CSTP 3: Understanding and Organizing

Subject Matter for Student Learning​

3.1 Demonstrate knowledge of subject matter, academic content standards, and curriculum

frameworks

● Level of Development: applying, innovating

● Understands and explains the relationship between essential subject matter concepts, academic
language, and academic content standards.
● 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.
● Date: August 2022
● Evidence:Discusses the daily lesson objective with the whole class. Explains the “why are we
learning this?” and its relevance. Relates the Sunni and Shia Muslims to current events in the
Middle East.
● Students identify cultural landscapes of China both past and present. Here is a link to the
culminating project where students identified Cultural landscapes of China link to evidence

Level of development: 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

Date: November 2022

Evidence:

1. Cnn.10 current event journal entries done at the beginning of each class period. link to journal template
2. Students identify cultural landscapes both past and present from India in a podcast assignment. link to
podcast assignment

11/5/2022

Level of development: innovating

date: 5/5/2023

evidence:

1. Cnn.10 current event journal entries done at the beginning of each class period. link to journal template
2. I refined this assignment because it is a semester class. Students identify cultural landscapes both past and
present from India in a podcast assignment. link to podcast assignment This is an example of technology
integration because the use of various apps and platforms.

3.2 Apply knowledge of student development and proficiencies to ensure student understanding of
subject matter

● Level of Development: exploring, applying

● Provides explicit teaching of essential content vocabulary and 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.
● 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.
● Date:August 2022
● Evidence:Teaches vocabulary as a pre lesson before main lesson. Students put vocabulary
definitions in their own words directly on their note sheet. Uses periodic checks for understanding
and adjusts pace accordingly. Provides supplemental vocabulary for ELL students.

Levels of development: applying

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. 11/5/2022

Date: November 2022

Evidence

1. Periodic checks for understanding such as question and answer in the beginning of class to review.

2. Provides activities to develop vocabulary. 11/5/2022 This is a link to review questions posed at the beginning of
class to review link to questions
Level of development: integrating

Provides explicit teaching of specific academic language, text structures, grammatical, and stylistic language
features to ensure equitable access to subject matter understanding for the range of student language levels and
abilities

date: 5/5/2023

evidence:Had students explain the difference between different social movements and power structures during
WW2.

2. Periodic checks for understanding such as question and answer in the beginning of class to
review.5/5/2023

This is a link to an exit ticket where I had students explain the difference between social movements and powers
during WW2. This is an example of NBPTS standard 3, content.

3.3 Organize curriculum to facilitate student understanding of the subject matter

● Level of Development: emerging, innovating

● Follows organization of curriculum as provided by site and district to support student
understanding of the subject matter.
● Ensures student comprehension and facilitates student articulation about what they do and do not
understand.
● Date: Month and Year August 2022
● Evidence: Follows understanding by design/ backwards design as organized by the school site.
● Follows CA state content standards for social studies. Feedback is given at the end of learning
activities when students miss the mark or achieve mastery. Here is the list of standards applied to
the unit on China. This document was created while building UBD curriculum link to evidence
● Allows students to redo learning activities when they miss the mark.
Levels of Development: innovating

Ensures student comprehension and facilitates student articulation about what they do and do not understand.

Uses extensive knowledge of curriculum and related resources to flexibly and effectively organize and adjust
instruction. 11/5/2022

Date: November 2022

Evidence: 1. Feedback is consistently given to assignments to ensure understanding.

Allows students to make adjustments and resubmit when students miss the mark 11/5/2022

This is a screenshot of feedback and an opportunity to redo an incomplete project

This evidence is using ISTE standard Learner/ leader as emerging. This is showing feedback given though their
online platform, Canvas.

Level of development: innovating

Uses extensive knowledge of curriculum and related resources to flexibly and effectively organize and adjust
instruction.

Ensures student comprehension and facilitates student articulation about what they do and do not understand.
5/5/2023
date: 5/5/2023

evidence:1. Feedback is consistently given to assignments to ensure understanding.

Allows students to make adjustments and resubmit when students miss the mark 5/5/2023

This is an example of feedback given to a student.

3.4 Utilize instructional strategies that are appropriate to the subject matter

● Level of Development: emerging, applying

● Uses instructional strategies that are provided in the curriculum
● ​Selects and adapts a variety of instructional strategies to ensure student understanding of
academic language appropriate to subject matter and that addresses students’ diverse learning
needs.
● Date: Month and Year: August 2022
● Evidence: I utilize lecture/ note taking that are provided in the curriculum. I utilize learning
activities such as compare and contrast that are provided in the curriculum. Here is a link to an
note sheet where students were asked to compare and contrast Chinese and Japanese art and fill in
notes. Provides supplemental vocabulary for ELL students. Provides extra time on learning
activities for students with special needs.

Levels of Development: integrating

Integrates instructional strategies appropriate to subject matter to meet students’ diverse learning, to ensure student
understanding of academic language, and guide student in understanding connections within and across subject
matter.

