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  
language,  and  academic   identify  connections   concepts,  academic   content  standards,  and   issues,  academic  
3.1  Demonstrating  
content  standards.   between  academic   language,  and  academic   academic  language  in   language,  and  research  to  
knowledge  of  subject  
content  standards  and   content  standards.   ways  that  ensure  clear   make  relevant  
matter  academic  
instruction.   connections  and   connections  to  standards  
content  standards  
relevance  to  students.   during  instruction  and  
12/10/19   extend  student  learning  
5/5/20.  
 
      I  use  the  ACTFL   As  demonstrated  in  my  
proficiency  standards   resume,  I  have  attended  
when  designing  activities   several  PD  Workshops  
and  assessments.  These   and  Conferences  to  hone  
standards  help  me   in  my  craft.  
understand  knowledge    
and  skills  that  students   I  have  also  presented  at  
need  to  achieve  goal.  I   workshops  at  my  site,  
research  language   within  my  district,  and  in  
acquisition  methodology   the  North-­‐State  area.  I  
and  attend  professional   was  going  to  present  at  
development  workshops   the  Statewide/Regional  
to  stay  up-­‐to-­‐date  on   level,  but  the  conference  
current  pedagogical   was  canceled  due  to  the  
  research.  Academic   situation  with  COVID-­‐19.  
language  instruction  and   In  addition  to  presenting  
vocabulary  development   my  lesson  on  QR  Codes  at  
are  key  components  to   the  site  level,  I  was  also  
the  words  I  choose  to  use   invited  to  present  it  at  the  
when  delivering   district  level  at  our  
comprehensible  input  for   District-­‐Wide  Staff  
my  students.  7/8/19   Development  Day  
5/5/20.  
 
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.   Engages  student  at  all  
3.2  Applying   vocabulary  following   academic  language.   language.12/10/19.     levels  of  vocabulary,  
knowledge  of   curriculum  guidelines.       Provides  explicit  teaching   academic  language,  and  
student  development   Provides  explicit  teaching   Provides  explicit  teaching   of  specific  academic   proficiencies  in  self-­‐
and  proficiencies  to   of  essential  content   of  essential  vocabulary,   language,  text  structures,   directed  goal  setting,  
ensure  student   vocabulary  and   idioms,  key  words  with   grammatical,  and  stylistic   monitoring,  and  
understanding  of   associated  academic   multiple  meanings,  and   language  features  to   improvement.    Guides  all  
subject  matter   language  in  single  lessons   academic  language  in   ensure  equitable  access   students  in  using  analysis  
or  sequence  of  lessons.     ways  that  engage   to  subject  matter   strategies  that  provides  
Explains  academic   students  in  accessing   understanding  for  the   equitable  access  and  deep  
language,  formats,  and   subject  matter  text  or   range  of  student  language   understanding  of  subject  
vocabulary  to  support   learning  activities.   levels  and  abilities   matter.  
student  access  to  subject   12/10/19.   5/5/20.  
matter  when  confusions  
are  identified.  
 
    Students  complete  a  daily   Academic  language    
bell  ringer,  which  connect   instruction  and  
to  prior  lessons  or  invite   vocabulary  development  
students  to  write  about   are  key  components  to  
personal  experiences  that   the  words  I  choose  to  use  
will  connect  with  the  goal   when  delivering  
for  the  day  or  week.  I   comprehensible  input  for  
start  new  units  with  a   my  students.  
  “KWL”  chart,  where    
students  indicate  what   Vocabulario  útil":  
they  already  know  about   Academic  vocabulary  that  
a  subject  and  questions   students  will  need  for  
they  have  (what  they   reading,  writing,  and  
want  to  know).  This   speaking  activities  are  
assignment  helps  me   posted  at  the  front  of  the  
understand  what  material   classroom  in  English  and  
is  most  appropriate  for   Spanish.  Students  are  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
the  class  and  I  can  plan   encouraged  to  use  the  
accordingly.  Using  the   word  wall  as  a  resource  
KWL  helps  me  determine   and  incorporate  these  
how  to  approach  the   words  into  their  work  as  
subject  matter  so  that  it  is   much  as  possible  
developmentally    
appropriate.  7/8/19   I  provide  students  with  
  vocabulary  lists  that  are  
When  teaching  language   supplemented  with  
and  grammar,  I  explicitly   Quizlet  study  sets.  Each  
teach  academic   classroom  has  access  to  
vocabulary  and  grammar   study  sets  that  are  
concepts  that  students   organized  by  unit.  The  
need  to  become  proficient   vocabulary  is  chunked  
or  that  are  commonly   into  thematic  lists.  In  
recognized  as  deficiencies   addition  to  students  
in  heritage  language   having  the  study  tools,  we  
speakers.  7/8/19   play  Quizlet  live  at  least  
once  per  week  to  practice  
vocabulary  and  keep  it  
fresh  in  the  students  
minds  5/5/20.  
 
