CSTP 3

Understanding and Organizing Subject Matter for Student Learning

Year 1 - Fall and Spring 2020-2021

Garfield Elementary- SDC mild/moderate 2nd-4th grade

CSTP 3.2- Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.

This is a chart depicting my students i-Ready diagnostic assessment results. I apply this assessment knowledge of student development and proficiencies to ensure student understanding of subject matter by implementing instruction strategies to match students’ learning needs. For example, I explicitly teach essential vocabulary, key words, and academic vocabulary so students can access subject matter text. We work on simple engaging learning activities such as spelling sentences. I introduce a word and explain the definition in student friendly vocabulary and then ask if someone would like to try to use the new vocabulary word in a sentence.

CSTP 3.3- Organizing curriculum to facilitate student understanding of the subject matter.

This is an instructional strategy I used to promote and support student learning. I organize to facilitate student understanding of the subject matter by considering students’ prior knowledge and skills. I am mindful of my students’ special needs by always providing instruction through a variety of strategies. I provide my students with adequate time and support to finish assignments. All class assignments if not finished during class time can be finished for homework. I am currently only assigning classwork/homework Monday through Thursday. All assignments are due at the start of class before the upcoming Monday morning. I also have taught my students how to utilize the comment section on their assignments so if they comment that they need support on a certain section or problem on their homework I will then either address the situation during instructional time or my office hours for that particular student. The comment could be as simple as, “help on # or ???”.

CSTP 3.4- Utilizing instructional strategies that are appropriate to subject matter.

This is one of the decodable books we read in class that is aligned to our current reading and spelling focus. I continue to utilize instructional strategies that are appropriate to subject matter by anticipating challenging academic vocabulary and defining the terms. During my designated English Language Development (ELD) instructional time I put a great emphasis on academic vocabulary instruction by tying the words to concepts and experiences that my students can relate to. For example, the students come up with spelling sentences for the content vocabulary and I help them write these sentences. The student created sentences helps me check for understanding and also builds on their life experiences and prior knowledge to the vocabulary.

Year 1 Reflection

CSTP Standard 3 states that teachers need to understand and organize subject matter for student learning.

The application of CSTP 3 in my teaching practice is that I scaffold instruction to address achievement gaps for the full range of learners. I scaffold instruction by using graphic organizers, sentence frames, transitional words, word banks, and explicitly teaching the academic vocabulary. Scaffolding instruction helps all learners achieve understanding and when done effectively student outcomes improve.

I learned that when I organize and adjust instruction within and across subject matter I ensure student learning. I have to thoroughly teach and provide my students with the appropriate resources in order for them to be successful in their learning expectations. One way to provide effective instruction is by teaching subject matter in small groups. Students learn best when the subject matter is presented in small groups with students with similar needs. During this year, I did teach whole group instruction because of the distance learning model that I had to follow due to the Covid-19 pandemic.

The impact on student learning has yielded positive achievement results. I provide support for all my students' special needs by planning and delivering instruction across the curriculum. My students will produce better structured and more elaborate work when I provided them with the appropriate prep and frameworks prior to their independent work time.

CSTP 3.1-Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks

This is the Benchmark Advance focus wall. My focus wall is changed weekly and the letter sound focus and spelling words come from Benchmark Advance core curriculum. I love Benchmark Advance because I know the curriculum is aligned to the California state standards and these skills build up.

CSTP 3.5- Using and applying resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to students.

This is an engaging writing activity that I assigned to my students that required students to reflect and brainstorm about their personal life principles. I scaffolded to address achievement gaps for my students with various learning needs. The pre-writing lesson included a attention grabber video, an oral brainstorm, sentence starter, word bank, model, and examples.

CSTP 3.mp4

CSTP 3.6- Addressing the needs of English Learners and students with special needs to provide equitable access to the content

In this clip I am going over cvc word blending. My inquiry cycle 2 focuses on getting my students to blend cvc words. Part of our daily morning routine is going over all the letters and their sounds and then going over the vowels again in isolation. Most of my English Language instruction was following Benchmark Advance which was very helpful. However, when I assessed my students I noticed that most of my class demonstrated a need for foundational skills such as decoding simple cvc words. Therefore, I decided that I had to supplement the Benchmark Advance core curriculum with explicit decoding instructional practice.

Year 2 - Fall and Spring 2021-2022

Year 2- Reflection

CSTP Standard 3 states that teachers need to understand and organize subject matter for student learning.

The application of CSTP 3 in my teaching practice is that I scaffold instruction to address achievement gaps for the full range of learners. During this year, I have continued providing students with the necessary tools to close the gaps and for them to be able to work more independently. When teaching a lesson I provide tools that they can use to complete the assignment at hand. During math, I provide number charts, number lines, number bond templates, and manipulatives to assist them in completing the assignment. During Language Arts, I provide students with vocabulary pictures, word banks, sentence frames, sentence starters, and realia so that they can better understand the lesson. I work closely with students in providing guided instruction and examples as needed. When teaching new concepts I provide guided instruction, followed by doing some items together and when students are ready they work independently or with a partner. My students need constant monitoring and guidance so I make sure to always provide one-to-one assistance.

I learned that when I organize and adjust instruction within and across subject matter I ensure student learning. I adapt and design instruction depending on factors such as time, student current abilities, and paraprofessional support. Knowing how to design and adapt subject matter optimizes the instructional time and keeps students motivated and engaged. This year I have returned to face-to-face instruction so it makes it better to work in small group instruction. Most of the classroom instruction is delivered in a small group setting. I work with students in small groups of mostly three to four students at a time, this model is more effective and efficient because more assignments get completed during the small group instruction approach.

The impact on student learning is positive achievement results because I provide support for all my students' special needs. I have continued to observe growth in student learning by providing a well-organized plan. I plan lessons and deliver instruction to my students but I have to be flexible to change the lesson because often my students need more support to complete assignments.

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