Date: November 2022

Evidence:

1.Discusses options and accommodations on a need basis with a learning specialist for EL and IEP students.

Uses fill in the blank note sheets with vocabulary to assist student understanding. 11/5/2022 Here is a link to a note
sheet with vocabulary.

Level of development: integrating

Integrates instructional strategies appropriate to subject matter to meet students’ diverse learning, to ensure student
understanding of academic language, and guide student in understanding connections within and across subject
matter.

date: 5/5/2023

evidence:

1. Discusses options and accommodations on a need basis with a learning specialist for EL and IEP students.

2. Uses fill in the blank note sheets with vocabulary to assist student understanding.
Link to note sheet for fill in the blank notes.

link to note sheet

3.5 Use and adapt resources, technologies, and standards aligned instructional materials, including

adopted materials, to make subject matter accessible to all students

● Level of Development: emerging, innovating

● Uses available instructional materials, resources, and technologies for specific lessons to make
subject matter accessible to students.
● Identifies technological resource needs.
 ● Ensures that student are able to obtain equitable access to a wide range of technologies through
ongoing links to outside resources and support.
● Date: August 2022
● Evidence: Uses textbook, teacher’s manual and supplemental texts provided by school site. Here
is the link to the textbook. I keep extra copies for kids that don’t have internet access or forget
their books. Contacts technology office with technology issues and specific student needs.
Ensures students have access to all material and has access to the internet. Requests tech office to
provide hotspot to students with our internet
● Provides multiple files and links to ensure all students can open the files and access the links

Level of development: Innovating

Engages students in identifying and adapting resources, technologies, and standards-aligned instructional materials
to extend student understanding and critical thinking about subject matter.

Ensures that students are able to obtain equitable access to a wide range of technologies through ongoing links to
outside resources and support. 11/5/2022

date: November 2022

evidence:

1. Ensures that all students have access to all class material and has access to the internet. Requests tech office to
provide hotspot to students with our internet

Provides multiple files and links to ensure all students can open the files and access the links 11/5/2022

Here is a link to the textbook. physical book available in the classroom This connects to ISTE standard Learner as
emerging because students are using an online book to learn information. Students can utilize resources from the
online resources as well as different types of shortcuts on thor devices to find the information.

Level of development: innovating

Engages students in identifying and adapting resources, technologies, and standards-aligned instructional materials
to extend student understanding and critical thinking about subject matter.
Ensures that student are able to obtain equitable access to a wide range of technologies through ongoing links to
outside resources and support.

date: 5/5/2023

evidence:1. Ensures that all students have access to all class material and has access to the internet. Requests
tech office to provide hotspot to students with our internet

Provides multiple files and links to ensure all students can open the files and access the links

Here is an example of supplemental materials and videos that I posted to help students with the Cold War unit.

3.6 Address the needs of English learners and students with special needs to provide equitable
access to the content

● Level of Development: emerging, exploring, innovating

● Is aware of students’ primary language and English language proficiencies based on available
assessment data.
● Provides adapted materials to help English learners access content.
● Is resourceful and flexible in the design, adjustment, and elimination of scaffolds based on
English learners’ proficiencies, knowledge, and skills in the content.
● range of students identified with special needs through data provided by the school.
● Attends required meeting with resource personnel and families.
● Learns about referral processes for students with special needs.
● Seeks additional information on struggling learners and advanced learners to determine
appropriateness for referral.
● Date: Month and Year: August 2022
● Evidence: I am provided information from administration about students who are ELL. I make
note of those students. Provides translator and supplemental materials to EL students. Adjusts due
dates for learning activities to ensure student understanding. Provides more time and translator on
 assessments for EL students. Makes adjustments for students from the information provided by
the school site. Meets with parents and school counselors periodically to discuss progress. Seeks
for additional strategies to help students with dyslexia. Seeks activities for early finishers for
more learning opportunities.

Levels of development: innovating

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.

Cooperates with resource personnel, para-educators, and families during meetings and activities in support of learning plans and
goals.

Seeks additional information on struggling learners and advanced learners to determine appropriateness for referral.

date: November 2022

evidence: 1. Seeks additional strategies to support students' learning.

2. Utilizes learning specialist for accommodations on IEP and ELL students. 11/5/2022

Level of development: innovating/ exploring

Is resourceful and flexible in the design, adjustment, and elimination of scaffolds based on English learners’ proficiencies,
knowledge, and skills in the content.

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.

Cooperates with resource personnel, para-educators, and families during meetings and activities in support of learning plans and
goals.

Seeks additional information on struggling learners and advanced learners to determine appropriateness for referral.

date: 5/5/2023

evidence:

1. Adjusts due dates for learning activities to ensure student understanding.

Provides more time and translator on assessments for EL students

1. Seeks additional strategies to support students learning.

2. Utilizes learning specialist for accommodations on IEP and ELL students.