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
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
8/18/2020 content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. 8/18/2020 8/20/2020 connections and connections to standards
content standards
relevance to students. during instruction and
12/5/2020 extend student learning.
3/1/2022

Professional Team Planning Reflective Conversation Professional Professional
Development • Teachers meet • Teacher Development Development and Team
• Prior to the with Grade 1 understand the • Teachers learn Meeting
beginning of the Team to talk content and about the • On Whole
school year, about the lessons provide prerequisite different Elementary
teacher attend PD and how to make assessment to standards that School
to learn about the engaging help tailored the the school uses Professional
curriculum and activities for the lessons to fit • The standards Development per
which unit to students each students’ that the school week.
teach 8/18/2020 needs uses are Ontario • Three days of
8/18/2020 8/20/2020 curriculum, PYP whole
Scope and Elementary
Sequence, School
Common Core Professional
• Teachers are to Development per

be able to apply year.
all these • Three days per
standards into week Early years
their lesson plans Team meeting to
12/05/2020 plan and select
Language arts,
Math, and
Approaches to
Learning stands
to focus on
during the
lessons.
• School adopted
NGSS Standards,
teachers meet to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
look at the
standards and
apply in the units
that is science
base.
NBPTS: Proposition 2:
Teachers know the
subjects they teach and
how to teach those
subjects to students.
• Teachers use a
lot of visible
thinking skills to
encourage the
students to share
what they see,
think, and
wonder.
3/1/2022
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 student’s 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. 8/20/2020 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. 3/11/2022 Engages student at all
3.2 Applying vocabulary following academic language. 12/10/2020 levels of vocabulary,
knowledge of curriculum guidelines. 8/24/2020 Provides explicit teaching academic language, and
student development 8/20/2020 Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching of essential vocabulary, language, text structures, directed goal setting,
ensure student of essential content idioms, key words with grammatical, and stylistic monitoring, and
understanding of vocabulary and multiple meanings, and language features to improvement. Guides all
subject matter associated academic academic language in ensure equitable access students in using analysis
language in single lessons ways that engage to subject matter strategies that provides
or sequence of lessons. students in accessing understanding for the equitable access and deep
Explains academic subject matter text or range of student language understanding of subject
language, formats, and learning activities. levels and abilities. matter.
vocabulary to support 12/10/2020 3/11/2022
student access to subject
matter when confusions
are identified. 8/24/2020

Lesson Plan Lesson Plan Lesson Plan Lesson Plan and
• Lessons include • Each lesson has a • Students are Teaching Method
vocabularies of review prior to being tested • Early years Team
each of the unit’s learning every six weeks lesson plan as a
activities. something new to see where they team. The team
• Send the unit 8/24/2020 are at in their uses the
vocabularies to Classroom reading fluency Managebac unit
parents to help Observation and of inquiry goals
students to • Curricular comprehension to plan the
understand the materials and level and their lesson.
words in their supplemental letters and • Teachers look at
home language resources used sounds the prior
8/20/2020 for the lesson • Students take a learning of the
align with the pre-test before previous year to
appropriate the new unit see what work
academic content standards begins, this is to well and what
8/24/20202 see what the did not.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
students know • Teachers adjust
and what they the lesson to fit
need to learn the learning
• Students take a needs of the
post-test, this is students. About
to see what they 95% of the class
have learned and is EAL students.
what need to be • Visible Thinking
reviewed in skills are used in
combine with the the beginning of
new unit the unit to see
12/20/2021 what the
students already
know.
• Assessments are
done after the
completion of the
unit
requirements
every six weeks.
3/11/2022
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. 8/18/2020 understanding of subject understanding. 8/31/2020 extend student instruction. 12/5/2020
facilitate student matter. 8/31/2020 understanding. 8/31/2020
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 12/20/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Inquiry Based Lesson Plan Lesson Plan Lesson Plan Professional
• Each unit has a • During lesson • Lessons are built • Teacher is aware Development
specific planning with the up from previous of another subject • Teachers learn
curriculum that Grade 1 Team, lessons. For matter that is about the
we must follow flexibility of the example, before presented at the different
on our PYP and lesson is a must. students are able grade level and standards that
share point pages Learning to write a strives to make the school uses
8/18/2020 intentions are personal cross-curricular • The standards
shifts around to narrative, connections that the school
catered to the students need to • I am teaching uses are Ontario
students’ be able to write a two different curriculum, PYP
learning needs complete curriculums. Scope and
8/31/2020 sentence first Kindergarten Sequence,
• Prior to learning and Grade 1. Common Core
a new lesson, we Lessons are • Teachers are to
review the tailored to fit
be able to apply
previous lessons Kindergarten
all these
• Repetition is key and Grade 1
standards into
for students in students
their lesson plans
Grade 1 8/31/2020
12/05/2020
8/31/2020

Reflections and
Improvement
• Students take a
pre-test before
the new unit
begins, this is to
see what the
students know
and what they
need to learn
• Students take a
post-test, this is
to see what they
have learned and
what need to be
reviewed in
combine with the
new unit
12/20/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
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. 8/18/2020 lessons or sequence of student understanding of students’ diverse develop enthusiasm,
lessons to increase academic language learning, to ensure meta-cognitive abilities,
student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
3.4 Utilizing appropriate to subject addresses students’ guide student in student towards a deep
instructional matter. 8/31/2020 diverse learning needs. understanding knowledge of subject
strategies that are 8/31/2020 connections within and matter. ISTE Standards
appropriate to the across subject matter. for Educators as designer
subject matter 12/10/2020 uses technology to create
adapt and personalize
learning experiences that
foster independent
learning and
accommodate learner
differences and needs.
10/22/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Classroom observations Classroom observations Classroom observations Subject Connections Lesson Plans
• Instructional • Strategies that • Teacher uses the • Our school try to • Teacher lesson
strategies that are selected and repetition incorporate the plan activities
are provided in used are strategy to unit of inquiry in that are engaging
the curriculum appropriate to ensure student each of the to the students.
are being used in both the subject understanding of subjects • Uses Youtube
the lessons matter and the the unit • Connections songs to engage
8/18/2020 developmental vocabularies within and students who
level of the 8/31/2020 across subject likes to learn
students matter is a must through music.
8/31/2020 in our school • In the lesson for
• Students learned the Unit of
about sharing the Inquiry, students
planet, so in in are to take
music they learn pictures of signs
the sound of the around their city.
rainforest by We collect the
playing signs on WeChat
instruments and turned it into
throughout the a game for the
reading of the children on

Great Kapok Tree Power point.
12/10/2020 • When learning
about 2D shapes,
students were
asked to go
around their
house and find
things that has
the 2 D shapes
that they have
learned in class.
Again in the
lesson, we
gathered the
pictures from
WeChat that
parents sent in
and upload them
to Power point
and made a
matching game
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
to engage
students who
enjoy games.
10/22/2021

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. 8/31/2020 and skill development in needs and make subject extend student
instructional students. 8/18/2020 subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. 10/24/2021 critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. 8/18/2020 available to all students. differentiated learning of Assists student with
accessible to all 8/31/2020 subject matter. equitable access to Ensures that student are
students 12/10/2020 materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
Guides students to use outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
available print, electronic, support. ISTE Standards ongoing links to outside
and online subject matter for Educator as Facilitator resources and support.
resources based on to explore and apply
individual needs. instructional design
8/31/2020 principles to create
innovative digital
learning environment
that engage and support
learning. 10/24/2021

Reflective Conversation Reflective Conversation Classroom Observation Resources in the

• Technologies • Teacher talks • Teacher Classroom
literate is needed about the current continued to • Each student was
to actively technology that guide and given an iPad in
engage in the is available and encourage the classroom.
students to learn • The students
online classes expresses a
how to use were taught how
• Teacher is desire to different
familiar with the increase to downloads
technological learning APPs
curriculum, technology resources such as, Khan
teacher support resources for available to help Academy Kids,
materials and student use in developing Reading Eggs,
supplemental their learning Beebots.
resources that are 8/31/2020 • At home students
available at the have access to
school site Classroom Observations
their own iPads
• There are
8/18/2020 and were able to
resources that download the
the students learning APPs on
could use within their own.
the classroom to
• Teachers sent
help them with
resources used in
their learning
the classroom to
• In our school, parents on
school materials, WeChat such as
and iPad are songs, games,
provided to all and other
the students learning
12/10/2020 activities that
require
technological
help from the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
parents.
10/24/2021

