Green : 5/2023

CSTP 3: Understanding and Organizing Subject Matter for Student Learning Yellow :9/2022
Blue: 11/23
Pink 5/1/2024

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.

While lesson planning, I

look over the content to
have a clear I make sure to have a clear
understanding of how I understanding of the subject I pre teach
will be teaching and the matter and preview all resources
some
vocabulary and
strategies I will be using. I before teaching. I always begin by intrduce it
research any additional teaching students key vocabulary/ before any
resources that may be academic language before reading. i try to
need or clarifications. If I moving forward on the lessons.
find different
words an
am teaching science that This has helped students have a example that
week, I try to incorporate greater grasp of the concepts. can lead to
it in different ways better
throughout subjects. understanding
of the academic
Making those connections language. We
provides students with I identify subject matter in also often come
greater understanding. one content (language arts 0 up with
and see how it connects to defnitions or
other subject matter (sciece, concets
social studies). I plan out together to
units of social studies and promote better
science to match language understanding
arts as a way to expand and for them.
connect student knowledge
between disciplines.
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
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.
As we move through the
lessons, I observe
students and collect data
to gather student
comprehension. If I see
that most students are
not understanding I
reteach or find a different
strategy that can better
help students. In math
when composing and
decomposing 10 I noticed
the game of SPLAT was a
great way to help
students understand
what two numbers make
10. Providing
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
After initial
student testing
and
understanding
each student
learning style I
incorporate more
hands on
activities. I've
learned to
gamify lessons,
do group
activities, and
provide different
opportunities for
them to
showcase their
knowledge.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

manipulatives helped
students become for
proficient. If there are
only a few students who
may need extra support I
know to provide small
group instruction to
ensure understanding of
the subject.

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 Integrating Innovating

I have been following the
district curriculum in
order. This has allowed
students to have a great
understanding of At the beginning
of the school
concepts. We are going Based on year we align our
unit by unit. I take a look at all subject student language arts
areas and standards that assessments, I with science and
adjust to re- social studies to
need to be met and see how
teaching, make
I can integrate different making small connections
subjects together to provide groups for across subject
better understanding. differentiation, matter that will
and lead to better
understanding student
when to pre- understanding.
teach As for math we
vocabulary go through every
lesson and
sometimes split
one lesson into
two if decided
that it will be too
difficult.

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 academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning 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

While doing hole group
instruction all students
are exposed to the same
material. However, when
it comes to independent
work, students are given
different resources to
support their learning. In
writing some students
are provided with
sentence frames, word
banks, while others are
given a prompt to write
about. This helps
everyone complete their
work while meeting their
needs.
Sentence frames,
discussion starters,
graphic organizers,
and vocabulary is
posted around the
classroom for
students to refer too.
Seesaw activities are
differentiated
between students but
still cover the same
topic.

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
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. available to all students. differentiated learning of Assists student with
accessible to all subject matter. equitable access to Ensures that student are
students 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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.

With access to Students know they have

technology, it has been access to different
great to access many resources in the
websites and applications Students are fully aware of
classroom. They have the resources they have
that support subject available to them to support
Ipads, anchor charts,
matter. Learning A-Z and them . For example
manipulatives, vocabulary
mclass helps meet manipulatives and certain
words, picture cards, apps. To make sure subject
students at their level and
educational games, matter is available to all
differentiates according students i also provide
whiteboards, ten frames,
to their abilities. I am vocabulary in both
flashcards,etc. Based on
constantly looking up languages English/Spanish
what students need they (dual language program).
different activities that This has reallly supported
engage students in know they can access
our newcomers but also our
learning. them. students learning Spanish.
Apps like SEESAW, iready,
Students use different and Rosetta Stone are also
resources in the classroom a great supprt.
such and paper, pencil,
whiteboard, chromebooks,
and manipulatives. During
math especially students can
choose what materials they
need to solve the problem, or
example counters or a
number line.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
The English learners in
my class primary
language is Spanish. I can
switch among languages
to help student better
understand. I provide
plenty of opportunity for
partner sharing because
many do not feel
comfortable sharing with
whole class. We use
resources such as SMART
START that helps us
introduce dialogue to
English Learners. We use
visual models when
giving directions and on
anchor charts to better
support student
understanding.
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 proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
Pre-teach vocabulary,
have essential vocabulary
around the classroom for
students to reference,
sentence frames, engage
in lots of discussions,
integrating ELd into
writing, reading, science,
and social studies.

I have added a dual

language alphabet chart
which has helped my
english learners connect
their spanish to English
letter sounds.