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. 9/16/21
9/16/21: Every week my
4th grade team meets to
collaborate about what is
going to be taught for the
week. We also try to meet
after school everyday to
talk about what went well
and what we might need
to continue working on
for the next day. Also,
since this is my 2nd year in
4th grade I feel more
familiar with the content
that is being taught.
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.
May 2022: Each week my November 2022:
team meets to talk about My grade level team still
the content that we are meets on a weekly basis
going to teach in my to plan for the upcoming
upcoming week. We also week along with meetings
reflect on the week to see on some Friday where we
what we can improve on can go over test scores,
for the upcoming year. diagnostic data, and any
We are always looking for other important
ways to improve as a information. This past
team, so being in constant year we have also met
communication about the with the grade level
content we are teaching is below us and above us to
super beneficial. collaborate on what we
see our students need to
work on coming up from
the previous grade and
what the grade level
above us wants us to
focus on more.
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. 9/16/21
student development
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. 9/16/21
9/16/21: Each week for ELA
students have 8 vocabulary
words that they study and are
used throughout the stories
we read. We go over the
definitions of the words and
students write
antonym/synonyms, draw a
picture, and write the word in
the sentence. This allows
students to understand the
vocabulary in a variety of
ways. Each day before we
start ELA, we complete a
Kahoot to go over our
vocabulary words. In other
subjects like math, science,
and social studies, we review
key terms before we read.
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.
May 2022: For ELA, I have
changed the way that I go over
vocabulary words for the week.
First, we go over the words and
definitions in the book together.
We then play a vocab Kahoot for
the students to review the
words. Students then have
vocabulary and grammar
homework, where they review
the words and grammar skills
taught in class. I have noticed
with reviewing vocab this way,
students have improved on their
vocab quizzes and overall
understanding of words they
are not sure about.
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.
November 2022:
At the start of the week I
introduce to students the ELA
skill of the week. For example,
the past two weeks we have
focused on theme. While I
introduced theme, we watched a
Flocabulary video on what
theme was, discussed how to
figure out the theme, and
discussed the stories we read.
The first couple days are
directed instruction and then by
the end of the week I give short
stories to students to allow
them to show me they have
understood the skill taught. Due
to the skill being theme, they
have to support their theme
choice with direct evidence
from the story.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 9/16/21 extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
9/16/21: Since I am May 2022: During our November 2022:
more familiar with 4th math lessons, I provide I work with my
grade content, I am able real life examples so colleagues to incorporate
to see when students are student can understand a wide range of
not understanding a the concepts we are technology use into our
concept. If students are learning. For example, daily lessons. We find
not understanding a this week we are talking extra resources online to
concept we spend extra about parallel and help reinforce what is
time on it as a class or I perpendicular lines. We being taught in the
will provide extra discussed different classroom but by using a
assistance to them objects that have parallel digital tool. This could be
individually. For example, and perpendicular lines through the use of an
as a class we might play a and students were able to online video, an escape
Kahoot or Blooket game grasp the concept. room, or creating a group
to review a concept. For project online. We want
math, I will write to make sure that they
problems on the white are using technology to
board for students to benefit them, and not just
solve on their own to play games.
whiteboard and I am able
to walk around the room
and monitor students.

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
appropriate to subject addresses students’ guide student in student towards a deep
matter. 9/16/21 diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
9/16/21: For ELA, our May 2022: In order to November 2022:
students use Wonders reach the needs of all of For math, I provide
which is a very rigorous my learners, I use a students with a wide
curriculum. Students are variety of different
introduced to vocabulary strategies in the
variety of strategies
words that are practiced classroom to help them. I and extra support to
throughout the week so have hands on activities, help them
that students can videos, and small groups. understand the skill
understand the academic With providing different that we are learning.
language that is being ways for students to
used. Students practice receive the information
We work together
writing sentences, that is being taught, through direct
playing vocabulary students are able to instruction and then I
games, and using the understand the concepts assign them lesson
vocabulary words in they are learning in a on our math
other subjects. variety of ways.
curriculum website,
iReady. I also have
them work on
independent
problems which
turns into their exit
ticket. Sometimes we
practice the skills we
have learned through
playing a Kahoot,
Blooket, or review
Jeopardy.

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
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
matter accessible to to students. 9/16/21
students.
Identifies technological Explores how to make
materials including
resource needs. technological resources
adopted materials, to
available to all students.
make subject matter
9/16/21
accessible to all
students
9/16/21: Students are
able to engage is different
technological resources
to help with their
learning. Students use
iReady and Prodigy to
review math skills and
Wonders to review ELA
skills. Each student has
their own device so they
always have technology
available to them.
Applying
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.
May 2022: This past
semester, we got access
to iReady for the ELA
side. Students are able to
practice different ELA
standards on their
‘MyPath’, along with the
Math that is also on
iReady. I am able to
assign specific lessons to
students if they need a
concept re-enforced. I
also assigned lesson
checks are we complete
each lesson so I can make
sure students are
understanding the lesson
being taught.
Integrating Innovating
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 are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
November 2022:
I incorporate a wide variety
of websites for students to
use that go along with the
skills that are being taught
during the week. For
example, students can use
these math websites to focus
on skills; Splashlearn, iXL,
Blooket, and XtraMath.
These websites reinforce the
skills being taught in the
classroom and teach
students from a different
perspective. I also pull
students who need extra
assistance and work with
them one-on-one with
supplemental worksheets. 
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. 9/16/21
provide equitable to help English learners
access to the content access content.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
9/16/21
9/16/21: Before starting
the school year, I
acquired information
from previous teachers
and parents to learn more
about students that
needed extra support.
Our school also provides
extra support from other
teachers to help assist.
For example, I have our
weekly vocabulary words
posted on the board so
students can refer to that
on a daily basis. For
writing and ELA, students
use graphic organizers to
write down important
information.
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.
May 2022: I work very
closely with our ELD
teacher, who pulls out 2
of my EL students to help
reenforce skills that are
being taught in the
classroom. I talk to her at
the end of the day to
make sure I am doing
what I can in the
classroom. I make sure to
provide a lot of visual
support to my EL
students as well.
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.
November 2022:
I work very closely with our
ELD teachers so they can
help provide the correct
support to the students in
my class who are English
learners. Our ELD teacher
pulls the students about
twice a week to work on
specific skills that we are
working on in class. For my
students that are English
learners, I provide them
with a lot of visual aids to
help them understand what
we are learning. For social
studies and science, I always
make sure to go over the
vocabulary before we start
the lesson.
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
families.
3.6 Addressing the
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.
9/16/21
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals. 9/16/21
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 9/16/21
9/16/21: Prior to the
school year starting, I was
able to look in Aeries to
see what
accommodations/
modifications some of my
students needed. I like to
be familiar with it before
the student walks into my
classroom. I also talk to
our Education Specialist
to review IEPs for all of
my students.
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.
May 2022: I have two
students in my classroom
that are currently meeting
with our ELD teacher. One of
the students also meets with
our reading intervention
teacher to get more support
in reading. The other
student is on an IEP and gets
extra support from an
instructional aide. I make
sure I am communication
with everyone that way I can
make sure I am providing all
the support that is needed
for those students.
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.
November 2022:
I make sure to read each
students IEPs and 504s to
make sure I am providing
the appropriate
accommodations. I also
reach out to the family to
see if I can do anything
extra to help the student
out in the classroom.
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning