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
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. 7/12/22 connections and connections to standards
relevance to students. during instruction and
extend student learning.

I will always go over and Before starting each math
prepare concepts and lesson, I have a student
subject matters being read out the learning
taught the next week and objective (standard) and
then guide my teaching vocabulary words for the
by the difficulty of the lesson. I provide an
content and relate it back explanation and examples
to the ability level of my of the vocabulary words
students. I will then to ensure that they are
plan/differentiate understood before the
accordingly. 7/12/22 lesson begins. 5/3/23

I spend time each week
working with my grade
level team going over the

curriculum maps, flow
charts, and lesson
plans/content standards
in order to fully
understand the content
we will be teaching. We
also discuss what
possible technology we
can implement in to our
lessons that week to help
student engagement. We
meet each Tuesday and
Wednesday during our
P.E. time to discuss this.
12/11/22
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 students 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. 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. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. 7/12/22 Provides explicit teaching Provides explicit teaching academic language, and
student development of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching idioms, key words with language, text structures, directed goal setting,
ensure student of essential content multiple meanings, and grammatical, and stylistic monitoring, and
understanding of vocabulary and academic language in language features to improvement. Guides all
subject matter associated academic ways that engage ensure equitable access students in using analysis
language in single lessons students in accessing to subject matter strategies that provides
or sequence of lessons. subject matter text or understanding for the equitable access and deep
Explains academic learning activities. range of student language understanding of subject
language, formats, and 7/12/22 levels and abilities. matter.
vocabulary to support
student access to subject
matter when confusions
are identified.

I will constantly be At the beginning of each
informally and formally unit and each lesson I will
assessing my students to go over the academic
make sure they are being language that will be used
challenged to their ability and discuss all of the
level and will address any meanings of the words
academic language that is and then emphasize
used in the lessons. which meaning we will be
7/12/22 using in this context. This
academic language is also
Within each week, we used by the students
have a guided reader that when working in groups
we read 3 separate times and whole class. 7/12/22
throughout the week. We I leverage my
discuss the vocabulary understanding of each
words for the week that student's reading abilities
they will see throughout to reassign them to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
our guided reader. I also different reading groups
have the student talk as necessary throughout
about what they think the the school year. If a
words might mean, and student makes progress, I
that there is no wrong will move them to a more
answer. They discuss this advanced group, while
with their tables. We then those struggling with
read the story and use reading can shift to a
context clues to find out group that emphasizes
what the vocabulary phonics. I apply this
words mean. Following approach to my math
the story, we work on a groups as well.
page in our workbook to Additionally, by utilizing
use the vocabulary words I-ready, I can personalize
in new sentences. each student's lessons
12/11/22 according to their specific
needs, focusing on areas
where they need
improvement or
challenging them in areas
where they excel. 5/3/23
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. 7/12/22 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
For example, I readjusted During reading
our math curriculum to comprehension activities,
learn our 2D shapes students work
separately from the 3D independently and
shapes in order to ensure submit their work for
student understand since grading. By reviewing
this is their first exposure their work, I am able to
to most of the shapes. determine which
7/12/22 students have a good
understanding of the
After going through a material and which ones
lesson and doing a few need additional support.
concepts, I see what For those who require
students need help with help, I work with them to
or are struggling to develop strategies for
understand and I adjust finding the answers they
my lessons and their pace need. I apply the same

accordingly. I also approach to assessments
provide more and tests as well. For
opportunities for example, I often use these
students to practice. For methods when teaching
example, I noticed topics related to money
students were struggling and time, as I know they
with distinguishing the can be challenging for
different parts of speech many of my students. In
from each other. addition, I am able to
Therefore, I went back to tailor lessons for each
this lesson and taught all student using I-ready.
of them again. I also used 5/3/23
a boom card to help them
learn their parts of
speech and really drive
home the concept.
12/11/22
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. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
7/12/22
I use a variety of different Our curriculum includes a
instructional strategies close reading component,
outside of what is from which requires us to read
the curriculum to ensure a story three times a
student understanding at week. I adhere to this
their level. Often, creating protocol. Similarly, I
resources or using well follow the guidelines laid
created TPT resources to out in our curriculum for
differentiate at the levels spelling rules and
needed. I will also work incorporate the
with students to connect recommended daily
subject matters such as if activities. In math, I also
there is alliteration in a follow the prescribed
math word problem, I will curriculum while making
have students identify necessary adjustments as

