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
language, and academic identify connections
3.1 Demonstrating
content standards. between academic
knowledge of subject
content standards and
matter academic
instruction. 9/22/20
content standards
I create a plan for
building skills upon each
other in order to meet a
larger academic goal that
is based on my state
standards. I create a
scope and sequence with
an outline of goals for
each month of the year. I
am aware of how each
lessons fits into the plan
for the year. I incorporate
academic language into
lessons and teach
important vocabulary
terms to students.
9/22/20
Applying Integrating
Understands and explains Uses broad knowledge of
the relationship between inter-relationships of
essential subject matter concepts, academic
concepts, academic content standards, and
language, and academic academic language in
content standards. 3/21 ways that ensure clear
connections and
relevance to students.
9/21
When teaching a lesson, I I connect standards to
incorporate both topics that are relevant to
academic language my students. I choose
instruction and texts that are interesting
vocabulary development. to students, such as
This supports all superheroes or
students, particularly my princesses. We solve
EL students. 3/21 math problems that
connect to our classroom.
9/21
Innovating
Uses extensive
knowledge of subject
matter concepts, current
issues, academic
language, and research to
make relevant
connections to standards
during instruction and
extend student learning.
4/22
I am knowledgeable in
the content area that I
teach. This knowledge
comes from my
education, receiving a
master’s degree in
literacy. Reaching out to
colleagues, online
learning communities,
and online training in
multiple subjects. 4/22
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. 9/22/20
student development 9/22/20
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated 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.
I often teach the I assess students at
vocabulary terms that are multiple points during
highlighted in the the year in order to
material or curriculum. I understand their areas of
don’t always expand strength and weakness
enough on all of the terms academically. I create a
that may cause confusion. sequence of lessons and
9/22/20 activities that meet
student need and extend
their learning. 9/22/20
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. 3/21 language. 9/21 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. 3/21 range of student language understanding of subject
levels and abilities. 9/21 matter. 4/22
I connect learning to I create instructional One strategy that I use for
previous experiences, plans that meet the needs activating prior
interests, and knowledge. of all students. I knowledge is the KWL
I preview vocabulary and differentiate instruction, chart. It asks students to
teach key words at the add scaffolding, and identify what they
beginning of lessons. We extend student thinking already know about a
discuss multiple in all lessons. I provide subject, as well as what
meanings in words and language supports in all questions they may have
give concrete examples of lessons to support my EL about the topic.
abstract ideas. 3/21 students. 9/21
I give students academic
I model using the knowledge supports that
academic language and ensure that the academic
explicitly teach the language that is used is
vocabulary terms in my accessible to all students.
lessons. I teach 4/22
background information
CSTP 3: 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. 9/22/20
understanding of the
subject matter
I organize the scope and
sequence of the year
based upon how I feel
that students will be able
to build their skills and
apply them. I follow a
general plan for the year,
and allow for flexibility to
slow down or speed up as
necessary. In literacy, I
create a completely
differentiated plan for
each small group that I
work with. For other
areas, I try to
accommodate and
support students with the
material, rather than
create a completely
different curriculum.
9/22/20
3.4 Utilizing Uses instructional Gathers and uses
instructional strategies that are additional instructional
Applying Integrating Innovating
as well to ensure that all
students understand the
context as well. 9/21
Uses knowledge of Integrates knowledge of Uses extensive
curriculum and student curriculum and resources knowledge of curriculum
readiness to organize and to organize and adjust and related resources to
adjust the curriculum to instruction within and flexibly and effectively
ensure student across subject matter to organize and adjust
understanding. 3/21 extend student instruction.
understanding. 9/21
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand. 4/22
My lessons and units of I follow a sequence that I connect disciplines
study are built upon the allows me to build upon whenever possible.
knowledge and skills that previously taught Currently, students are
were developed in prior information. I make working on writing
units. I use assessments cross-curricular informational texts about
to ensure that students connections during my animals. They have had to
are ready to move on. instruction. 9/21 read and comprehend
3/21 nonfiction texts, use
academic language, learn
about science concepts
such as traits, habitats,
ecosystems, and food
chains. They have also
had to write and edit
their work throughout
this project. 4/22
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

provided in the strategies in single strategies to ensure
curriculum. lessons or sequence of student understanding of
lessons to increase academic language
student understanding of appropriate to subject
strategies that are
academic language matter and that
appropriate to the
appropriate to subject addresses students’
subject matter
matter. 9/22/20 diverse learning needs.
3/21
In addition to the I use a variety of supports
instructional strategies to meet the diverse
provided in the needs of my students. In
curriculum, I use songs, addition to the strategies
chants, body movements, provided in the
hand motions, as well as curriculum, I use
provide students with supports and strategies,
manipulatives to increase such as movements,
understanding. 9/22/20 songs, hand motions and
manipulatives.
Additionally, I use
language supports like
front-loading vocabulary
and scaffolds such as
sentence frames,
vocabulary cards with
pictures and definitions.
3/21
subject matter to meet instructional strategies to
students’ diverse develop enthusiasm,
learning, to ensure meta-cognitive abilities,
student understanding of and support and
academic language, and challenge the full range of
guide student in student towards a deep
understanding knowledge of subject
connections within and matter. 4/22
across subject matter.