 
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.  7/8/19.   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  
    Many  themes  that  we   I  incorporate    
study  in  Spanish  are   technology  when  
interrelated  with  other   appropriate,  such  
disciplines.    I  try  to  find   as  kahoot,  quizizz,  
out  what  students  are   and  quizlet  for  review  
doing  in  other  classes,   and  comprehension  
and  find  ways  to   checks.  I  also  utilize  
incorporate  that   Google  Classroom  to  
knowledge  into  Spanish   help  students  keep  
class.  I  also  try  to  connect   track  of  assignments.  
what  we  are  studying  in    
class  with  current  events.   My  Quizlet  classroom  
  Such  as  interpreting   has  separate  classes  
poetry  and  comparing   with  various  study  sets  
poetry  to  current  songs.   per  class.  
7/8/19.    
When  covering  new  
material,  I  provide  
students  with  guided  
notes  and  graphic  
organizers.  Students  
also  have  access  to  
assignments  via  Google  
Classroom  5/5/20  
 
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  
curriculum.   lessons  or  sequence  of   student  understanding  of   students’  diverse   develop  enthusiasm,  
3.4  Utilizing  
lessons  to  increase   academic  language   learning,  to  ensure   meta-­‐cognitive  abilities,  
instructional  
student  understanding  of   appropriate  to  subject   student  understanding  of   and  support  and  
strategies  that  are  
academic  language   matter  and  that   academic  language,  and   challenge  the  full  range  of  
appropriate  to  the  
appropriate  to  subject   addresses  students’   guide  student  in   student  towards  a  deep  
subject  matter  
matter.   diverse  learning  needs.   understanding   knowledge  of  subject  
connections  within  and   matter.  
across  subject  matter.  
12/10/19  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
      I  implement  a  variety  of    
instructional  strategies  to  
keep  students  engaged  in  
learning  and  to  help  them  
make  connections.  I  do  
not  always  directly  
lecture  or  explicitly  teach  
concepts.  Some  strategies  
I  integrate  to  my  lessons  
include  staying  in  the  
target  language  as  much  
as  possible,  supporting  
comprehension  and  
  production  through  
gestures  and  visuals,  
focusing  on  meaning  
before  perfect  form,  and  
conducting  
comprehension  checks  in  
the  target  language  to  
ensure  understanding.  
5/5/20  

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  
3.5  Using  and   resources,  and   resources,  and   instructional  materials,   technologies,  and   resources,  technologies,  
adapting  resources,   technologies  for  specific   technologies  to  make   resources,  and   instructional  materials  to   and  standards-­‐aligned  
technologies,  and   lessons  to  make  subject   subject  matter  accessible   technologies  for  concept   meet  identified  student   instructional  materials  to  
standards-­‐aligned   matter  accessible  to   to  students.   and  skill  development  in   needs  and  make  subject   extend  student  
instructional   students.     subject  matter.  Resources   matter  accessible  to   understanding  and  
materials  including     Explores  how  to  make   reflect  the  diversity  of  the   students.     critical  thinking  about  
adopted  materials,  to   Identifies  technological   technological  resources   classroom  and  support     subject  matter.  
make  subject  matter   resource  needs.   available  to  all  students.   differentiated  learning  of   Assists  student  with    
accessible  to  all   subject  matter.   equitable  access  to   Ensures  that  student  are  
students     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.  12/10/19   ongoing  links  to  outside  
resources  based  on   resources  and  support.  
individual  needs.  7/8/19.  

    When  covering  new   While  I  use  a  textbook  in    

material,  I  provide   my  classes,  the  book  does  
students  with  guided   not  drive  the  curriculum.  
notes  and  graphic   It  provides  me  with  a  
organizers.  Students  also   framework,  but  I  look  for  
have  access  to   authentic  resources  that  
assignments  via  Google   fit  within  a  particular  
Classroom.  7/8/19     grammar  concept  or  
theme.  Using  authentic  
resources  helps  students  
dive  deeper  into  not  only  
the  language  but  the  
cultures  we  are  studying.  
Newsela  provides  
newspaper  articles  
 
