowledge of subject
essential subject matter concepts, academic matter concepts, current
concepts, academic content standards, and issues, academic
language, and academic academic language in language, and research to
content standards. ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
extend student learning.
I strive to make
connections between the I use the
academic content academic
standards and instruction standards to
by referring to my shape my lessons
printed-out content and incorporate
standards as much as academic
possible. When I am language that
lesson planning, I try to builds a
have these content connection
standard goals to guide between the
me. I often times will content and my
refer back to the students. For
standards and ask open- example we have
ended questions that are been learning
related, such as, “how about the seasons
does this story relate to and have included
our activity?” vocabulary words
3/21/21 such as
evaporation. This
students can
relate to because
they see it when it
rains.
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.
After each lesson that is
taught, I typically have a
follow up activity that
reinforces the
information that was just
taught. I check for
understanding to see if
this lesson needs to be
revisited a little the next
day.
Whenever there are
unfamiliar words/
content being used in a
lesson, I go over the
vocabulary with the
students to ensure they
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
I provide explicit teaching
of content vocabulary by
announcing during
calendar time what our
vocabulary word of the
day is. I provide the word,
“choice”, for example, and
I have the students come
up of ideas that would be
examples of a choice.
3/21/21
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students’ knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
The lessons I plan
are geared towards
all learners in my
classroom. I am
able to assist
students that need
more assistance at
our back table and
challenge my
finishers to further
their learning. All
students are
exposed to the
same content and
language. Some
students will grasp
the concept faster
and others I am
able to scaffold with
tools. Fall 2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

understand it before
moving forward. This can
include making hand
gestures to use for
further understanding.

9/22/20

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 organize and adjust
3.3 Organizing understanding of the lessons to support ensure student across subject matter to instruction flexibly and
curriculum to subject matter. understanding of subject understanding. extend student effectively.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Before I teach a lesson, I
make sure that the
activities and discussion
will support my students’
learning. I sometimes
adjust things during a
lesson if I see that the
students are really
understanding the lesson
or are confused. After a
lesson I reflect and think
of the next lesson and if it
needs to be adjusted
based on how that day’s
lesson went.
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single
3.4 Utilizing curriculum. lessons or sequence of
instructional lessons to increase
strategies that are student understanding of
appropriate to the academic language
subject matter appropriate to subject
matter.
Applying Integrating Innovating
I will adjust the
curriculum based on my I adjust the
class’ assessments and lessons going
with careful forward based on
consideration of their assessments and
context and whether they monitoring of my
have been in preschool or students'
even a daycare setting at understanding of
all before. I adjust the the given concept
lessons based on my that I am
individual students’ teaching. Fall
strengths and 2021
weaknesses and needs.
3/21/21
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
appropriate to subject student understanding of and support and
matter and that academic language, and challenge the full range of
addresses students’ guide student in student towards a deep
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
I research different ways
to teach a single lesson so
that all of the learners in
my classroom will benefit
from the lesson. This can
mean for my students
that enjoy listening to
stories, being active,
hands-on, or arts. I utilize
many of these in a single
lesson to reach all of the
learners in the class.
9/22/20
Uses available Explores additional
instructional materials, instructional materials,
3.5 Using and resources, and resources, and
adapting resources, technologies for specific technologies to make
technologies, and lessons to make subject subject matter accessible
standards-aligned matter accessible to to students.
instructional students.
materials including Explores how to make
adopted materials, to Identifies technological technological resources
make subject matter resource needs. available to all students.
accessible to all
students
Applying
I use different
instructional strategies
that are mindful of my
different types of
learners. For example, I
incorporate dance and
movement for my
kinesthetic learners, or I
incorporate art or social
studies into language arts
or math for my visual
learners and social
learners. I am still
working on how to
incorporate the academic
language throughout all
of this. 3/21/21
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,
Integrating Innovating
I include a variety of
instructional
strategies to engage
all learners in my
classroom. It is also
to challenge other
students to
understand the
material through
using different
strategies. In Math,
they are learning
addition and we use
ten frames, pictures,
different counters,
and our fingers to
show different
strategies to add
numbers. Fall 2021
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. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student is
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
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.

I try to find new and

creative ways to teach the
Different materials
material to students in are available at all
the classroom. It keeps
times for students to
things fun and exciting
access when
for both the students and appropriately. They
me. I provide a variety of
use these resources
lesson types but mostly I to cater their needs
try to utilize active
such as pulling the
learning to get kids up
counters for adding
and moving during the
or using the letter
lesson. This method tends
wall during writing
to stick with students time. Fall 2021
better and they really
enjoy it.

9/22/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element 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.
Through assessments,
observation, and parent
discussions I am aware of
students’ language
proficiencies. I provide
additional support
through hand gestures,
visuals, scaffolding tools
at the desk, and helpers
that speak the same home
language.
9/22/20
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.
I strive to allow the
students to explore
different textures, seating
arrangements, and/or
manipulatives to help
make the subject matter
more accessible to
students. Fortunately,
being in a private school, I
feel that we have plenty
of supplies to go around
to all of our students. I am
interested in learning
about more ideas for
technological resources.
3/21/21
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. 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. and skills in the content.
I integrate English
language
development in all
subjects. Our main
goal has been
working on our
sight words. I
incorporate our
sight words in
reading for all
subjects, games,
exit tickets at the
door, and writing.
During my lessons,
scaffolding is
always provided to
those that need it
through utilizing
resources around
the room or sitting
with me to help.
Fall 2021
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
3.6 Addressing the with resource personnel and
needs of English families.
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.
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 had discussions
with parents on different
students with special
needs and talking about
different strategies that
will help their child
succeed in the classroom.
We set short term and
long-term goals for
students to meet
throughout the year.
Some parents have
reached out for further
resources and therapist
to assist their child.
Parents relay information
from therapist on
strategies that are
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.
I enjoy researching about
elements of culture and
language proficiencies so
that I can better assist my
students’ individual
learning needs. For
example, today my
students voted and
graphed their favorite
fruit(after tasting). I am
looking to grow in
regards to using multiple
measures for assessing
EL’s. 3/21/21
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,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with school. coordinated program to
optimize success of the full
Initiates and monitors range of students with
referral processes and special needs.
follow-up meeting to ensure
that students receive Takes leadership at the
support and/or extended site/district and collaborates
learning that is integrated with resource personnel to
into the core curriculum. ensure the smooth and
effective implementations of
referral processes.
I integrate
accommodations
through providing
students with scaffolding
and manipulative. I give
adaptations by giving
students less work such
as fewer math problems
to solve. I provide
students with extra time
when needed to provide
support. I also challenge
students that need it by
providing problems or
activities that will be
more on their level. I
communicate with my
colleagues in weekly
meetings to ensure that
we are all on the same
page with our instruction
for the week.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

suggested for the
classroom.

9/22/20