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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject content standards. between academic content language, and academic academic language in research to make relevant
matter academic standards and instruction. content standards. ways that ensure clear connections to standards
content standards 9/26/19 connections and relevance during instruction and
to students. 5/7/20 extend student learning.
12/4/2020, 4/29/21

I understand that students I believe that making
need to have important content relevant to
academic vocabulary students is necessary for
frontloaded for them to them to acquire the
make sure they are able to knowledge. Many
acquire the skills students have told me that
necessary to learn in my in other English classes
class. For example, with the reason why they didn’t
my freshmen classes I read or understand the
always begin the text they were assigned is
curriculum by going over because they couldn't
important literary terms relate to it and weren’t
that will help them read interested in it. I do my
and analyze literature. I best to use texts that are
believe that if students relevant/relatable to my
know the academic students, are appropriate
vocabulary, they will be to use for the standards
able to demonstrate they that I am teaching, and
have learned the essential will help students acquire
concepts and have met the the necessary vocabulary.
state standards. 9/26/19 One example that comes
to mind is when I teach
argument to my seniors it
is usually around college
application season. I will
find articles about student
debt, college admissions
standards, or other
relevant topics and
discuss those with class. I
Now that I have more
teaching experience, I
have expanded my
knowledge of various
areas of my content area. I
regularly read research
articles, collaborate with
other teachers, and
explore resources to
expand my knowledge in
English. I use the
knowledge I get from a
variety of resources and
apply them to my
curriculum. For example,
this semester I used
digital storyboards for
students to demonstrate
the mastery of their
learning. 12/4/2020
My units are designed
from start to finish to
support student learning. I
begin every unit with
listing objectives, taking a
survey of students
expectations, introducing
academic vocabulary, and
supporting students
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language.
3.2 Applying curriculum guidelines. 9/26/19
knowledge of student
development and
proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and associated
subject matter academic 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.
9/26/19
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.
5/7/20
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.
5/7/20
can use articles like that to
show concepts such as a
claim, a line of reasoning,
structure of an argument,
counterclaim. 5/7/20
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language.
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to
ensure equitable access to
subject matter
understanding for the
range of student language
levels and
abilities.12/4/2020
throughout the unit so
they can show mastery of
the standards on the
summative assessment at
the end of the unit.
4/29/21
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject matter
including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in
self-directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter. 4/29/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

I try to create engaging and I use data from previous I use the information
rigorous lessons that assessments and gathered from surveys to
builds upon what students assignments to inform my adjust/tailor my lessons
know in regards to teaching. That data will to support student
academic vocabulary. For inform me if students learning. For example,
example, in my AP English understood a concept or if earlier in the year when
Language class students they need more support in we were reviewing
research rhetorical terms trying to learn it. I also argumentative writing I
that they may or may not provide explicit gave an assignment for my
know. They than create a instruction that teaches students to pick an
class dictionary with a my students academic argumentative article of
student friendly definition vocabulary, how to their choosing and analyze
of the term and 2 or 3 read/analyze certain texts, the author’s argument. I
examples of the term. and employ different notice that students are
9/26/19 language features more engaged when they
depending on task and get to choose rather than
Most of the early lessons in audience. 12/4/2020 having to read something I
my unit is geared toward chose for them. 4/29/21
teaching academic
vocabulary. For example,
with my freshmen I just
taught them about conflict,
what it means and the
different examples. Once I
saw that students knew
and built upon their
understandings of conflict,
we then were able to apply
that concept to a short
story and analyze how
conflict drives the plot of
the story. 9/26/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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. 5/7/20 extend student
facilitate student
matter. 9/26/19 understanding. Ensures student
understanding of the
12/4/2020 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 4/29/21
I always preview I am now more aware of As I continue to grow and Even though I base my
curriculum to make sure the importance of expand on my teaching units on pacing guides
students will be able to curriculum organization practice, I am constantly from the textbook or
access it. Recently my and design. I use data making adjustments to my colleagues, I adjust and
district adopted a new from previous assessment practice. I use my change them based on my
English textbook. data to organize my knowledge of the own knowledge and the
Sometimes the units will curriculum. This year my curriculum, my previous needs of my students. I
have interesting ways of freshmen students have experience, resources, and know what areas students
sequencing units. I will been struggling with the knowledge of my students need extra support in
either remove information integration of evidence to make adjustments to (usually writing) and
I feel my students are not and I am currently the curriculum. For build in supports to get
ready for or adapt/modify reteaching them this as example, during online them there. I also make
it to make sure my they will need it for their learning I've had to sure to begin every lesson
students are able to final assessment for the drastically change several to explain to students
comprehend the material. semester. 5/7/20 assignments. For what they are learning,
9/26/19 example, I changed the why they are learning it,
requirements of a recent and how they will know if
presentation project to they have mastered the
incorporate audience learning objective.
awareness as well as Formative assignments
deliver the project give me feedback to
virtually. I made this measure their progress
change because I and I share that feedback
recognized my students with them so they know.
needed more authentic 4/29/21
speaking assignments as
well as using technology.
