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. connections and connections to standards
relevance to students. during instruction and
extend student learning.

I have examined the I have examined the

concepts in the subject concepts and topics we
matter that will be will be covering
covered throughout the throughout the school
entire year for the four year for the four main
main core subjects. core subject areas.

The contents covered in I planned out the year

certain subject areas at and thought about what
times overlap with topics would be good to
another subject area; overlap with other
knowing that I plan subject areas. I use this to
projects or lessons that help plan multisubject
are multisubject. I may lessons or projects.
also ask students to think
about another lesson I have researched math
from another subject area curriculums and read
when teaching a lesson so different research articles
students can make that helped me think
connections. about ways that I can
improve my instruction
During lessons we go over by making student
academic language learning more
students may not meaningful.
understand. Important
vocabulary is talked During lessons we go
about frequently. I model over academic language
how to use the vocabulary students may not
during lessons. understand. Important
vocabulary is talked
I try to connect the about frequently. I model
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.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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.
Applying Integrating Innovating
content they are learning how to use the
to their lives using my vocabulary during
knowledge of Korean lessons.
culture and their
background experiences. I I try to connect the
make connections content they are learning
through examples, or by to their lives using my
posing questions and knowledge of Korean
students share their culture and their
thinking. background experiences.
I make connections
through examples, or by
posing questions and
students share their
thinking.
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. language. 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 to students in using analysis
students in accessing subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I explicitly teach academic
specific language at the
beginning of a lesson that
I think students may not
know or academic
language that students
may need to review.

During lessons if we
encounter words that I
may think students may
not be familiar with, we
stop and talk about what
that word means.

I do checks for
understanding
throughout my lessons
through the use of
questions, partner
discussions, quick writes,
or thumbs up, thumbs
sideways, thumbs down.
If I see that there is
confusion I adapt by
further explaining or
changing my delivery. I
keep a mental note of
students who showed
signs of confusion.

Every week students are

taught specific text
structures, grammatical
or language features that
relate to the story we are
reading in Language Arts.

I am using rotations
during LA to provide
instruction in a smaller
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

group setting
environment.

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. 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.
I have examined the I have examined the
curriculum for all subject curriculum for the main
core areas and planned four subject areas. I have
out how to space out each carefully thought out the
lesson to fit over the sequence and pacing of
course of the school year. different topics
I have looked at the throughout the year.
objectives and standards
for the subject core areas Even though I have paced
that will be covered out my year and develop
throughout the school monthly plans. I make
year. adjustments based on my
students. If students need
Based on the curriculum, I more time to spend on a
have made adjustments in lesson or an activity is
the pace in mathematics. taking longer than
So that the flow of the planned. I adjust to go at
lessons align better with the pace that my students
the skills students are need.
learning.
This semester as part of
The contents covered in my teacher leadership
certain subject areas at project I made a math
times overlap with curriculum so that the
another subject area; topics align better with
knowing that I plan the skills students need to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

projects or lessons that know. I have highlighted
are cross-content. key vocabulary that may
need to be pre-taught or
Even though I have paced reviewed during certain
out my year and develop lessons and linked
monthly plans. I make resources.
adjustments based on my
students. If students need During instruction I check
more time to spend on a in with students through
lesson or an activity is small group,
taking longer than observations, a simple
planned. I adjust to go at thumbs up, thumbs down,
the pace that my students thumbs sideways.
need.
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that addresses academic language, and challenge the full range of
subject matter appropriate to subject students’ diverse learning guide student in student towards a deep
matter. needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I integrate instructional
strategies that are
appropriate to the subject
matter to meet students’
diverse learning needs. I
implement projects or
activities that provide
choice to students.
Students are working
towards the same
academic goal, but have
choice in how to achieve
it. For example, students
will be working on
designing a toy. Students
will have choice in the
type of toy they are
interested in building and
that suits their ability.
.

I look at the lessons I will

be teaching in advance
and go over all the
content that will be
presented in that lesson. I
think about my students
and their learning styles
to come up with the best
way to deliver the
information. I preview if
there are any words,
phrases or idioms used in
the lessons that my
students may not know
but should know in order
to comprehend the
content of the lesson.