available  in  various  
reading  levels.  I  am  able  
to  print  out  specific  levels  
that  are  appropriate  for  
varied  abilities  in  my  
class.  I  incorporate  
technology  when  
appropriate,  such  as  
kahoot,  quizizz,  and  
quizlet  for  review  and  
comprehension  checks.  I  
also  utilize  Google  
Classroom  to  help  
students  keep  track  of  
assignments.  5/5/20.  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
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.        
  in  English  language        
learners  and  student  
Provides  adapted  materials   development.   Creates  and  implements   Develops  and  adapts   Is  resourceful  and  flexible  in  
with  special  needs  to   to  help  English  learners     scaffolds  to  support   instruction  to  provide  a  wide   the  design,  adjustment,  and  
provide  equitable   access  content.   Attempts  to  scaffold  content   standards-­‐based  instruction   range  of  scaffolded  support   elimination  of  scaffolds  
access  to  the  content   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   proficiencies,  knowledge,  
English  language   learners.   and  skills  in  the  content.  
development  in  order  for  
students  to  improve  
language  proficiencies  and  
understand  content.  
12/10/19.  
    I  utilize  various  strategies   With  recent  school  closures,  our    
school  counselors  and  office  
to  teach  diverse  learners.  
staff  were  tasked  with  reaching  
Students  are  seated  in   out  to  every  single  student  to  
groups  of  four,  which   check  in  with  families,  provide  
affords  students  the   information,  and  gather  data  
regarding  preparedness  for  
opportunity  to  interact  in  
distance  learning.  Since  there  
pairs,  trios,  and  small   are  no  Spanish-­‐speaking  
groups.  Reading,  writing,   counselors  or  office  staff,  I  was  
listening,  and  speaking   able  to  improve  outreach  
by  making  calls  to  Spanish  only  
are  incorporated  into  
families.  I  was  able  to  use  my  
  daily  lessons  and   second  language  to  promote  
assessments.  7/8/19   effective  interactions  among  
families  and  the  school,  and  
provide  a  point  of  contact  for  
families  that  do  not  speak  
English  5/5/20.  
.  
 
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
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,  
  sequence  of  lessons.   appropriate  challenge  and   adequate  support  and   learning  needs,  and  
    accommodations  in   challenge.   achievement  in  accessing  
    instruction.     content.  
Attends  required  meeting   Cooperates  with  resource     Communicates  and    
3.6  Addressing  the   with  resource  personnel  and   personnel,  para-­‐educators,   Communicates  regularly   collaborates  with  colleagues,   Communicates  and  
needs  of  English   families.   and  families  during   with  resource  personnel,   support  staff,  and  families  to   collaborates  with  resource  
  meetings  and  activities  in   para-­‐educators,  and  families   ensure  consistent   personnel,  para-­‐educators,  
learners  and  student  
  support  of  learning  plans   to  ensure  that  student   instruction.  Supports   families,  leadership,  and  
with  special  needs  to     and  goals.   services  are  provided  and   families  in  positive   students  in  creating  a  
provide  equitable       progress  is  made  in   engagement  with  school.   coordinated  program  to  
access  to  the  content       accessing  appropriate     optimize  success  of  the  full  
    content.   Initiates  and  monitors   range  of  students  with  
Learns  about  referral       referral  processes  and   special  needs.  
processes  for  students  with   Seeks  additional  information   Refers  students  as  needed  in   follow-­‐up  meeting  to  ensure    
special  needs.   on  struggling  learners  and   a  timely  and  appropriate   that  students  receive   Takes  leadership  at  the  
advanced  learners  to   manner  supported  with   support  and/or  extended   site/district  and  collaborates  
determine  appropriateness   documented  data  over  time,   learning  that  is  integrated   with  resource  personnel  to  
for  referral.   including  interventions  tried   into  the  core  curriculum.   ensure  the  smooth  and  
previous  to  referral.  7/8/19   effective  implementations  of  
referral  processes.  
    Students  that  require   By  working  with  students    
modifications  or   and  resource  teachers,  I  
adaptations  are   am  able  to  make  
accommodated  in  the   modifications  
classroom  and  in  lesson   accordingly.  I  attend  IEP  
plans.  I  check  in  regularly   meetings  regularly,  
with  resource  teachers  to   openly  communicate  with  
ensure  that  I  am   students  and  their  
addressing  all  the  needs   parents,  and  differentiate  
  of  my  students.  I  also   instruction.  Our  school  
connect  with  the  student   recently  hired  a  social  
to  ensure  they  self-­‐ worker  and  I  have  also  
advocate  when  necessary.   been  able  to  make  
Students  are  given   references  to  her  as  
options  to  demonstrate   needed.  12/10/19  
level  of  understanding  as    
needed.  For  example,  if  a   Evidence:  By  working  
project  requires  a  student   with  students  and  
to  do  a  spoken   resource  teachers,  I  am  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
presentation  in  front  of   able  to  make  
the  class,  but  the  student   modifications  
suffers  from  anxiety,   accordingly.  I  attend  IEP  
he/she  could  propose  a   meetings  regularly,  
different  way  of   openly  communicate  with  
presenting  the  material   students  and  their  
that  would  not  require   parents,  and  differentiate  
him/her  to  present  at  the   instruction.  For  example,  
front  of  the  class.  7/8/19   when  initiating  the  
Literature  Circle  project  
in  one  of  my  classes,  I  was  
able  to  find  Audio  Books  
for  students  with  
difficulties  with  reading  
5/5/20.