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.

When I lesson plan for When teaching phonics to When teaching math, I
the week, I look at the my students, I thoroughly repeat the names of
academic language and explain each new special specific components and
plan to go over sound and identify the ask students to repeat the
vocabulary with students. difference between terms multiple times. I
I plan to highlight core special sounds, blends, use special rhymes to
concepts in math and give sight words, and initial reinforce concepts, such
time for students to blends. I make sure to as borrowing in
practice repeatedly repeatedly incorporate subtraction, and have
before allowing them to academic language and students recite it back
work independently. define various terms. multiple times. 4/28/24
7/16/23 11/4/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
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.
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language.
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.
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

After assessing students’ I simplify academic language

performance in all areas, I
learn to cater to specific
students, give more
assistance to some than
others, or alter the
academic language in my
lessons. 7/16/23
As I teach, I am constantly
defining words, giving
concrete examples to give
students context, and
challenge students’
understanding by
introducing new words.
7/16/23
and review concepts that
specific students have been
struggling with. For
example, I noticed that some
students were having
trouble identifying coins, so
I decided to reteach the
lesson even though a lot of
the other students had it
down. 12/7/23
I have continued to reteach
concepts when students are
absent or didn’t understand
the material when I taught it
the first time. 4/28/24
I often point out why specific
terms have their names. For
example, when teaching
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students about interrogative
sentences, I say, “When we
interrogate some, we are
asking them a lot of
questions. An interrogative
sentence asks a question
too!” 12/7/23
I have been researching and
implementing programs that
students can access at home
that will help reinforce
concepts we are learning in
class. 4/28/24
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I use the curriculum as a
base and invent songs,
rhymes, strategies, and
visual examples to aid in
reinforcing the concepts. I
assess the students’
understanding and cater
my strategies to their
needs. I incorporate
hands-on lessons that
encourages student
participation and helps
them better grasp the
material. 7/16/23
Uses instructional Gathers and uses Selects and adapts a
3.4 Utilizing strategies that are additional instructional variety of instructional
instructional provided in the strategies in single strategies to ensure
strategies that are curriculum. lessons or sequence of student understanding of
appropriate to the lessons to increase academic language
subject matter student understanding of appropriate to subject
Integrating Innovating
When teaching addition After teaching the
in my class, I use a book curriculum at my school
called “Addition the Fun for a few years, I have
Way” which reinforces learned now to support
memorization as it uses the lessons with
fun stories to connect to activities, packets, object
the addition families we lessons, and warm-ups.
are learning about in the 4/28/24
curriculum. 11/5/23
I check for understanding
constantly throughout my
lessons, I have students
repeat information back
to me, and I ask if anyone
has any questions about
new material. 4/28/24
Integrates instructional Uses an extensive
strategies appropriate to repertoire of
subject matter to meet instructional strategies to
students’ diverse develop enthusiasm,
learning, to ensure meta-cognitive abilities,
student understanding of and support and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

academic language matter and that academic language, and
appropriate to subject addresses students’ guide student in
matter. diverse learning needs. understanding
connections within and
across subject matter.
When teaching a new
concept, I use various
instructional strategies to
scaffold the material. I
begin with introducing
the concept and modeling
it for the whole class,
then allowing students to
take turns applying the
concept in front of the
class. I then give students
the opportunity to
practice individually
while I walk around and
check their answers. I
give more assistance to
students who are
struggling or I let
students work together to
solve problems. 7/16/23
challenge the full range of
student towards a deep
knowledge of subject
matter.
When going over material
and reinforcing concepts
that I teach in the class, I
play a variety of games to
get students excited
about learning. One of the
games I play is
“snowman” where I draw
the parts of snowman
every time students get a
letter incorrect when
they are trying to guess
one of their spelling
words. 4/28/24

I start off lessons with a

mini lesson that reviews
what we learned the day
before to reinforce newer
concepts. 12/7/23

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
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
resource needs. available to all students.
students
I use manipulatives
during math lessons,
incorporate stories to
help with memorization,
and use iPads for
practicing math facts.
7/16/23
On the iPads, students
utilize programs such as
ReadLee, Boddle, math
fact games, and
geography games.
Students can also sign
into some of these apps
from home. 7/16/23
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
proficiencies based on proficiencies in listening,
with special needs to
available assessment data. speaking, reading, and
provide equitable writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify gaps
in English language
Provides adapted materials development.
to help English learners
access content. Attempts to scaffold content
Applying
differentiated learning of
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
When teaching lessons
throughout the day, I
rotate between various
forms of instruction
including independent
work, online videos,
tablets, writing in
journals, group work, and
the use of manipulatives.
12/9/23
Some students are given
the opportunity to use
tablets when they are
finished early in order for
them to can excel at their
own pace. Each app the
students use are
individualized to each
student’s ability. 12/9/23
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
Integrating Innovating
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.
I am continually
searching for and
implementing programs
for students to access at
home or in the classroom
on their tablets.
Throughout the day, I
either access these
programs on my
computer and project it
on the board, or students
access programs on their
tablets. 4/28/24
I always ensure students
know how to navigate
these programs and how
to log into their accounts.
4/28/24
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
I have not had too much
experience with English
Learners, but I am aware
of students’ primary
languages at home and
seek to make students
feel that their cultures are
recognized. 7/16/23
I do not currently have
materials that help
English Learners, but if I
have EL students in the
future, I will utilize any
materials that will help
them access content.
7/16/23
Exploring Applying Integrating Innovating
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,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
When assessing English
Learners, I use a WPM
reading test to gauge the
student’s reading
proficiency and mark
specific words or sounds
he/she struggles to decode.
This helps me identify any
gaps in learning or areas
that need improvement.
11/5/23
I have several students in
my class who speak a second
language at home, and since
I know some Spanish,
sometimes I speak Spanish
to the students who know it.
This makes them feel that I
am including and accepting
their first language. 4/28/24
I use charts for the whole
class to read together to
reinforce special sounds and
I also play games to give
students extra practice.
11/5/23
I’ve been using graphic
organizers for students to
outline a paragraph. The
organizer helps students
break the paragraph into
five parts and remember the
important components that
are needed. 4/29/24
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.
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.
I find information about
students’ social/emotional
tendencies so I can adapt my
teaching style to make them
comfortable. 7/16/23
I speak with parents about
student’s triggers,
tendencies, needs, and
strategies that help them at
home. 7/16/23
I communicate with parents
about concerns I have and if
they should test for an IEP.
7/16/23
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.
I modified our spelling lists
for one of my students by
eliminating 5 words from a
17 word list each week. That
way his workload is not as
overwhelming. 12/9/23
I communicate with this
student’s mother regularly
and offered to tutor him
outside of school. I now
tutor him and modify his
worksheets in class.
12/9/23
I suggested to the mother of
this student that he may
need extra practice with
reading and we discussed
the possibility of him having
dyslexia. 12/9/23
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with school. coordinated program to
optimize success of the full
Initiates and monitors range of students with
referral processes and special needs.
follow-up meeting to ensure
that students receive Takes leadership at the
support and/or extended site/district and collaborates
learning that is integrated with resource personnel to
into the core curriculum. ensure the smooth and
effective implementations of
referral processes.
I have a student in my class
who has autism, and he is
always accompanied by a BT
throughout the day. I seat
him near the door so the
aides can have room to sit by
his desk and easily take him
out for a break with minimal
distractions. 4/29/24
I meet with my principal and
run new strategies by her
before implementing them
to accommodate for
students with special needs.
4/29/24
I have meetings with this
student’s supervisors and
parents to set new goals for
him throughout the year.
4/29/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating