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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. 5/3/22, ways that ensure clear connections to standards
content standards
9/25/21 10/18/22 connections and relevance during instruction and
to students. 4/8/23 extend student learning.

CCSS and have an objective I introduce our lesson I go over the skill that I make lessons that review
for the lesson. I re-use objective at the beginning students will be working specific concepts that
vocabulary from the of class and if relevant I try on before we begin the students may have missed
previous week's lessons and connect the new skill lesson. I make sure to use on a test especially for
and carry it on into later to a previously learned academic language to math. My lesson plans are
lessons. skill. I also mention its describe the content. I designed around what
relevance to an upcoming also review upcoming they are learning
However, I acknowledge portfolio. 5/3/22 assignments in class with currentlhy in their
that I'm still not as familiar students. 10/20/22 asycnoroics lessons
with 2nd Grade Standards 4/8/23
as I want to be, and I'm
working on that. 9/25/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 activities student development and development into guide all students to
becoming aware of in single lessons or sequence proficiencies to meet instructional decisions to develop proficiencies,
of lessons that addresses
differences in students’ students’ proficiencies and
students’ diverse learning ensure student understand subject matter
understanding of subject support understanding of needs. Ensures understanding of the including related
matter. subject matter including understanding of subject subject matter including academic language.
related academic language. matter including related related academic
3.2 Applying
Teaches subject-specific 9/25/21 academic language. language. 5/3/22, Engages student at all
knowledge of student
vocabulary following 10/20/22, 4/8/23 levels of vocabulary,
development and Provides explicit teaching of
curriculum guidelines. Provides explicit teaching academic language, and
proficiencies to essential content vocabulary of essential vocabulary, Provides explicit teaching proficiencies in
ensure student and associated academic idioms, key words with of specific academic self-directed goal setting,
understanding of language in single lessons or
sequences of lessons.
multiple meanings, and language, text structures, monitoring, and
subject matter
Explains academic language, academic language in ways grammatical, and stylistic improvement. Guides all
formats, and vocabulary to that engage students in language features to students in using analysis
support student access to the accessing subject matter ensure equitable access to strategies that provides
subject matter when text or learning activities. subject matter equitable access and deep
confusion are identified. 5/3/22 understanding for the understanding of the
9/25/21 range of student language subject matter.
levels and abilities.
10/20/22, 4/8/23
I keep track of student I have addressed keywords I review students' upcoming I have spiral review slides
vocabulary throughout students should look for lessons and address skills for math and I also
lessons and make sure while reading a they would need to learn. I incorporate review
they carry over in later disciplinary text and asked also address misconceptions lessons for English
during my LiveLessons. I also
lessons. This is important comprehension questions. give my students feedback
Langauge arts. I also have
to keep the students For essential vocabulary, I when they do not properly high expectations for
exposed to new vocabulary engaged students with punctuation their sentnences student work and I want
and use it academically their prior knowledge and or forget to capitalize the to make sure that they are
during lessons. 9/25/21 had them make first letter in their sentences. doing high quality work.
connections to the word I also leave feedback if 4/8/23
after we read it, defined it, students put capital letters in
read it in a story, and the middle of words. I also
finally used it in a provide scaffolds for students
who struggle to write
sentence. 5/3/22 sentences and provide
vocabulary words. 10/20/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. 9/25/21 understanding of subject understanding. 5/3/22 extend student
facilitate student
matter. understanding. 10/20/22 Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
The overlap of disciplines I try to plan my lessons When students struggle I am very encouraging
in the curriculum is at the ahead and take into with a concept during my with my students and
moment non-existent. I consideration where LiveLessons, on a test, or when they do ask
can add it to the students are struggling quiz I make sure I review questions about a concept
instruction, but with my and how they are that content with them. that they do not
limited time with my performing on tests to These mistakes are often understand I walways say,
students, I'm concerned gauge what skills they still common among students. “Thanks for asking, you
my content may be need to practice. 5/3/22 However this year I am might have helped
stretched a little thin. trying to plan my lessons a someone else with your
9/25/21 bit more strategically so I question.” I have noticed
can go over that more students ask
misconceptions earlier. questions because I praise
10/20/22 that a question was asked
in the first place. I do
adjust instruction
especially if I feel that
students are not getting it.
4/8/23.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing
increase student academic language to ensure student meta-cognitive abilities,
instructional
understanding of academic appropriate to subject understanding of and support and challenge
strategies that are
language appropriate to matter and that addresses academic language, and to the full range of student
appropriate to the
subject matter. 9/25/21 students’ diverse learning guide students in towards a deep
subject matter
needs. 5/3/22, 10/20/22 understanding knowledge of subject
connections within and matter.
across subject matter.
4/8/23
Lessons include a variety While I keep the same I follow a consistent with
of strategies to incorporate routine with my students I my students. I do
student participation, and do try and mix up my community building
that lessons have a layered lessons so they are not activities before we begin
flow from one lesson to the always the same. I follow our lessons. I scaffold
next by doing a quick the same scaffolding; I do, through my lessons and
review of the previous we do, you do. However, I differentiate throughout
lesson. 9/25/21 have different activities to my lessons. 10/20/22
help engage students in
their learning. 5/3/22
I make sure to give
students several
opportunities to practice a
specific skill. I also try to
do different activities to
keep lessons fresh. I go
over academic language as
needed and use it
throughout lessons.
4/8/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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. 9/25/21 and skill development in needs and make the extend student
technologies, and students. subject matter. Resources subject matter accessible understanding and critical
standards-aligned Explores how to make reflect the diversity of the to students.4/8/23 thinking about the subject
instructional Identifies technological technological resources classroom and support matter.
materials including resource needs. available to all students. differentiated learning of Assists students with
adopted materials, to 9/25/21 subject matter. 5/3/22, equitable access to Ensures that students are
make subject matter 10/20/22 materials, resources, and able to obtain equitable
accessible to all technologies. Seeks access to a wide range of
students Guides students to use outside resources and technologies through
available print, electronic, support. 10/20/22, ongoing links to outside
and online subject matter 4/8/23 resources and support.
resources based on
individual needs. 5/3/22
I am always looking for I pace my lessons with I have lots of resources I have students use
new tools to help my scaffolds and if needed I that both families and nearpod and blooket for
instruction. I have several review a skill they learned students can use for ELA, lessons. Blookt is mainly
folders online dedicated to prior before diving into and Math. These include used for the review. I also
resources for both myself something new. I give online games, digital have several external
and families. Technology is students multiple options libraries, tutorials, and resources available on my
our curriculum. 9/25/21 to participate and share resources for the Online class website. Studenets
their understanding of the Classroom. also have access to
subject matter. 5/3/22 programs like Reading
I also redirect students to Eggs and Imagine Math
outside resources which for additional practice.
include games for reading, 4/8/23
spelling, and math.
10/23/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
measures for assessing using one or more language and content students to establish and
English learners’ performance components of English instruction. monitor language and
3.6 Addressing the to identify gaps in English language development to content goals.
needs of English language development. support English learners.
learners and student 9/25/21
with special needs to Provides adapted materials 5/3/22 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. 9/25/21, SDAIE, and content level the range of English learners. proficiencies, knowledge,
5/3/22, 10/23/22 English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.10/23/22, 4/8/23
I support ELL by making I include vocabulary for I have graphics on my
sure I have clear words and additional slides to help my students
instructions, I have scaffolds to help ELL who are learning English
students practice their students. I include visuals as a Second Language. I
new language both orally and I engage my ELL put the directions in
and through writing. I use students with feedback writing with pictures to
visuals to help ELL during LiveLessons. show what tool they need
students make connections to use for that specific
between new words I scaffold activities and slide. I also have sentence
covered in class. 9/25/21 demonstrate them for new frames and vocoabulary
students. I also include words that they can use.
I go over vocabulary as pictures for reference (this 4/8/23
needed and I try and is both for instruction and
include pictures whenever vocabulary). 10/23/22
I can to help illustrate an
idea. Having said that I
know this is something I
need to improve on.
5/3/22.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
9/25/21 accommodations in challenge. accessing content.
instruction. 5/3/22
Attends required meeting Communicates and Communicates and
3.6 Addressing the with resource personnel and Cooperates with resource Communicates regularly with collaborates with colleagues, collaborates with resource
needs of English families. personnel, para-educators, resource personnel, support staff, and families to personnel, para-educators,
learners and student and families during meetings para-educators, and families ensure consistent instruction. families, leadership, and
with special needs to and activities in support of to ensure that student Supports families in positive students in creating a
provide equitable learning plans and goals. services are provided and engagement with school. coordinated program to
9/25/21 progress is made in accessing optimize success of the full
access to the content appropriate content. 5/3/22 Initiates and monitors range of students with
referral processes and special needs.
Learns about referral Refers students as needed in follow-up meeting to ensure
processes for students with a timely and appropriate that students receive support Takes leadership at the
special needs. Seeks additional information manner supported with and/or extended learning site/district and collaborates
on struggling learners and documented data over time, that is integrated into the with resource personnel to
advanced learners to including interventions, tried core curriculum. 10/23/22, ensure the smooth and
determine appropriateness previous to referral. 5/3/22 4/8/23 effective implementations of
for referral. 9/25/21 referral processes.
Students engage in different I have lesson modifications I make modifications to I make adjustments to the
ways for participation. I have for my IEP and 504 students. students lessons as asynchronous curriculum
scaffolds and Whenever I have a question I needed (IEPs, 504 plans). I to ensure that the lessons
accommodations in place for reac hout to my IEP also include challenge are appropriate and align
ELD students. Students are coordinator. If I have an idea
grouped for intervention for a modfication I always run
pages for students to use with any modifications
instruction. Directions for it by her before offering it to when working on needed for their IEPs. I
text are in English and the family. When a parent is Nearpod. I ask my collage also have alternative
Spanish, and Cognates are concerned 5/3/22 sfor help and discuss Portfolio directions. I
used when applicable. lesson planning with reache to our Special
9/25/21 them. I respond to my Education Teacher with
families within 24 hours any questions that I have
(on workdays). I have an and check-in with famljies
on going list of students regarding modifications
who have been referred and needs of their
for services and check in students. 4/8/23
with our special education
coordinator regarding
referral progress.
10/23/22