CSTP

3: Understanding and Organizing Subject Matter for Student Learning

a
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 concepts,
matter, related academic academic language to essential subject matter concepts, academic current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and language, and research to
knowledge of subject
content standards. between academic language, and academic academic language in make relevant connections
matter academic
content standards and content standards. ways that ensure clear to standards during
content standards
instruction. connections and instruction and extend
relevance to students. student learning.

Students know the I look at the pacing guide I am constantly looking at I use the Wonders
learning objective and the table of contents the California Common ELA and Envision
because I explain to them in my textbooks. I also Core Standards and Math curriculum in my
what they will be learning look at the content looking at the textbook classroom. I appreciate
before every lesson. standards that each curriculum map to how the curriculum comes
Students attain lesson refers to. Students identify the connections with resources to help
knowledge by what is are also introduced to the between each day's keep students engaged. I
learned during the day’s academic language and lesson and the matching look at the table of
lesson during guided vocabulary words needed standard that is being contents and the teachers
practice and independent to understand each taught. Students edition to learn what
practice. I check for lesson. are reminded that these standards are being taught
understanding by 5/5/2019 concepts are being taught
which each lesson. I also
walking around the because they are a
love how to the Wonders
classroom to monitor’s kindergarten (grade
ELA curriculum has
studnets progress. I also level) standard and that
collect their independent they need to excel in resources for EL learners
work to check for that I can use with the EL's
these topics in order to be
understanding after the successful in first grade. in my class. As I am
lesson is performed. planning for my lessons, I
9/24/2018 look at the standards,
I posted a screenshot of
the weekly standards that academic vocabulary, and
gives me an overview of objectives for each lesson.
the standards we are I think of ways that I can
learning in ELA this make this lesson relevant
upcoming week. I look at to the lives of my students.
the standards and see 4/4/2020
which lessons are related
to which standards.
12/1/2019

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 matter
understanding of subject that addresses students’ needs. Ensures understanding of the including related academic
matter. proficiencies and support understanding of subject subject matter including 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.

I am aware of student I implement activities in Teacher is using I intergrate knowledge of
stages of development my lessons that are knowledge of students' students development by
and what is “normal” for appropriate for students trimester 1 assessment to knowing what is
a 8/9 year old student in in the 3rd grade. I use a lot create learning created developmentially and
the 3rd grade. I also am of partner and group differentiated learning academically appropriate
aware of the 2nd grade work in my lessons. I experiences that meet the for the students in my
common core state support students’ diverse learning needs of class. I know what my
standards so that I know understanding of subjects all of my students. kidnergarteners are able
what information they by using strategies that Teacher is using data to do and what may be
have learned before are developmentally from assessments to challenging for their age
starting the school school appropriate for my provide targeted level.
year with me. 9/24/2018 students. 5/5/2019 instruction in small group 4/12/2020
to help provide specific
I teach vocabulary on Students learn the support to each student
Monday, which is the first essential vocabulary and based on their learning
day of the week’s lesson. I academic language that is needs.
refer to the Wonders needed to be successful in
curriculum and use those learning the math and Students are aware of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
vocabulary words to ELA lessons. 5/5/2019 their progress and are
teach the students before told what skills that they
we begin the reading for are lacking on or will
the week. In the need to work on. High
beginning of both science achieving students are
and math lessons, I go also given a challenge to
over the key vocabulary expand
words and contribute it their understanding of
to our classroom word different subject/content
wall. 9/24/2018 matters.