12/4/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single lessons
curriculum. or sequence of lessons to
3.4 Utilizing
increase student
instructional
understanding of academic
strategies that are
language appropriate to
appropriate to the
subject matter.
subject matter
I use a variety of
instructional strategies in
my lessons to increase
student understanding of
academic language.
Sometimes I’ll have
students turn to a partner
and discuss academic
vocabulary if I can sense
students need time to talk
with one another. I’ll
sometimes ask students to
create an artistic
representation of
vocabulary to give them
another medium to convey
that they understand the
vocabulary. I also try to
give students mnemonic
devices or other easy to
remember strategies to
understand vocabulary.
9/26/19
Selects and adapts a
variety of instructional
strategies to ensure
student understanding of
academic language
appropriate to subject
matter and that addresses
students’ diverse learning
needs. 5/7/20
I am purposeful in using a
wide array of instructional
strategies to ensure that
my students are able to
complete the lesson
objectives. I am also very
purposeful that my
instructional strategies
allow all students an
equitable learning
experience. For reading
instruction I use different
lexile level texts that
demonstrate academic
vocabulary but is also
accessible to every
student. I also provide
sentence starters for my
freshmen students as a
way for them to see
appropriate academic
writing but also focus on
the more analytical parts
of the writing assignment.
I also use think-pair-share
as a way to allow students
to converse with one
another and learn from
one another about
academic vocabulary. 5/7/20
Integrates instructional
strategies appropriate to
subject matter to meet
students’ diverse learning,
to ensure student
understanding of
academic language, and
guide student in
understanding
connections within and
across subject matter.
12/4/2020
I use many appropriate
instructional strategies to
ensure my students are
engaging with the
material and learning it. I
run a student centered
classroom that uses
cooperative learning for
group assignments. I use
models in my direct
instruction to
demonstrate what is
expected of my students. I
use four corner debates to
get students
involved/excited about the
topic. I believe all my
instructional strategies
are designed to help
students augment their
knowledge. 12/4/2020
Uses an extensive
repertoire of instructional
strategies to develop
enthusiasm,
meta-cognitive abilities,
and support and challenge
the full range of student
towards a deep knowledge
of subject matter. 4/29/21
I believe one of my tasks it
to get students engaged
with their learning. In this
area I feel like I am highly
successful. I make sure to
explain to students why
they are learning this in
practical and real world
examples. For example I
tell them that writing
claims is something that
they will need in college
and everyday life like
when applying for a job or
a loan. I also try to make
learning engaging by
showing applications in
pop culture that they are
familiar with. It is
relatively easy to find
examples of symbolism,
metaphor, personification,
foreshadowing, conflict,
and other literary terms in
movies/tv shows students
are familiar with. I also
ask students to reflect on
their learning to deepen
their understanding.
4/29/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
3.5 Using and
lessons to make subject subject matter accessible technologies for concept
adapting resources,
matter accessible to to students. and skill development in
technologies, and
students. subject matter. Resources
standards-aligned
Explores how to make reflect the diversity of the
instructional
Identifies technological technological resources classroom and support
materials including
resource needs. available to all students. differentiated learning of
adopted materials, to
subject matter. 9/26/19
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs. 9/26/19
I make sure that I always
choose the best medium to
maximize student
learning. This year I am
using the online version of
our textbook less because I
have found students
comprehend the material
better when they read it
from the textbook.
9/26/19
I give students hard copies
of all materials/handouts
as well as put them online
on Google Classroom. I
also show students how to
access these files offline in
case if they do not have
internet access at home.
9/26/19
Integrates a wide range of
adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students. 5/7/20
Assists students with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support. 5/7/20
In my class I make sure all
my resources and
materials are accessible to
all students. I create
graphic organizers to help
students understand
materials, give vocabulary
lists to help students with
their readings, chunk texts
to make them easier to get
through, and make all
materials available online.
I will also use a website
like Newsela to provide
texts for the appropriate
lexile level for my
students. 5/7/20
Engages students in
identifying and adapting
resources, technologies,
and standards-aligned
instructional materials to
extend student
understanding and critical
thinking about subject
matter.
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
12/4/2020, 4/29/21
As I strive to make my
class as equitable as
possible, I utilize various
resources to help my
students engage with the
curriculum and learn. For
example, I recently taught
my students how to use a
research database. They
were able to find reading
materials that were
academically appropriate
and of their own interest.
Some students have told
me that they now enjoy
looking up scholarly
articles to read for their
own interests. 12/4/2020
I believe a part of a
teacher’s role is not only
on teaching how to do
something, but to problem
solve and seek additional
sources for
understanding. I have an
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

area in my Google
Classroom for additional
sources on reading,
writing, and speaking and
listening. I also encourage
students both in written
and verbal directions to
utilize handouts,
resources, notes, and
collaborate responsibly
with peers when
appropriate to so in order
to meet learning goals.