I have knowledge of my
students’ interests. I use
that information to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses available Explores additional
instructional materials, instructional materials,
resources, and resources, and
technologies for specific technologies to make
3.5 Using and
lessons to make subject subject matter accessible
adapting resources,
matter accessible to to students.
technologies, and
students.
standards-aligned
Explores how to make
instructional
Identifies technological technological resources
materials including
resource needs. available to all students.
adopted materials, to
make subject matter
accessible to all
students
I use the available
materials in the
classroom such as the
laptop and projector to
display videos, project
PPTs, or display the
lessons page in real time. I
use tehcnology to display
pictures when I preview
vocabulary. I use
technology when possible
to show clips, or audio for
students that would help
their understanding of a
topic.
I think about the time we
have access to technology
Applying Integrating Innovating
provide examples during
lessons or pose questions
that will spark students’
interest or make a
connection to students’
lives.
Selects, adapts, and Integrates a wide range of Engages students in
utilizes appropriate adapted resources, identifying and adapting
instructional materials, technologies, and resources, technologies,
resources, and instructional materials to and standards-aligned
technologies for concept meet identified student instructional materials to
and skill development in needs and make subject extend student
subject matter. Resources matter accessible to understanding and
reflect the diversity of the students. critical thinking about
classroom and support subject matter.
differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
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.
I use the available
materials in my
classroom, my school and
use parents as a resource
to teach content matter.
In my class I use my
laptop and projector often
to be able to display the
page of their book on the
projector. I am able to
guide them through their
book work and
supplement that content
with videos, games, or
previewing vocabulary.
We are able to use iPads
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
(macbooks) and when we
can benefit from having
extra time in the class. I
signed up for extra access
to the macbooks so I can
incorporate the use of the
laptops during lessons
that I think students
would benefit from
conducting research
projects or using the
technology in a different
way to demonstrate
subject matter
understanding.
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.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying Integrating Innovating
throughout the week. I
think about what we are
learning and utilize our
computer time as best as
possible to supplement
lessons and student
learning.
Students familiarize
themselves with terms
related to technology as
we have gone over what
QR codes are, locking the
device, how to lock the
screen, how to log in to
their class dojo accounts,
and Khan Academy
accounts.
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I sought out more
information regarding the
ELL’s in my classroom by
having discussions with
their previous classroom
teachers to get feedback
on what students
struggled on the most,
how they supported their
needs last year, and any
other information that
will be beneficial in
helping me plan and
adapt lessons for those
students.
I worked closely with the
ESL teacher who assessed
the students and went
over their results. I saw
previous year’s data and
saw how student’s
developed over the
previous school year. I
compared the results of
the tests to what I have
seen in class.
Before beginning a lesson
we go over vocabulary, I
provide videos and
visuals of topics, I display
the content on the
projector and objectives
are written on the board.
Students can demonstrate
understanding through
different ways such as
verbal discussions,
responding orally to a
question, and sometimes
a group project.
Applying
I know some of the areas
of strength and
weaknesses of my English
Language Learners, I
know this by observing
them and by conferring
with the ESL teacher. I use
that information to guide
my instruction, their
seating in the classroom,
homework, assignments,
and assessments.
I preview vocabulary at
the beginning of lessons
and use visuals to help
students understand the
word. I make sure to sit
students next to someone
they feel comfortable but
could also help them. We
do a lot of discussions and
group work and I want
students to be able to feel
comfortable speaking and
sharing ideas.
I use SDAIE strategies by
activating previous
knowledge when starting
a lesson that could help
students make
connections between
what they already know
and what we will be
learning in the lesson. I
add visuals to my lessons
and opportunities for
students to have hands-
on-activities .
Integrating Innovating
All of my students are
considered to be English
Language Learners.
Throughout this school
year and almost on a daily
basis, we encounter
words that students are
unfamiliar with.
In my class we are
constantly going over
unknown words. I check
ask my students if they
are familiar with a term
or word during lessons
daily. If students are
unfamiliar with a word
we look up a definition
and picture or example.
Students do daily
intentional vocabulary
practice. Students have 4-
5 vocabulary words a
week that we cover in the
mornings and practice
using it in a sentence.
I use SDAIE strategies by
activating students prior
knowledge when starting
lessons/units that could
help students make
connections between
what they already know
and what we will be
learning. I add visuals in
the form of pictures or
videos whenever possible.
I provide sentence
starters for writing
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
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
I am aware of the
students full range of
students in my classroom.
Currently no student is
classified as having a
special need. However, I
have discussed with the
ESL teacher and the
principal at the school
two potential students
who could fall under the
that category.
They have informed me of
the referral process.
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.
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.
Currently there are no
students in my class that
are classified as having a
special need. There are
two potential students
that could fall under that
category. Other personnel
that interact with those
students and know their
background have also
mentioned their concerns.
I have communicated my
concerns and
observations in the
classroom with the
parents and parents
understand and are fully
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.
Integrating
activities and model how
to complete activities.
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.
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

Element Emerging Exploring Applying Integrating Innovating

aware. We communicate
and are working together
to provide the support
that their child needs.