9/21
I ensure that students are I use a variety of
able to participate in strategies to engage
engaging and hands-on students and motivate
experiences that also them. One strategy is
allow me to make providing students with
informal checks for choices in how to meet
understanding instructional goals.
throughout the learning Choice Boards allow
process. 9/21 students to have a choice
in their learning and
demonstrating their
understanding. 4/22

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
lessons to make subject
matter accessible to
students.
instructional
Identifies technological
materials including
resource needs. 9/22/20
adopted materials, to
make subject matter
accessible to all
students
I usually will find at least
one technological
resource to help make
subject matter more
accessible. This might be
a song, a video, or a story
that is read to a student.
9/22/20
Exploring Applying
subject matter accessible technologies for concept
to students. 9/22/20 and skill development in
subject matter. Resources
Explores how to make reflect the diversity of the
technological resources classroom and support
available to all students. differentiated learning of
subject matter. 3/21
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs. 3/21
In addition to the Students have access to
instructional materials I books that are diverse in
am provided, I find read subject and
aloud books, instructional representation of
videos, songs, and games characters. Students also
to play that relate to the have access to electronic
subject matter. 9/22/20 resources, such as
PebbleGo, which allow
them to learn about a
variety of nonfiction
topics. This resource also
provides students with
support, such as
vocabulary tools. 3/21
Integrating
meet identified student
needs and make subject
matter accessible to
students. 9/21
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support. 9/21
I integrate a variety of
technologies that extend
the understanding of my
students. These
technologies serve as a
reteaching tool for some
students, and can be used
to extend and deepen
understanding for other
students that have
mastered the content.
9/21
I ensure that students can
access the technologies in
the classroom by
explicitly teaching how to
access the tools and how
to use them in a beneficial
way. 9/21
Innovating
instructional materials to
extend student
understanding and
critical thinking about
subject matter. 4/22
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
4/22
Students are able to use
technology in the
classroom and at home
that engages them and
aligns to content
standards. Students have
been working on reading
informational texts on
high interest subjects
using the program
PebbleGo. To support
them in their
understanding and
critical thinking skills, I
provide them with
graphic organizers. These
supports make the
information more
accessible to students.
4/22
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
9/22/20 writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
in English language
learners and student
development.
with special needs to Provides adapted materials
provide equitable to help English learners Attempts to scaffold content
access to the content access content. using visuals, models, and
graphic organizers. 9/22/20
I have assessed my I do scaffold content in
English Learner student all academic areas that I
using the same teach. I always provide
assessments that I use on visuals, like pictures that
each of my students. I match vocabulary words.
assess phonemic I also provide students
awareness, alphabet with graphic organizers
knowledge, number when we are writing. In
knowledge, and reading science, I draw models in
level. 9/22/20 addition to the picture
cards for vocabulary. I
also use graphic
organizers to organize
notes when we are
studying a particular
subject. Some of these
scaffolds are provided to
all students, while some
are given only to EL
students. 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.
3/21
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. 3/21
I include language
scaffolds during lessons
to meet the needs of EL
students. Additionally, I
use strategic groupings to
meet the needs of these
students. Tools such as
graphic organizers,
sentence stems,
vocabulary cards, and
student pairing are all
used during lessons. 3/21
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. 9/21 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. 9/21 and skills in the content.
EL students are given
opportunities to work in
pairs and small groups,
participate in think-pair-
shares, are given
language supports and
sentence stems, and
provided with the
opportunity to talk, read,
and write during learning
activities. 9/21
I provide vocabulary
support, provide
language supports and
sentence stems, give
background information,
use visual supports, and
consider language
proficiency when lesson
planning. 9/21
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.
3.6 Addressing the Attends required meeting
needs of English with resource personnel and
families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs. 9/22/20
I am still learning about the
process of referring students
to get the support and
services that they are
entitled to in order to ensure
that they are accessing
content. 9/22/20
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.
9/22/20
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals. 9/22/20
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
I attempt to learn all that I
can about a student that has
a special need and research
ways that I can support
them. I also reach out to the
student’s previous teacher
for information, as well as
the resource professional on
campus. 9/22/20
I reach out to the resource
teacher and family in order
to provide the best support
that I can for a student.
9/22/20
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. 3/21
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 3/21
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral. 3/21
I include language scaffolds
during lessons to meet the
needs of EL students.
Additionally, I use strategic
groupings to meet the needs
of these students. Tools such
as graphic organizers,
sentence stems, vocabulary
cards, and student pairing
are all used during lessons.
3/21
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 9/21
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
9/21
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.
9/21, 4/22
EL students are given
opportunities to work in
pairs and small groups,
participate in think-pair-
shares, are given language
supports and sentence
stems, and provided with
the opportunity to talk, read,
and write during learning
activities. 9/21
I provide vocabulary
support, provide language
supports and sentence
stems, give background
information, use visual
supports, and consider
language proficiency when
lesson planning 9/21.
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. 4/22
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. 4/22
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
Students are given
opportunities throughout
the day to work in
partnerships, groups, trios,
and participate in think-
pair-shares. Reading,
writing, and speaking
components are included in
all instructional activities.
Language stems for speaking
and writing are provided for
EL students. 4/22