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.

All lessons are reviewed At the beginning of most

prior to teaching and how lessons we discuss why
I would like to teach them this is important, and how
is shared with my it would relate to our
teaching partner. I share real-life world. We
so that I can welcome discuss why we would
feedback about what they need to know the subject
may suggest, as they have matter. During reading &
taught for more years writing we connect our
than I have with learning from phonics to
California standards. help decode words and
9/11/23 stretch our thinking.
Students connect their
reading & writing by
Evidence comparing what we see in
our reading workshop
books and how we can
write like great authors
during writing. 4.8.2023
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 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.

Evidence As this is my first year in If I notice that my

3rd grade, I am students are not grasping
continuing to learn the concepts or need extra
developmental stages of support- I manage the
this age group. While instruction or
following curriculum differentiate it to scaffold
pretty closely during them into the learning. I
instruction time, I have have a variety of students
been attending a variety with diverse needs and
of PD seminars from our am able to monitor their
curriculum to expand my learning and support
knowledge of the them by providing
curriculum and what new resources to support their
things I can implement. learning. We discuss key
9/11/23 words that they will need
to know during lessons
and for units – and we
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

begin each lesson
reviewing those
important phrases,
concepts and vocabulary
words. This shows up a
lot in our core subjects
(phonics, reading, writing,
and math) The daily
review helps them
remember and connect
their learning. 4.8.2023
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

Have adjusted math I have developed a variety
curriculum- it jumps of resources this year
around so have pulled specifically to help aid our
lessons and shifted when students in furthering
we teach them so that it their learning. For
flows better with where example – their writing
the students are at. unit needed a more in
9/11/23 depth rubric/checklist for
them to look at and use. I
created one that they are
able to pull evidence and
Evidence track their progress
without checking “yes” or
“no”. We have adjusted
math curriculum to
supplement parts of the
curriculum that we feel it
does not go into enough
depth, so we added
extensions to it. 4.8.2023

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 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. 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

Students are given a Students use a variety of
variety of materials to materials within the
work with- including tree classroom to support
maps and 8 folds to help their learning. Including
them with writing. They but not limited to writing
have recently been graphic organizers, math
utilizing number grids to manipulatives,
further their technology, small group
understanding of adding work for collaboration
10 and taking away 10 on and sharing ideas and a
grids. review at the beginning of
9/11/23 each day about previous
understandings. We
Evidence revisit our learning often
so that they are able to
keep their learning fresh
in their brain. We connect
dots through multiple
subjects (phonics to
writing, writing to
reading, reading to
phonics, etc.) so that
students are exposed in
many different formats
the same content.
4.8.2023

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.
students resource needs. available to all students. differentiated learning of Assists student with
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
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.
Students are given access Students are given access
to the online math to the online math
curriculum that has curriculum that has
additional teaching additional teaching
resources, like videos, if resources, like videos, if
they need reteaching of a they need reteaching of a
subject at home. They also subject at home. They
are given lessons on also are given lessons on
iReady that help them in iReady that help them in
different areas that they different areas that they
need to grow. need to grow. Students
Evidence 9/11/23 have access to
dictionaries and
thesauruses and Google
safe search for research.
4.8.2023

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
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 learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

language proficiencies and
understand content.
Students are informally Students are informally
assessed through reading assessed through reading
assessments (running assessments (running
records and DIBELS) where I records and DIBELS) where I
am listening to them read am listening to them read
out loud. During these it is out loud. During these it is
easier to pick up on what easier to pick up on what
parts of language they are parts of language they are
missing. Our math missing. Our math
curriculum provides ELL curriculum provides ELL
instruction to help expand instruction to help expand
the vocabulary for students the vocabulary for students
and I will help a student with and I will help a student with
understanding words in understanding words in
different contexts when they different contexts when they
Evidence show me that they don't show me that they don't
know what something know what something
means. We also have word means. We also have word
walls that provide grade walls that provide grade
level information that they level information that they
may need often. may need often. Our phonics
9/11/23 program helps decode words
and dives into Latin root
words and their meanings-
this is helping bridge the gap
of understanding and
stretching out the sounds
that students hear in each
word.
4.8.2023
3.6 Addressing the Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
needs of English range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
learners and student 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
with special needs to
supports in single lessons or competencies to provide special needs to ensure their own strengths,
provide equitable sequence of lessons. appropriate challenge and adequate support and learning needs, and
access to the content accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
families. and families during meetings with resource personnel, support staff, and families to collaborates with resource
and activities in support of para-educators, and families ensure consistent personnel, para-educators,
learning plans and goals. to ensure that student instruction. Supports families, leadership, and
services are provided and families in positive students in creating a
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral Seeks additional information referral processes and special needs.
processes for students with on struggling learners and Refers students as needed in follow-up meeting to ensure
special needs. 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
for referral. documented data over time, learning that is integrated with resource personnel to
including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
We work closely with our We work closely with our
learning center team on learning center team on
campus and our reading campus and our reading
specialist to assist students specialist to assist students
with their needs. If special with their needs. If special
needs services are needed needs services are needed
then we have an SST, which then we have an SST, which
is our schools equivalent to is our schools equivalent to
an IEP meeting where we sit an IEP meeting where we sit
and discuss what the student and discuss what the student
needs to be successful in our needs to be successful in our
classroom with parents, classroom with parents,
teachers, and admin. I will teachers, and admin. I will
also be observing our also be observing our
reading specialist provide reading specialist provide
instruction to one of our instruction to one of our
students that is in her group students that is in her group
to be able to mirror that to be able to mirror that
Evidence teaching within our teaching within our
classroom to extend his classroom to extend his
learning. learning. Students that have
9/11/23 special accommodations are
provided those ALWAYS and
utilize assistive technology
like talk to text or typing
rather than writing.
Frequent communication is
shared with families and
resources on campus for our
students that are utilizing
the resources or ones that
may be recommended for
services. We share updates
and growth opportunities for
students. 4.8.2023
CSTP 3: Understanding and Organizing Subject Matter for Student Learning