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 concepts,
matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject content standards. between academic content language, and academic language in ways that make relevant connections
matter academic standards and instruction. content standards. ensure clear connections to standards during
content standards and relevance to instruction and extend
students.07/14/2022 student learning.
10/28/2022

Before each writing class I have added into my

I review or talk about the instructional strategies the
objective with students. use of YouTube Videos,
We also always discuss music from Spotify or
word choice, which we do physical examples to make
examples together of how the work more relevant and
we can reword sentences easier for the students to
to use that of stronger, connect to. For example,
more descriptive printing out student
vocabulary. Although I examples for student
am not the vocabulary access, pictures that go
teacher, I encourage along with vocabulary, or
students to share their use of apps that make the
current vocabulary words content more accessible for
that may work with the all learners. 10/28/2022
example. I make sure to
use terms the students
are familiar with and this
has now become part of
our routine in writing
class. 7/14/2022
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 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.
knowledge of student
Provides explicit teaching
development and
of essential content
proficiencies to ensure
vocabulary and associated
student understanding
academic language in
of subject matter
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.
07/14/2022
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.
07/14/2022
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic language.
10/28/2022
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. 10/28/2022
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.

Prior to teaching new I have added daily

writing styles (narrative, grammar/language bell
informational, ringers to my morning
argumentative, etc.) I routine so students can stay
check for prior
well versed in previously
knowledge by having
taught content. We go over
students complete a one-
two paragraph prompt in answers each morning and
that style. I use this to have a daily review. It has
gauge where my helped their skills when
students are at in their applying these reviews to
writing and vocabulary current writing
skills and adapt my assignments. 10/27/2022
lesson and
prompts to fit their needs. I
also use this information to
create smaller groups I can
reteach basic skills to.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Follows organization of Examines organization of Uses knowledge of
curriculum as provided by curriculum and considers curriculum and student
site and district to support adjustments in single readiness to organize and
student understanding of lessons or sequence of adjust the curriculum to
3.3 Organizing
the subject matter. lessons to support ensure student
curriculum to
understanding of subject understanding.4/3/2023
facilitate student
matter.
understanding of the
subject matter
I have developed cross-
curricular collaboration
with other teachers, such
social studies, to integrate
writing instruction into
their curriculum. Here is an
example of a history
assignment in which the
students had to research
and work in groups to write
a monument induction
speech for an important
figure in history. For this
project I collaborated with
our junior high social
studies teacher. 4/3/2023
Integrating Innovating
Integrates knowledge of Uses extensive knowledge
curriculum and resources of curriculum and related
to organize and adjust resources to flexibly and
instruction within and effectively organize and
across subject matter to adjust instruction.
extend student
understanding.07/14/2022 Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
After I assess students
prior knowledge, I will
use a variety of resources
to reteach subject matter.
For example, Using
YouTube academic music
videos to teach about
what a plot is. There is a
video called “Going to
Plot Mountain” Where I
print out the lyrics for the
students and we all sing
along to refresh on the
components of a plot and
how it relates to our
assignment. 7/14/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element
Uses instructional
strategies that are provided
in the curriculum.
3.4 Utilizing
instructional strategies
that are appropriate to
the subject matter
Emerging Exploring
Gathers and uses
additional instructional
strategies in single lessons
or sequence of lessons to
increase student
understanding of academic
language appropriate to
subject matter.
Applying
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.4/3/2023
Using Canva, I
create visually appealing
aids that help my students
better understand complex
writing concepts. This
improves comprehension
and retention for my
students. 4/3/2023
Integrating Innovating
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm, meta-cognitive
to ensure student abilities, and support and
understanding of academic challenge the full range of
language, and guide student towards a deep
student in understanding knowledge of subject
connections within and matter.
across subject
matter.07/14/2022
I often offer writing
choice boards for my
students to engage
learners of all types.
The students really
respond well to these
and pick the ones that
interest them the most.
Before they see the
choices, I remind them
to pick one that goes
hand in hand with the
type of learner they
are, which we discuss
often. I set
expectations and
objectives for each
choice and students
are encouraged to
share their work aloud
to the class when
completed.
7/14/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
instructional materials, instructional materials, appropriate instructional adapted resources, identifying and adapting
resources, and resources, and materials, resources, and technologies, and resources, technologies,
technologies for specific technologies to make technologies for concept instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible to and skill development in meet identified student instructional materials to
