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.

Students have “I can Students engage in what

statements” that they they know of a subject.
reflect on at the end of a For example, tornadoes.
lesson. Key vocabulary They will research it on
words are posted on the Discovery Education.
walls and in their folders Then they communicate
to reference daily. similarities or differences.
9/22/22
The teacher shows videos
In the class, I front load of the topic to extend
and explicitly teach their knowledge and
vocabulary then during increase their
lessons bridge real world engagement. News
examples that associate articles are also great
and become relatable to 11/1/23. 4/2024
students. 9/22/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 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 students in using analysis
or sequence of lessons. students in accessing to 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.

Students are taught key Students are taught Students use mnemonics
vocabulary words for a vocabulary words and then write down new
lesson. 9/22/22 through mnemonics. vocabulary words in their
journals. They learn how to
3/15/23
use a dictionary and find
During a lesson a student
ways to clarify words. To
makes connections to The teacher creates add they also learn a new
mistakes. I teach them movements that go with word each day to increase
that mistakes are good each vocabulary word. their awareness of
and help our brain grow. This helps students synonyms.
9/22/22 remember the word and
definition. The teacher wears and uses
3/15/23 new words everyday and I
wear them on a name tag. I
use it in as many ways as I
can and encourage students
to use it as well. 10/30/23
4/2024
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. 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.
Students begin Social Students learn about Students each get a
Studies creating a graphic extreme weather. They proficiency scale that
organizer to organize then take what they learn shows mastery at every
their notes as they build and write about what level and what they need
on information. 9/22/22 would they do if they to accomplish to become
were in a tornado. proficient. 10/01/2023
I begin by learning what 2/13/23
effects their world, then The teacher prepares an
we learn about what is The teacher then shows effective way for students
closest to them. Lastly, videos of tornadoes and to understand how to
we explore and learn their effects in the area. achieve proficiency
outside of their scope and Students create a throughout their
bridge it to similarities. compare and contrast assignments.
Ex: Types of clouds, organizer to compare 4/2024
climate vs weather, tornadoes in tornado
regional climate, specific alley and in California.
weather. 9/22/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
Students are offered Students are taught a
freedom of choice and to lesson one day and then
choose support. During the next day they have to
Centers are designed to create a poster showing
explore and strengthen how to solve the problem
what they have learned to kindergarteners. The
through games. 9/22/22 must have step by steps.

During centers I will sit The teacher provides

and observe students materials and space to
who have been flagged allow students to engages
through formative with technology or
assessments that need posters to create
more support. I will sit exceeding proficiency.
with them and have them
communicate step by step 10/17/2023. 4/2024
how they figure out a
problem. 9/22/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
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.
Students are given Students create a stop
resources and games to motion video then
support what they have transfer into iMovie
learned. 9/22/22 where they add a title and
voice overs. The videos
I provide resources show their understanding
through digital and in of the subject.
physical form to help all
learners achieve The teacher helps
proficiency. 9/22/22 students create stop
motion videos on the
subject they are learning
about. 2/18/23
11/02/23 4/2024
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
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.
The class is provided with Students can track how
posters, models, and close they are to exiting
graphic organizer to help and EL program by
students. We also have increasing their data base
mnemonic activities to by 20-50 new words for
strengthen what they the new term. They can
have just learned. use an X to Y by goal to
9/22/22 track and measure.

In advance I find a way to The teacher schedules

bridge mnemonic one on one conferences
strategies to what with students and
students are learning. provides scores and helps
They are given visuals students make their own
and models and a goals to achieve.
movement is a great 11/1/2023 4/2024
addition to help.
9/22/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
Students are encouraged Students monitor their
to bring in artifacts from goal throughout the term.
their culture. Families They meet with an
also come in to the class accountability partner
and help. Students have every Friday.
access to a wide variety of
cultural books. 9/22/22 The teacher creates a
plan with all stakeholders
During lessons that I have to affirm the goal the
reflected on that need student has created. We
more support, I reach out support the student by
to my team to help build being aware of the
more strategies. 9/22/22 measures that need to be
accomplished to reach
their goals. 4/20/23
11/02/2023. 3/2024