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 language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction. connections and during instruction and
relevance to students. extend student learning.

This is my first-year
teaching and my first
time teaching 6th grade. I
have struggled in this
area.

I spend a lot of time

examining our Student
Achievement Plans and
our Essential Standards
to create lessons and
focus on what students
must leave 6th grade with.
I have also had help from
veteran teachers that
help guide me.

Curricular materials and

supplemental resources
used for the lesson align
with the appropriate
academic content
standards.(ongoing)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.

I provide explicit/direct
instruction of essential
standards and vocabulary
in my daily lessons.

We provide an initial
assessment to decide
where students’ levels
are, and I try to base
instruction around their
strengths and
weaknesses. This helps
me to see what their prior
knowledge is and they
retake the assessment
middle of the year and
end of the year to see
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

their progress. (Week of
8/23/21).
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. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
As a first-year teacher
and as a teacher who is
new to 6th grade I mainly
follow the curriculum
specialists and veteran
recommendations on
pacing and how to get in
the essential standards
students need to enter 7th
grade.
I attempt to make
connections to real world
situations and hep
students realize they are
not learning a skill in
isolation but the idea that
skills build.

Concepts that are taught

in previous years are
revisited and
incorporated into current
instruction in order to
scaffold new
content(ongoing).
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I have my students
participate in a variety of
instructional strategies to
further learning. Using
different instructional
strategies allows for
effective learning by
adapting to the learning
styles and needs of all of
my students, actively
engaging students in their
learning process and
supporting students in
reaching their academic
goals.
We have different
methods students can use
to engage in class each
day. Chat is for all
students but also for
students who may not be
confident in their
answers. I have 2 types
of chat. Main room and
Questions and Answers.
The Q & A is a chat
section only I can see so
those students who want
to participate and engage
but are not confident can
use that. We also allow
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students to use mic to
talk or discuss. I use a
variety of programs and
methods when I teach in
hopes that I reach every
student and their best
learning method.
(ongoing).
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
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
I do not only use the text
and the materials in the
OLS to teach my students.
I strategically place the
most essential ideas but I
build my lessons on what
standard do I want
students to understand
and master. For example:
Students wrote a
paragraph on theme for
The Magic Prison, a
folktale. They had lessons
in the OLS (Online
School) to read but I took
out the standards for
identifying theme and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

central Idea and we
practiced writing our
own paragraphs after I
taught about how to write
a paragraph and how to
find theme. (Week of
9/13/21)

I provide and have

students get comfortable
using different types of
Graphic Organizers to
organize their thoughts.
In our Write a Fable
assignment, students
learned about the writing
process, and we worked
on a Graphic Organizer as
a planning document
before they wrote their
first draft of their Fable.
(9/23/21).
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.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
3.6 Addressing the with special needs through
needs of English data provided by the school.
learners and student
with special needs to
provide equitable
access to the content Attends required meeting
with resource personnel and
families.
Exploring Applying Integrating Innovating
I have been given some
strategies from our SPED
teachers to help those in
my class who have special
needs.
I give students a variety
of ways to participate
including group work of 3
students. I find often this
makes these students
more comfortable and
they are able to learn
from their peers through
discussions and short
assignments.
Students attend SAI
classes at least once a
week with a specialist but
some of those strategies
are also used during my
small group sessions.
I often include a
keywords of the day slide
at the beginning of class
which helps not only my
special needs students
but can also be a way to
access prior knowledge
for all students. (ongoing)
Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
on the full range of students full range of students adaptations, and extensions range of student with special
identified with special needs identified with special needs to instruction for the full needs to actively engage in
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, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Cooperates with resource Communicates and Communicates and
personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
and families during with resource personnel, support staff, and families to personnel, para-educators,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
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 have been given some
strategies from our SPED
teachers to help those in
my class who have special
needs.
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.
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.
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.

I give students a variety

of ways to participate
including group work of 3
students. I find often this
makes these students
more comfortable and
they are able to learn
from their peers through
discussions and short
assignments.

Students attend SAI

classes at least once a
week with a specialist but
some of those strategies
are also used during my
small group sessions.

I often include a
keywords of the day slide
at the beginning of class
which helps not only my
special needs students
but can also be a way to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

access prior knowledge
for all students. (ongoing)