adapting resources,
matter accessible to students. subject matter. Resources needs and make subject extend student
technologies, and
students. reflect the diversity of the matter accessible to understanding and critical
standards-aligned
Explores how to make classroom and support students. 7/14/2022 thinking about subject
instructional materials
Identifies technological technological resources differentiated learning of matter. 10/28/2022
including adopted
resource needs. available to all students. subject matter. Assists student with
materials, to make
equitable access to Ensures that student are
subject matter
Guides students to use materials, resources, and able to obtain equitable
accessible to all
available print, electronic, technologies. Seeks outside access to a wide range of
students
and online subject matter resources and support. technologies through
resources based on 7/14/2022 ongoing links to outside
individual needs. resources and support.
10/28/2022
I created a resource I have added additional
website for grammar and websites and apps to my
writing that I share with teaching routine that I
my students and use as a discovered through the
teaching tool. The FOTIP program. Websites
students are also given
such as IXL, Blooklet, and
the link to my website on
their Google Classrooms. Mr. Goodie Grammar just
Within their Google to name a few have helped
classroom I also post me to differentiate and
anchor charts, YouTube reach all students learning
videos and other needs. 10/28/2022
resources to help with the
current assignment we
are working on. I try to
make all videos and
resources age
appropriate so they can
fully understand.
7/14/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English
language proficiencies based
on available assessment data.
3.6 Addressing the
needs of English
learners and student Provides adapted materials to
with special needs to help English learners access
provide equitable content.
access to the content
Exploring
Seeks additional information
describing elements of culture
and language proficiencies in
listening, speaking, reading,
and writing. Uses multiple
measures for assessing
English learners’ performance
to identify gaps in English
language development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying Integrating Innovating
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the study development, English in English language
of language and content. learners’ strengths and development and in meeting
Differentiates instruction assessed needs into English content standards. Supports
using one or more components language and content students to establish and
of English language instruction. 10/28/2022 monitor language and content
development to support goals.
English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support standards- instruction to provide a wide the design, adjustment, and
based instruction using range of scaffolded support elimination of scaffolds based
literacy strategies, SDAIE, for language and content for on English learners’
and content level English the range of English learners. proficiencies, knowledge, and
language development in 12/09/2022 skills in the content.
order for students to improve
language proficiencies and
understand content.
7/14/2022
For EL students and those I have continued to support
with special needs I will have my EL students by
them seated towards the
front of the class. I will use providing sentence starters
visual tools and websites for writing projects, anchor
that offer a variety of ways to charts and videos that go
learn the writing lesson. For along with the content of
example, using visuals for
vocabulary words, and
what I am teaching them.
anchor charts specific 12/09/2022
writing styles. If the student
has an IEP, I follow the
suggested adjustments and
stay in communication with
family members, and
special education team
members in regards to how to
best support the learner and
their needs. 7/14/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting with
3.6 Addressing the 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.
Exploring
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.
Applying Integrating Innovating
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions to range of student with special
identified with special needs instruction for the full range of needs to actively engage in
to assess strengths and students with special needs to the assessment and monitor
competencies to provide ensure adequate support and their own strengths, learning
appropriate challenge and challenge. needs, and achievement in
accommodations in accessing content.
instruction. Communicates and
collaborates with colleagues, Communicates and
Communicates regularly with support staff, and families to collaborates with resource
resource personnel, para- ensure consistent instruction. personnel, para-educators,
educators, and families to Supports families in positive families, leadership, and
ensure that student services engagement with school. students in creating a
are provided and progress is coordinated program to
made in accessing appropriate Initiates and monitors referral optimize success of the full
content. processes and follow-up range of students with special
meeting to ensure that needs.
Refers students as needed in a students receive support
timely and appropriate manner and/or extended learning that Takes leadership at the
supported with documented is integrated into the core site/district and collaborates
data over time, including curriculum. 10/28/2022 with resource personnel to
interventions tried previous to ensure the smooth and
referral. 7/14/2022 effective implementations of
referral processes.
For EL students and those
with special needs I will have
them seated towards the
front of the class. I will use
visual tools and websites
that offer a variety of ways to
learn the writing lesson. For
example, using visuals for
vocabulary words, and
anchor charts specific
writing styles. If the student
has an IEP, I follow the
suggested adjustments and
stay in communication with
family members, and
special education team
members in regards to how to
best support the learner and
their needs. 7/14/2022