Standard 3 CSTP: Understanding and Organizing Subject Matter for

Student Learning

CSTP 3.1 - Demonstrating knowledge of subject matter and academic

content standards.
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Level of Development: Integrating Date: 4/3/23

Evidence
• I use CA academic content standards to design lessons for class
• Second year teaching third grade and so I am getting more familiar with the
curriculum by planning lessons in advance and being able to connect to previous
lessons.
• Planning sessions with other 3rd grade teachers to ensure all standards are met
throughout the school year
• I am always reminding students about what we learned during the previous day’s
lesson and asking them to recall information.
• I use exit tickets to ensure that students are grasping what they should know
about the lesson that was just completed
• We have a new math curriculum this year called Savaas. Sometimes I will watch
the tutorial videos showing other teachers teaching the lessons. These are super
helpful if I’m having a hard time figuring out how to introduce or explain a
concept. (ISTE 1c)
• I always start lessons by reminding students what we learned the previous day or
in the previous lesson
• I make sure to review the academic vocabulary before a lesson
• I watch tutorial videos before math lessons sometimes so that I can see how best
to teach the content

CSTP 3.2 - Applying knowledge of student development and proficiencies

to ensure student understanding of subject matter
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Level of Development: Integrating Date: 4/3/23

Evidence
• STAR Reading test is used to gauge student reading levels.
• Math tests are used to gauge student learning levels
• Exit tickets are sometimes used as a way to see how much students learned from
a lesson
• Asking questions to the whole class and letting students respond is a great way to
gauge where students are at
• Teacher will plan additional lessons if it is noticed that most students are
• I will often create centers after a whole group lesson so that I’m able to work
with small groups of students at time.
• New vocabulary is gone over before and after lessons to ensure understanding of
the subject matter.
• If I see that students are not understanding a concept or something is very new to
them, I will have them write in down in either their ELA or Math journal so that
they can always refer back to that information.
• Brain breaks are a great way to break up a lesson and helps students to get the
wiggles out
• I post relevant vocabulary up on the board so students can refer back to it often
• I realize there are different types of knowledge that are necessary to master the
lesson/objective.
• I realize that social skills are used during collaborative work and how it relates to
a student’s development.

CSTP 3.3 - Organizing curriculum to facilitate student understanding of

the subject matter
Level of Development: Exploring Date: 9/25/21
Level of Development: Applying Date: 5/6/22
Level of Development: Integrating Date: 11/6/22
Level of Development: Integrating Date: 4/3/23

Evidence
• Teacher utilizes teacher’s guide with lesson plans already laid out. Teacher
doesn’t always follow it, but it is a great place to start when planning out lessons
for the week
• If teacher sees that students are not understanding or need more help, teacher will
create more whole group or small group lessons
• Using exit tickets and classroom conversation as a way to gauge student
understanding of the subject matter
• Teacher puts a variety of instructional posters around the room to help both
facilitate learning of new ideas and to reinforce already learned concepts
• Small groups and rotations is a great way for me to make sure that every students
is understanding the new concepts being learned.
• Lesson plans are well sequenced to build onto previous lessons
• I meet with the other 3rd grade teacher regularly so that we can discuss what has
worked and what hasn’t worked in previous years. With some subjects, like
social studies, we share a Google doc where we can share resources to enhance
lessons. (ISTE 4a)
• Our new Math curriculum is designed so that each lesson builds off of the
previous lesson.
• I’ve created a scope and sequence for every subject that I teach
• I plan with the other 3rd grade teacher so that we are doing the same lessons on
the same days. This is great for when our classes get combined after school and
they have to do homework together. It ensures they are all working on the same
homework at the same time

CSTP 3.4 - Instructional strategies that are appropriate to the subject

matter
Level of Development: Exploring Date: 9/25/21
Level of Development: Applying Date: 5/6/22
Level of Development: Integrating Date: 11/6/22
Level of Development: Integrating Date: 4/3/23

Evidence
• Math is a time when students can use scratch paper, white boards, and can come
up to the main classroom white board to practice. Students really enjoy being
able to have the flexibility to use any of those for their math calculations
• Teacher plans lessons to incorporate many different elements. For example,
planning lessons that include art, technology, writing, and collaboration
• Teacher meets with MT on a regular basis to discuss ways in which we can teach
in ways that are appropriate to the subject matter
• Each activity I plan is designed to allow students to show what they have learned
• The choice board I created is a great example of allowing students to choose how
they want to connect to the subject matter (ISTE 7a)
• The choice board I created last semester has been very effective in my class. It
has helped cut down on distractions by early finishers
• I design lessons so that I am able to assess students as they participate

CSTP 3.5 - Using and adapting resources, technologies, and standards-

alighted instructional materials including adopted materials, to make
subject matter accessible to all students.
Level of Development: Exploring Date: 9/25/21
Level of Development: Applying Date: 5/6/22
Level of Development: Integrating Date: 11/6/22
Level of Development: Integrating Date: 4/3/23

Evidence
• Teacher uses resources beyond just what is provided by the school. For example,
showing videos, checking out additional books from the library, and using
resources from TPT/ education.com
• Teacher uses a wide variety of resources so that all students will be engaged in
learning.
• Teacher utilizes other grade level teachers to help in lesson planning. Sharing
great resources is an effective way to enhance lessons and make subject matter
more accessible to all students
• We use technology resources such as IXL and Renaissance STAR testing to
support our math and reading curriculums. These websites help students practice
their skills and also test them so that I know their current math and reading
levels. (ISTE 5b)
• I enhance lessons with videos and anchor charts. I then leave the anchor charts
around the room if we are still working on that concept.
• RazKids is an app I have parents use at home. It’s a great way to track reading
progress.
• I like using technology during lessons so that students are able to deepen their
understanding of technology
• I love using Mystery Science as a supplement to our science curriculum. There
are tons of hands on activities that really have a huge positive impact on student
learning and retention of material

CSTP 3.6 - Addressing the needs of English learners and student with
special needs to provide equitable access to the content.
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Level of Development: Integrating Date: 4/3/23

Evidence
• Teacher does not have English learners in the classroom, but does have two
students with ADHD. Those students have a hard time staying focused and feel
overwhelmed with a whole page of math problems for example. Teacher will
only require about half of the problems that need to be done so as not to
overwhelm those students
• Walking around the classroom the teacher observes who is struggling with
certain concepts and make notes about what they are struggling on. Teacher
might plan an extra reinforcement lesson to go over that concept either with the
whole class or just a smaller group during rotation time
• I do not have any English learners in my class this year. I still go over new
vocabulary like I would with any class.
• I do have one student with an IEP in my class and I give him accommodations
such as allowing him to do half the problems that other students would have to
do.
• I have a special needs student in my class. I have worked with his parents
throughout the year to ensure that he is able to keep up in the class. I’ve made
additional accommodations for him such as allowing him to do half of his work
at home