CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating
language, and academic identify connections concepts, academic
knowledge of subject
content standards. between academic language, and academic
matter academic
content standards and content standards.
content standards
instruction. 7/17/22 12/11/22
I feel conHident in some When designing my
grade level subject lessons, I strive to connect
matter such as learning with real-life
mathematics, while I am contexts and other
still familiarizing myself classroom content areas.
with other subjects such For example, in our
as science. 7/17/22 Benchmark Curriculum,
there are several units
both Hiction and non-
Hiction. One unit, titled
"The Power of Electricity,"
is relevant to the 4th
grade NGSS standard of
Evidence energy. When teaching
this Benchmark unit, I
align it with the energy
science unit. Doing this
provides students with
the opportunity to make
connections across
content areas and
reinforces concepts in
both ELA and science.
12/11/22
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter concepts,
concepts, academic current issues, academic
content standards, and language, and research to
academic language in make relevant connections
ways that ensure clear to standards during
connections and relevance instruction and extend
to students. 5/5/23 student learning.
I use cross-curricular
connections often in
lesson planning. For
example, my informative
writing assignments often
make a connection to a
science or social studies
unit that we have learned.
The most recent writing
assignment was "Solving
the Plastic Problem"
which connected our
science unit on the
environment to the
informative style of
writing. 5/5/23
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 response to knowledge of range of students knowledge of students to
development while and implements student development and development into guide all students to
becoming aware of learning activities in proHiciencies to meet instructional decisions to develop proHiciencies,
differences in students’ single lessons or students’ diverse learning ensure student understand subject matter
understanding of subject sequence of lessons that needs. Ensures understanding of the including related academic
matter. addresses students’ understanding of subject subject matter including language.
proHiciencies and matter including related related academic
Teaches subject-speciHic support understanding academic language. language. Engages student at all
vocabulary following of subject matter levels of vocabulary,
3.2 Applying curriculum guidelines. including related Provides explicit teaching Provides explicit teaching academic language, and
knowledge of student 7/17/22 academic language. of essential vocabulary, of speciHic academic proHiciencies in self-
development and idioms, key words with language, text structures, directed goal setting,
proIiciencies to Provides explicit multiple meanings, and grammatical, and stylistic monitoring, and
ensure student teaching of essential academic language in language features to improvement. Guides all
understanding of content vocabulary and ways that engage students ensure equitable access to students in using analysis
subject matter associated academic in accessing subject subject matter strategies that provides
language in single matter text or learning understanding for the equitable access and deep
lessons or sequence of activities. range of student language understanding of subject
lessons. Explains levels and abilities. matter.
academic language,
formats, and vocabulary
to support student
access to subject matter
when confusions are
identiHied. 12/11/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I am growing in my use of I use a supplemental
explicit vocabulary program, Vocabulary A-
instruction to provide Z, in many content areas
stronger base knowledge to help student
to students prior to understanding of
lessons. 7/17/22 essential vocabulary.
When teaching about
California missions in
4th grade, there are
many content-speciHic
words that students
must know prior to
developing an
understanding of the
mission system. Words
such as "missionary,"
Evidence
"adobe," and "pueblo"
are words that are
generally unfamiliar to
students. After an
explicit teaching of
content vocabulary,
students are given an
opportunity to go on
Vocabulary A-Z to
further their
understanding and
strengthen their
vocabulary knowledge
through game-based
practices. 12/11/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to support considers adjustments readiness to organize and to organize and adjust resources to Hlexibly and
student understanding of in single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. sequence of lessons to ensure student across subject matter to adjust instruction.
curriculum to
support understanding understanding. 12/11/22 extend student
facilitate student
of subject matter. understanding. Ensures student
understanding of the
7/17/22 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.

I use my best knowledge This Google Form exit

of my students and the ticket evaluates student
curriculum to decide the understanding of lines of
pace of instruction and symmetry. Based on
how to deliver content. I results of this 4-question
may expand on a lesson Google Form, I can
or pass a lesson quickly determine which students
based on my need small group
observation of student intervention or if a whole-
understanding. 7/17/22 class reteach is
required. 12/11/22
Evidence
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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-cognitive
instructional lessons to increase academic language to ensure student abilities, and support and
strategies that are student understanding appropriate to subject understanding of challenge the full range of
appropriate to the of academic language matter and that addresses academic language, and student towards a deep
subject matter appropriate to subject students’ diverse learning guide student in knowledge of subject
matter. 7/17/22 needs. 12/11/22 understanding matter.
connections within and
across subject matter.

I use other modes of Following novel studies, I

presentation to teach or provide students with a
reinforce content choice board where they
knowledge for students. can choose activities to
This may look like a complete that best Hit their
video, a song, additional learning style and
literature, etc. 7/17/22 interests. Given students a
choice provides an
opportunity for them to
display their creativity
and critical thinking skills.
12/11/22

Evidence
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 speciHic technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter technologies for concept meet identiHied student instructional materials to
adapting resources, matter accessible to accessible to students. and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and critical
standards-aligned Explores how to make reHlect the diversity of the students. thinking about subject
instructional IdentiHies technological technological resources classroom and support matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to 7/17/22 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.
12/11/22

I provide students with I use Accelerated Reader, a

digital copies of a text, digital reading program,
as well as physical to gather student data and
copies, and an audio track progress over the
reading, when available. course of the school year.
7/17/22 In the beginning of the
school year, I assign the
STAR test, which collects
students' readiness level,
grade equivalency, Hluency,
Evidence and other domains of
reading. This assessment
is assigned each trimester.
12/11/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional IdentiHies language Integrates knowledge of Engages English learners in
primary language and information describing proHiciencies and English English language assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proHiciencies based on language proHiciencies study of language and learners’ strengths and language development and
available assessment data. in listening, speaking, content. Differentiates assessed needs into in meeting content
reading, and writing. instruction using one or English language and standards. Supports
Provides adapted Uses multiple measures more components of content instruction. students to establish and
materials to help English for assessing English English language monitor language and
3.6 Addressing the learners access content. learners’ performance to development to support Develops and adapts content goals.
needs of English 7/17/22 identify gaps in English English learners. instruction to provide a
learners and student language development. wide range of scaffolded
with special needs to Creates and implements support for language and Is resourceful and Hlexible
provide equitable Attempts to scaffold scaffolds to support content for the range of in the design, adjustment,
access to the content content using visuals, standards-based English learners. and elimination of
models, and graphic instruction using literacy scaffolds based on English
organizers. 12/11/22 strategies, SDAIE, and learners’ proHiciencies,
content level English knowledge, and skills in
language development in the content.
order for students to
improve language
proHiciencies and
understand content.

I use information from In my classroom, I have

the Aeries portal to visuals displayed
identify my English throughout to support
Language Learners. I student learning and
would like to improve help students
on the way I modify understand learning
materials or provide goals and expectations.
scaffolding language This looks like
Evidence support. 7/17/22 educational graphic
organizers and anchor
charts, a visual display
of our daily agenda, and
learning objectives
posted for the core
subject areas. 12/11/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning