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. 12/6/20 connections and connections to standards
7/17/20 relevance to students. during instruction and
4/29/21 extend student learning.

I understand the content Venn Diagram I created a history

and determine which Organizer. While reading curriculum guide for the
elements the students and watching videos unit The Thirteen
must need to have about the colosseum and Colonies. When creating
mastered as a circus maximus, students the guide, I made sure
prerequisite to another. I took notes using this that the activities all built
have the students explore venn diagram organizer off of one another so that
the academic language in their Ancient Rome students could make clear
related to the content books made using Book connections in their
they are learning to help Creator. learning.
them make connections 12/6/20 4/29/21
and have a deeper
understanding of what
they are learning.
7/17/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
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Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
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I incorporate several
different activities when
teaching new content that
pertain to all styles of
learning. I explicitly teach
academic vocabulary and
language, usually with the
incorporation of a hands-
on game/activity. For
example, students must
write a riddle or draw a
picture that represents a
vocabulary word. Other
students will then have to
guess what the word is by
looking at the clues.
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Ancient Rome
Engineering Project.
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
4/29/21 levels of vocabulary,
academic language, and
Provides explicit teaching proficiencies in self-
of specific academic directed goal setting,
language, text structures, monitoring, and
grammatical, and stylistic improvement. Guides all
language features to students in using analysis
ensure equitable access strategies that provides
to subject matter equitable access and deep
understanding for the understanding of subject
range of student language matter.
levels and abilities.
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When teaching writing, I
always model for my
students. When modeling,
I think aloud to show
them the thinking process
I am going through. I
discuss grammar,
language features, etc.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Students had the choice

of how they wanted to
demonstrate their
knowledge of Ancient
Rome technologies. They
had to either draw, paint,
or create a model of an
Ancient Roman
engineering design. They
also had to write a
caption and present it to
the class.
12/6/20

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. extend student instruction.
facilitate student matter. 12/6/20 understanding.
understanding of the 7/17/20 4/29/21 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

I strive to make cross- Toy Theater Digital

curricular connections as Interactive Tools.
much as possible. I make Students were struggling
sure to review content with psed time in math.
that was learned prior to Instead of moving onto
moving on to new skills the next topic, I decided
that build upon that skill to spend two extra days
or knowledge. I organize reviewing this concept
the curriculum in a way with interactive digital
that is easy for my tools such as the one
students to understand, linked. They had to solve
focusing on quality rather real life problems related
than quantity. to elapsed time as a way
7/17/20 of practicing.
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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
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
lessons to increase academic language learning, to ensure cognitive abilities, and
3.4 Utilizing
student understanding of appropriate to subject student understanding of support and challenge the
instructional
academic language matter and that academic language, and full range of student
strategies that are
appropriate to subject addresses students’ guide students in towards a deep
appropriate to the
matter. diverse learning needs. understanding knowledge of subject
subject matter
7/17/20 connections within and matter.
across subject matter.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

I present new academic Instead of using different

language to my students
in a variety of ways
before expecting mastery
of them. I encourage my
students to use the new
academic language they
have learned in class
discussions and in their
everyday conversations
with peers, teachers, and
other adults in their lives.
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technology platforms
during every one of my
Zoom lessons, I will often
limit the technology
platforms to tools on
Zoom. I will have the
students use the chat
feature and breakout
rooms to demonstrate
their learning.
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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. 7/17/20 subject matter. Resources matter accessible to understanding and
make subject matter reflect the diversity of the students. critical thinking about
accessible to all Identifies technological Explores how to make classroom and support 4/29/21 subject matter.
students resource needs. technological resources differentiated learning of
available to all students. subject matter. Assists student with Ensures that student are
7/17/20 12/6/20 equitable access to able to obtain equitable
materials, resources, and access to a wide range of
Guides students to use technologies. Seeks technologies through
available print, electronic, outside resources and ongoing links to outside
and online subject matter support. resources and support.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I am familiar with my
school’s curriculum and
use additional resources
as needed to enhance
student engagement,
including the use of
different technologies
and activities/games that
I have created or been
recommended by my
colleagues.
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Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
7/17/20 writing. Uses multiple
4/29/21 measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to development.
provide equitable
access to the content Provides adapted materials Attempts to scaffold content
to help English learners using visuals, models, and
access content. graphic organizers.
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resources based on
individual needs.
12/6/20
Webquest on Julius
Caesar. Students are
required to watch a video
and read websites in
order to answer a
webquest about Julius
Caesar for their Ancient
Rome history unit.
12/6/20
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
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Students had to use
google slides to create a
Yelp review on a chosen
colony while learning
about The Thirteen
Colonies. They had to
practice many skills on
this technology platform
such as uploading
pictures to the slide,
practicing copying and
pasting different
text/images, and
changing the font.
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Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
the range of English proficiencies, knowledge,
learners. and skills in the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

I provide language stems

for students to help them
compose complete
sentence responses. I also
provide graphic
organizers to help English
learners organize their
thoughts before
completing a written
response or project. I will
shorten assignments as
needed for students with
special needs or English
learners, but make sure
that they are still learning
the pertinent
information.
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3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
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Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
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Seeks additional information
on struggling learners and
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
advanced learners to
determine appropriateness
for referral.
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I work with the parents of

special needs and English
learner students along
with the administration
at my school in order to
be able to help my
students as much as I can.
I put them in groups
where I know that they
will receive the help they
need and be able to
flourish.
7/17/20

When assigning students

to write a letter from the
viewpoint of Cleopatra, I
gave English learners a
graphic organizer and an
example of a letter that I
wrote from Julius Caesar.
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