that alliteration. 7/12/22 needed. I then use their
Throughout our math answers and abilities
units, we do a mid- during the close read to
chapter check just to see make small reading
how the students are groups for the week
grasping the concepts. based on their needs and
After the mid-chapter level of understanding.
check, I see which 5/3/23
students are struggling. I
then utilize a fluency
practice in our workbook
in order to help the
students understand the
concepts a bit more.
12/11/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
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
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. 7/12/22 and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
7/12/22
I search through many If students get stuck on I customize learning
websites such as TPT, using one type of materials according to the
national geographic kids, resource, I will help them needs of each student.
scholastic, etc. to find to try new resources. If For instance, I have been
resources, materials, and they prefer to learn off of utilizing i-Ready more
technologies to help me one type of resource after frequently, which allows
make all the subject attempting to use all of me to assign specific
matter accessible to them, they are highly lessons to each student
students at the level of encouraged to use the based on their learning
their need. 7/12/22 one they learn the most requirements. They have
from. 7/12/22 access to their individual
Throughout different usernames and
subjects and different I feel that they grasp passwords in their
lessons, I love to concepts really well from folders, and can log in
incorporate different videos because they are during their free time to
modes of learning. I often so used to focusing and view their "teacher-
love to use educational watching videos on their assigned lessons." Once
videos to help my iPads at home. My they complete a lesson,
students learn.12/11/22 students love to watch they record their
BrainPOP videos and also progress on a chart to
Jack Hartmann Videos. track their learning.
12/11/22 5/3/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
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
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. 7/12/22 Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
7/12/22 English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
During parent teacher I ensure that my English
conferences I will have learners and students
parents discuss issues they with special needs are
have seen with their placed in reading groups
children. Then in turn, I that are at their level and
will discuss any issues that where they can feel
I have noticed and will get confident while reading. I
their side/understanding. keep track of their
For example, I had a
progress and encourage
student who had a hard
them by acknowledging
time with certain letter
pronunciations. I spoke their improvements and
with mom and she said he letting them know how

often gets confused proud I am of their
because he is currently learning. As the year
learning 6 different progresses, I gradually
languages. 7/12/22 remove scaffolding in our
small reading group, and
Around my classroom and move my English learners
with supplies we use to different groups based
frequently, I will have on their level and
labels that give the word in confidence in reading. I
the native language of the am happy to report that I
ELLs. 7/12/22 have witnessed
I utilize many different remarkable growth in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
forms of visuals to help reading with one of my
my language learners. English learners this year.
These visuals help them 5/3/23
compare and connect an
item or other things to
the words and what they
sound like. I always make
to sure to pause and
check to make sure that
my ELs are supported
and understanding
during a lesson and
throughout the day.
12/11/22

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. 7/12/22 achievement in accessing
instruction. content.
3.6 Addressing the Attends required meeting Cooperates with resource Communicates and
needs of English with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
families. and families during with resource personnel, support staff, and families to collaborates with resource
learners and student
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
with special needs to support of learning plans to ensure that student instruction. Supports families, leadership, and
provide equitable and goals. services are provided and families in positive students in creating a
access to the content progress is made in engagement with school. coordinated program to
accessing appropriate 7/12/22 optimize success of the full
content. range of students with
Learns about referral Initiates and monitors special needs.
processes for students with Seeks additional information Refers students as needed in referral processes and
special needs. on struggling learners and a timely and appropriate follow-up meeting to ensure Takes leadership at the
advanced learners to manner supported with that students receive site/district and collaborates
determine appropriateness documented data over time, support and/or extended with resource personnel to
for referral. including interventions tried learning that is integrated ensure the smooth and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
previous to referral. into the core curriculum. effective implementations of
7/12/22 referral processes.

When I refer students for Accommodations,

extra services, most often adaptations, and
extra tutoring through extensions are given to all
the school, I will provide students who need them.
parents with recent test These students are all
scores and samples of challenged at their ability
work to show where their level with these changes.
child is at and why I 7/12/22
believe that they need
these extra services. Constant e-mail, phone,
7/12/22 and video conference
correspondence with all
I utilize many different parties involved are
forms of visuals to help crucial. This helps to
my language learners. ensure the student,
These visuals help them family, and teacher are all

compare and connect an on the same page when it
item or other things to comes to school
the words and what they engagements and needs.
sound like. I always make 7/12/22
to sure to pause and
check to make sure that I utilize many different
my ELs are supported forms of visuals to help
and understanding my language learners.
during a lesson and These visuals help them
throughout the day. compare and connect an
12/11/22 item or other things to
the words and what they
sound like. I always make
to sure to pause and
check to make sure that
my ELs are supported
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
and understanding
during a lesson and
throughout the day.
12/11/22