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 09/16/23 content standards and content standards. ways that ensure clear make relevant
content standards instruction. 04/01/24 connections and connections to standards
relevance to students. during instruction and
extend student learning.

Evidence Before I introduce a unit I have been examining

to my students, I create a the concepts that I teach
short activity, warm-up, and finding a format that
or reading where I am is best for myself and
able to determine how students to approach the
much vocabulary my content. First semester I
students know from the followed the curriculum
unit. The reason why I as it was. However, in
say vocabulary is the second semester I
because teaching a began to move around
Spanish 1 class comes my curriculum in a
with a lot of new sequence that would
vocabulary that is always best benefit my students
the beginning to any unit while still reaching all the
taught. On the first day contents. In addition, I
of school, I assigned a connect each topic with
Spanish placement exam the World Language
to my classes where I standards and students'
will determine if my learning goals. Lastly, I
students stay in the non- am always implementing
native speakers route or novels each quarter as a
the native speakers format to introduce
route. The exam allowed grammar or culture into
me to determine the my classes rather than
students who have the teaching it explicitly and
fundamental knowledge traditionally. 04/01/24
of the language through
home or peers. That
same week, I provided
an activity of cognates
between Spanish and
English terminology.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

This activity provided an
insight on the students
who are able to make
connections between the
Spanish and English
language before I began
any unit. 09/16/23
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. Provides explicit teaching Provides explicit teaching academic language, and
student development 09/16/23 Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access to students in using analysis
or sequence of lessons. students in accessing subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support levels and abilities. matter.
student access to subject
matter when confusions
are identified. 04/01/24

I introduce a set of I explain the academic

vocabulary words that language and formats of
will relate to the unit of each activity to support
the lesson. In students and avoid lack
September, we covered of understanding. I
Evidence our unit on the parts of introduce vocabulary
the body in Spanish. through novels, gestures,
With that said, I provided songs, and games.
the vocabulary on Quarter two was the first
Google slides with an time I introduced a novel
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

image and its English to my students for our
translation. Adding on, I Quinceañera unit, and
had students write the the novel consisted of a
vocabulary on their lot of the vocabulary
notebooks. We practice terms within the unit.
the vocabulary for three With that said, this
to four weeks through a allowed students to
variety of activities. For utilize the target
each set of vocabulary language in context
words, I assign a rather than
homework assignment memorization. During
where students must the second semester, I
write two sentences for began to implement skits
each vocab word. Also, into my lessons where
we repeat vocabulary on students are creating a
a daily basis and one skit while utilizing the
way of doing it is through vocabulary of the unit.
songs and gestures. For For example, during our
this particular unit, we food unit students
would sing "head, created restaurant skits
shoulders, knees, and playing the roles of a
toes'” in Spanish and chef, waiter, and clients.
point to each part of our With that said, I try to
bodies. Lastly, I would associate the academic
create games for language in Spanish in
students to easily context. -4/01/24
memorize vocabulary.
An example of a game
we play is matamoscas.
Essentially, I give one
sheet of paper with the
Spanish vocabulary to a
pair of two. As the
teacher, I will say a
vocabulary term in
English and students
need to mark it in
Spanish on their sheets.
In other words, it is a
competition on who
marks the word first.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 09/16/23 understanding of subject understanding. extend student instruction.
facilitate student matter. 04/01/24 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Evidence I apply my knowledge of This school year I had
the subject to organize the opportunity to adjust
lessons, units, and the curriculum for the
instructional strategies. following school year as
However, as previously we are currently going
mentioned I continue to through a textbook
struggle in framing adoption. I kept the
curriculum and units curriculum the same, but
because I strongly feel I connected the contents
didn’t obtain the to the unit’s book and
necessary practice sequenced the units
during my student differently in a manner
teaching experience as it that will benefit my
was directed more students. However, I
towards daily lessons. have also adjusted this
This is my official first year’s curriculum when
year of teaching and necessary. For example,
because we’re only five in Spanish 1 students
weeks into the school need to learn how to
year, I haven’t had the conjugate verbs in the
opportunity to organize present tense for all
the curriculum. In other three endings (ar,er,and
words, I continue to ask ir). The curriculum
for help, I continue to go stated to teach the ar
to my department chair verbs first semester and
for questions, and I er/ir verbs second
collaborate with teachers semester, but I did all
who teach the same three during the first
levels of Spanish as me. semester because I felt
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I follow the curriculum to my students were
the best of my ability, but prepared for that jump.
I adjust it if needed to 04/01/24
cater to my students
needs. For example, I
began to teach how to
conjugate verbs in the
present tense to my
Spanish 1 classes before
the other Spanish
teachers because I feel
conjugating verbs is a
fundamental aspect to
excel in speaking,
writing, and listening to
the language. With that
said, I provide a verb of
the day on the daily with
students warm-up to
master their conjugating
skills which will then
benefit them in Spanish
2.
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. 09/16/23 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. 04/01/23 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