4/29/21
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
measures for assessing using one or more language and content students to establish and
English learners’ performance components of English instruction. monitor language and
3.6 Addressing the to identify gaps in English language development to content goals.
language development. support English learners.
needs of English
9/26/19 5/7/20
learners and student Provides adapted materials Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Attempts to scaffold content Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable access content. using visuals, models, and scaffolds to support range of scaffolded support elimination of scaffolds based
access to the content graphic organizers. 9/26/19 standards-based instruction for language and content for on English learners’
using literacy strategies, the range of English learners, proficiencies, knowledge, and
SDAIE, and content level 12/4/2020 skills in the content. 4/29/21
English language
development in order for
students to improve language
proficiencies and understand
content. 5/7/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
In addition to the CELDT
data, I give my own
assessments of students’
language abilities. I give
multiple
grammar/language
assessments throughout
the year to identify
language needs of my
students. I use the data
from my period
assessments to identify
needs and plan ways to
address those needs. For
example, I have noticed a
few of my students have
difficulty with
subject/verb agreement. I
have been giving mini
lessons and exercises to
help them improve in this
area. 9/26/19
I will scaffold material by
showing student models of
all abilities and I create
graphic organizers to help
students organize and
express their thoughts.
For example, I have a
paragraph organizer with
sentence starters to help
students who struggle
writing begin the writing
process. 9/26/19
After reviewing the data of
my English learners and
students with special
needs I can differentiate
my lessons to give them
the support they need to
meet the learning goals of
my class. One way I
differentiate my lessons is
to use different lexile level
texts so that students can
read a text appropriate to
their needs. One scaffold I
offer is the use of sentence
starters and student
samples as models for
appropriate academic
writing. 5/7/20
I make it a priority to
ensure English learners
are supported throughout
the curriculum. I make
sure to provide resources
that will help them,
provide additional
support, and design
lessons to be accessible to
all students. I believe one
of my most effective tools I
have for helping English
learners are my sentence
starters. I believe this
helps them learn how to
write academically as well
as help them focus on
their ideas. 12/4/2020
I ensure to support all
English learners in my
class. First I make sure to
review their testing data,
differentiate my
instruction, and monitor
their progress. In
addition, I offer strategies
such as sentence starters,
cloze reading, cooperative
learning, models, and
additional support in and
outside the classroom. I
also consider my English
Learner’s needs as I
design lessons. For
example, recently I had a
lesson on figurative
language in romeo and
Juliet. Most students
struggle with this topic so
I made sure to break it
down for them, model it,
use cooperative groups,
and give immediate
feedback. All of my English
learners were successful
in being able to find
metaphors and similes
and explain their meaning
in the text. 4/29/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
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.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
I consult with the case carrier,
resource teachers, and other
staff to address the needs of
my students with special
needs. I also research
strategies that are intended to
help my students. For
example, I have a student with
dyslexia and I have
researched strategies to help
him access the curriculum.
One way I have done this is by
showing how all the readings
in our textbook have an audio
file which helps him with
reading the text. I also
learned to give him an index
card or ruler to help guide his
reading. 9/26/19
I’m always happy to attend
IEP/504 meetings with
parents and staff to help
develop goals for students. I
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. 5/7/20
I continue to cultivate my
relationships with the
special department and
personal to better assist
my students. Not only do I
read my IEP and 504’s, but
I will discuss them at
length with the student’s
case carrier. If I am in an
IEP/504 meeting I will ask
the parents and others
what are the best ways I
can support the student.
In addition, I will make
reports about special
needs students and convey
them to the appropriate
parties. Lastly, I do make
sure to document behavior
that may impede a
student’s learning ability
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. 12/4/2020
As always, I monitor and
assist my students with
special needs to make sure
they are being supported.
I collaborate with the
various stakeholders
(admin, parents, students,
SPED teachers) to ensure
that I am meeting the
needs of my students. For
example, I recently made a
referral regarding a
student who is struggling
with attendance and
behavioral issues. A team
was convened to find ways
to support his needs.
12/4/2020
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. 4/29/21
I make sure to include all
students in my classroom.
Depending on their needs,
I make sure to find ways to
incorporate them in the
classroom. For one of my
students who is
hyperactive, I make sure
to ask him questions that
don’t always need a long
response. For another
student who is deaf we
make sure to use a special
mic that transmits to her
cochlear implant.
I also send continual
reports to the families of
English Learners and
students with special
needs to keep them up to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
communicate important
information to the
appropriate parties regarding
progress of my students with
special needs. 9/26/19
Whenever I see a student with
referable behavior, I will talk
with the student to see if
there is anything causing that
behavior. I will also speak
with other teachers to see if
that is an issue going on in
their class. If I believe that a
referral is warranted, I will
and speak with their
counselor about it as well.
9/26/19
and get the appropriate
personnel involved. In the
fall I had a student who
was showing up to class
late constantly, not turning
in homework, and seemed
as if he were in a daze. I
referred him to the SIT
team and now he is getting
counseling sessions to
help with his depression.
5/7/20
date with their child’s
progress in my classroom.
Lastly, I participate in IEP
meetings, SIT
interventions, and speak
with counselors to
support my students. I
also bring up school wide
issues with my
department in our
meetings and with
administration when
appropriate. 4/29/21.