I administered an
assessemnt at the end of
trimester 1 so that I can
have tangible data and
evidence of my students'
learning progress for the
first trimester. This
assessment also helped
me form small guided
reading groups based on
the different levels of
achievement that were
represented in my class. I
also use the data from
this assessment to help
provided targeted
instruction for my
students. For example, I
was able to see that 3 of
my students need
support in writing their
name. I was also able to
see that 10 of my
students had mastered all
the letter names and
sounds and are ready to
move on to CVC words.
12/1/2019

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 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. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I plan my lessons a couple I use my knowledge of Teacher is integrating I am in a professional
days before the start of curriculum and students’ knowledge of curriculum learning community (PLC)
the week. I also am level of prior and outside resources to with a group of 4 teachers
flexible and leave room understnaing to organize help shape daily lessons. from different grade levels.
for adjustment based on my lessons in a way that Teacher is also flexible in We meet on a weekly basis
informal formative meets the needs of all my making adjustments to come up with strategies
assessments that I use to students. I adjust the based of students' that can support the
check for students’ curriculum based on each understanding. common problem that we
understandings. I students’ level of have in our classroom. Our
sequence the lessons understanding. If I feel Students are aware that school uses the Google
based on students’ that many of my students they will be given Classroom platform to ask
understanding and if they need to be retaught, I pull resources both from
questions and collaborate
were successful in them in a small group and within the curriculum
strategies among all the
meeting the day’s lesson provide them with extra and other supplemental teachers in my school. I
objective. Since my support. activities. Students are
enjoy using technology in
studnets display various 5/5/2019 also aware that if they do my daily instruction. I am
learning curves, I leave a not understand a subject
time block ahead of time always on the lookout for
matter, they will be either
for reteaching my lessons. new resources that I can
pulled in a small group
9/24/2018 use to help keep my
setting for extra support
or will be retaught the students engaged. I noticed
that my students love using
lesson via whole class.
their Chromebooks and
watching engaging videos in
12/1/2019 my direct instruction. We
also organize our existing
curriculum and think of
ways to move the topics
around so that it best fits
our kids
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
and their learning. 4/4/2020

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 strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter appropriate to subject addresses students’ guide student in towards a deep knowledge
matter. diverse learning needs. understanding of subject matter.
connections within and
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
I continuously try to I use a variety of I look for various ways I use multiple strategies to
research and look for strategies that I either that I can differentiate my instill a joy for learning in
different strategies that learned online or from instruction. I do this by my classroom. I make sure
can help my students other fellow teachers. modifiying my that the activities are
become more successful Learning about different instructional strategies meaningful, address
in each lesson. I look for strategies and and activites based on academic content
strategies that I can use implementing them in my each students’ learning standards, and are
for scaffolding my lessons classroom keeps my needs. I have a set enjoyable for most
to meet everyones needs. students actively amount of time daily for students in my classroom.
I am currently loking for engaged. centers instruction. Some ways that my
ways to make my ELA 5/5/2019 During centers, I have students develop meta
and Math lesson more guided reading groups. cognitive abilities is that
engaging. I feel that These groups consist fo 6 they articulate what they
having engaging lessons students and have similar need, identify parts they
is a great tool that can reading levels. I provide already know,
help my studnets learn each group with modified communicate their
better. activites that are knowledge, and they set
9/24/2018 appropriate for their goals for themselves.
reading level. 12/1/2019 4/12/2020

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 critical
standards-aligned
Explores how to make reflect the diversity of the students. thinking about subject
instructional
Identifies technological technological resources classroom and support 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
My class uses technology I can also use techonlogy I utlitize appropriate I integrate a wride range
when during my internet to help me check for instructional materials of resources such as
based learning time. I feel understanding. I believe and resoures that are different math
that I can encoporate that this will also help needed for my lessons to manipulatives. I also
techonology in my students be more be successful. I use math research and found many
lessons more frequently. I engaged. I am constantly manipulatives such as ways that I could use
will be working on having on the lookout for more counters and blocks to technology in my lessons.
the students type their resources that I can use help students create a Using many resources in
ELA responses and to help my stuents visual representation of my lesson helps me meet
writing. 9/24/2018 succeeed. 5/5/2019 the math skills that are the various learning
being taught in my needs of all of my
classroom. I also use students. I also make sure