My style of teaching is I try to implement
through singing and additional instructional
educational games strategies to increase
because I strongly feel students different
students learn best when language modalities
having fun with the such as, reading,
lesson. I have created speaking, writing, and
many games in the past learning. Moreover, I
that have allowed my use different strategies
students to excel in the apart from what is
content and one game in provided on the
particular is the dice curriculum because I try
game. When I taught to connect my content to
conjugations of verbs in real-world tasks. Lastly,
the present tense back in I do not use the textbook
October, we played a because it is outdated
Evidence game called rueda los therefore, I look for
dados (roll the dice). I resources or create my
placed my students in own. 04/01/24
groups of four with two
different colored dice.
One dice is to determine
the pronoun/subject
while the second dice is
to determine the verb.
Essentially, students had
to conjugate the verbs
correctly depending on
the pronoun/subject.
Those who got the
answers correct and the
fastest are the winners.
09/16/23
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. Explores how to make subject matter. Resources matter accessible to understanding and
make subject matter technological resources reflect the diversity of the students. critical thinking about
accessible to all Identifies technological available to all students. classroom and support subject matter.
students resource needs. 09/16/24 04/01/24 differentiated learning of Assists student with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
Evidence During the months of late I am always in the lookout
October and early for different technological
November the Spanish apps to introduce to my
classes begin to prepare students for the
for our annual Día de los preparation of 211st
muertos event. century skills. I have
Essentially, each level of created a document with
Spanish is in charge of learning apps/sites links
certain projects that will and it’s descriptions
be put out during our which I then shared with
event for students, my department for easy
faculty, parents, and the access. If the technology
community. I notice that resource is not covered
none of the projects such by the school, I normally
as the alters, calaveras, pay it because I know it
sugar skulls, etc will eventually be useful
demonstrated students to my students. Three
ability to speak the new apps I tried this
language we are semester are EdPuzzle,
teaching. In other words, Garbanzo,and Formative
all the projects were
which I have absolutely
accompanied by a
loved! 04/01/24
writing component. With
that said, I suggest to my
department to implement
an app called vacaroo
where students
incorporate their
speaking component to
the projects with a QR
code. Students record
their voices on the app,
print out the QR code,
and tape the QR code to
their projects. The QR
code allowed parents,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students, teachers, etc to
scan and listen to our
students speak the target
language by honoring
loved ones.
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
proficiencies based on language proficiencies in
content. Differentiates assessed needs into English content standards. Supports
available assessment listening, speaking, instruction using one or language and content students to establish and
data. reading, and writing. Uses more components of English instruction. monitor language and
3.6 Addressing the multiple measures for language development to content goals.
needs of English assessing English support English learners.
learners and student learners’ performance to
with special needs to identify gaps in English Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable language development. scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content Provides adapted standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
materials to help English Attempts to scaffold
SDAIE, and content level the range of English learners. proficiencies, knowledge,
learners access content. content using visuals, English language and skills in the content.
09/16/23 models, and graphic development in order for
organizers. 04/01/24 students to improve
language proficiencies and
understand content.
At the moment, I only I only have two students
have two students who who are English
are not English learners learners. At the start of
and the primary the school year they
language is Spanish were doing great given
which works out perfectly they come from México
given this is a Spanish and know Spanish very
course. However, I am well. However, they are
aware that if I were to currently not passing due
Evidence have students with an to not coming to class on
alternative primary a regular basis or making
language then I would up the work on their own
need to provide time. They began to
additional resources to express personal
allow them to excel in my reasons as to their lack
class. In terms of special of attendance, but
needs students, I assure although they know the
myself to follow all what language perfectly well;
is listed on their IEP/504 they both struggle on the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

plans and work closely grammar. Therefore, I
with the case carriers. I have provided graphic
also assure myself to organizers, online
communicate with the resources, and additional
student personally on time on assignments.
their needs.09/16/23
Has an awareness of the Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
full range of students on the full range of students full range of students adaptations, and extensions range of student with special
identified with special identified with special needs identified with special needs to instruction for the full needs to actively engage in
to address challenges or to assess strengths and range of students with the assessment and monitor
needs through data
supports in single lessons or competencies to provide special needs to ensure their own strengths,
provided by the school. sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Cooperates with resource Communicates and
personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
3.6 Addressing the and families during meetings with resource personnel, support staff, and families to collaborates with resource
needs of English Attends required meeting and activities in support of para-educators, and families ensure consistent personnel, para-educators,
learners and student with resource personnel learning plans and goals. to ensure that student instruction. Supports families, leadership, and
with special needs to services are provided and families in positive students in creating a
and families.
progress is made in engagement with school. coordinated program to
provide equitable
accessing appropriate optimize success of the full
access to the content content. Initiates and monitors range of students with
Seeks additional information referral processes and special needs.
on struggling learners and Refers students as needed in follow-up meeting to ensure
advanced learners to a timely and appropriate that students receive Takes leadership at the
determine appropriateness manner supported with support and/or extended site/district and collaborates
Learns about referral for referral. documented data over time, learning that is integrated with resource personnel to
processes for students including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
with special needs.
referral processes.
09/16/23

The school took a while to I am fully aware of my

provide me with a list of students IEP’s and 504’s
students with learning along with the
disorders along with their accommodations
IEP forms. Therefore, it necessary for each
has been difficult to student. I have met with
Evidence navigate myself with my the students counselors,
students and provide the parents, case-carriers,
necessary and admin to discuss
accommodations/modific students ' learning
ations. However, I have process in my class and
been getting to know my suggestions on how to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students and using that support the student.
knowledge to provide the Adding on, I keep a close
support needed. relationship with the
09/16/23 students team and
consistently provide
updates of the student
through emails or phone
calls. 04/01/24