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
8/24/2020 writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. 3/11/2022 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 12/10/2020
learners and student Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners 8/24/2020 Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable access content. 8/24/2020 scaffolds to support range of scaffolded support elimination of scaffolds
access to the content Attempts to scaffold content standards-based instruction for language and content for based on English learners’
using visuals, models, and using literacy strategies, the range of English proficiencies, knowledge,
graphic organizers. SDAIE, and content level learners. 3/11/2022 and skills in the content.
8/24/2020 English language
development in order for
students to improve
language proficiencies and
understand content.
12/10/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Classroom Observation Lesson Plan Lesson Plan Classroom
• Teacher is • In reading, • There is an ELL Observation/ Lesson
knowledgeable writing, speaking program at our Plan
about ways that and listening school. The • Teachers adjust
technology can continuums help program follows the lesson to fit
support and to plan activities the common core the learning
enhance students’ to learn and PYP needs of the
learning additional standards students. About
including the use information • Lessons are 95% of the class
of computers, about students’ tuned to the ELL is EAL students.
calculators, culture and students with • Visible Thinking
internet, and language vocabularies and skills are used in
video • Students use a language needs the beginning of
8/24/2020 graphic • There are a lot of the unit to see
organizer to pictures what the
brainstorm their students already
associated with
ideas before know.
stories, and
writing their
vocabulary • Assessments are
personal
lessons done after the
narratives
12/10/2020 completion of the
8/24/2020
unit
requirements
every six weeks.
3/11/2022
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
accommodations in challenge. achievement in accessing
3.6 Addressing the instruction. content.
needs of English Attends required meeting Cooperates with resource Communicates and
learners and student with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
with special needs to families. and families during with resource personnel, support staff, and families to collaborates with resource
provide equitable meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
access to the content support of learning plans to ensure that student instruction. Supports families, leadership, and
and goals. services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. 9/23/2020 on struggling learners and a timely and appropriate that students receive Takes leadership at the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. 9/23/2020 including interventions tried into the core curriculum. ensure the smooth and
previous to referral. 9/21/2021 effective implementations of
9.23.2020 referral processes.
9/212021

Our School has no data of Our School has no data of Our School has no data of Our School has no data of Our School has no data of
special need students. special need students. special need students. special need students. special need students.
China doesn’t recognize China doesn’t recognize China doesn’t recognize China doesn’t recognize China doesn’t recognize
special needs or a special needs or a special needs or a special needs or a special needs or a
disability for school. disability for school. disability for school. disability for school. disability for school.
Parents are very reserved Parents are very reserved Parents are very reserved Parents are very reserved Parents are very reserved
when it comes to getting when it comes to getting when it comes to getting when it comes to getting when it comes to getting
their children tested for their children tested for their children tested for their children tested for their children tested for
any special needs or any special needs or any special needs or any special needs or any special needs or
learning disabilities. learning disabilities. learning disabilities. learning disabilities. learning disabilities.

I took an Autism Level 2 I took an Autism Level 2 I took an Autism Level 2 I took an Autism Level 2 I took an Autism Level 2
course sponsored by the course sponsored by the course sponsored by the course sponsored by the course sponsored by the
school so that I can spot school so that I can spot school so that I can spot school so that I can spot school so that I can spot
students that could be on students that could be on students that could be on students that could be on students that could be on
the spectrum to help them the spectrum to help them the spectrum to help them the spectrum to help them the spectrum to help them
with their learning. with their learning. with their learning. with their learning. with their learning.
However, we cannot put However, we cannot put However, we cannot put However, we cannot put However, we cannot put
down on paper that the down on paper that the down on paper that the down on paper that the down on paper that the
child is on the spectrum. child is on the spectrum. child is on the spectrum. child is on the spectrum. child is on the spectrum.
9/23/2020 9/23/2020 9/23/2020 9/21/2021 9/21/2021