whiteboards as a way to that I am giving my
keep students engaged. I students equitable access
use different resources on to the various tyeps of
technology to help them mateirals and
become digital citizens technologies. I model how
and learners. to use the different
12/1/2019 resoruces and offer help
if my students need help.
I also make sure that the
resrouces are fit for their
unique learning level and
needs. 4/12/2020
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 based
using visuals, models, and using literacy strategies, for language and content for on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge, and
English language learners. skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
More than half of my class I make sure all of my I have about 21 out of 30 I engage all of the English
is English language students speak in English learners in my learners in their progress
learners, so many of my complete sentneces. Since classroom. EL’s consist of of English language
scaffolds that I put in a majority of the students 70% of my classroom. development by sharing
place apply to the in my class are English Since the EL their ELPAC scores. I also
majority of my class. I use language learners, I make representation in my share their weekly fluency
a lot of sentence frames sure that we practice classroom is very large, it scores. I show my students
and graphic organizers to academic language and is important that I always their progress each week
help my ELs. I have my EL partake in many different think of strategies that I on a tracker.
students talk in complete ways to practice can use in my lessons that 4/12/2020
setnences and encourage communication skills in will target the EL

them to read text aloud to my classroom. population. I am
practice their speaking Students are given many constantly searching the
skills. 9/24/2018 ways to support their web and published
learning based on SDAIE documents/articles to
strategies. Students that look for ways to be
are EL’s also partake in a successful in teaching my
spcialized ELD block EL students. I always
every single day. make sure to include a lot
5/5/2019 of anchor charts and
visuals to help my EL
learners. 12/1/2019
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
accommodations in challenge. accessing content.
instruction.
3.6 Addressing the Attends required meeting Cooperates with resource Communicates and Communicates and
needs of English with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
learners and student families. and families during with resource personnel, support staff, and families to personnel, para-educators,
with special needs to meetings and activities in para-educators, and families ensure consistent families, leadership, and
provide equitable support of learning plans to ensure that student instruction. Supports students in creating a
access to the content and goals. services are provided and families in positive coordinated program to
progress is made in engagement with school. optimize success of the full
accessing appropriate range of students with special
content. Initiates and monitors needs.
Learns about referral referral processes and
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure Takes leadership at the
special needs. on struggling learners and a timely and appropriate that students receive site/district and collaborates
advanced learners to manner supported with support and/or extended with resource personnel to
determine appropriateness documented data over time, learning that is integrated ensure the smooth and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
for referral. including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.

I currently have 15 out of I recently received a Whenver I have a student I address the needs of my
25 EL students and 1 student that has an IEP that has special needs, SPED learners in my
student with a speech for a learning disability. such as an IEP, I always classroom by providing
IEP. My student with a In addition to another take look at their CUM accomodations and
speech IEP has been student with a speech files. I take a day to look adaptations that best fit
doing very well and I am IEP, I have a total of two at the IEP in their CUM his needs. This year, I
in constant students with special files so that I know what only have one SPED
communication with her needs in my classroom. I specific strategies that I student who has speech
therapist. I also am part work closely with the have to be working with needs. I give him
of the ELAC committee at special ed teachers to the student on. I also look activities to practice his
school to help provide make sure that I am at their IEP to know what speech. I also work

and discuss supports that implementing strategies their goals are. This closely with the speech
my school provides for that can help them reach provides me a way to teacher and make sure
English Language their goals that is written develop and create an that the classroom and
Learners. I am learning in their IEP. action plan that can help homework assgigments
from my administration my student be successful that I give him match his
on the SST Process and 5/5/2019 in meeting their goals. I goals that are written in
steps that I need to do as communicate constantly his IEP. I also reach out to
a classroom teacher to with the SPED teacher the speech teacher for
refer a student to the SST and Speech teacher in advice to help my student
process. 9/24/2018 regards to my students’ meet his goal.
progress. 12/1/2019 4/12/2020