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
connections and relevance during instruction and
to students. extend student learning.

7/17/2022-I use state 12/04/2022-Before

standards to guide my
lesson planning. Lessons
are aligned to these
standards by utilizing
different sources and
building on content
learned in previous units. I
plan lessons that are
aligned to a specific
historical narrative that is
engaging, accessible, and
relevant to students.
starting a new academic
unit, I complete a Unit
Internalization in which
review the unit to identify
the key understandings
and skills I want students
to meet, identify any
misconceptions
throughout the unit and
ways to target them, and
ensure that I internalize
the compelling and
supporting questions
before teaching so that I
can better present the
"story" of the unit to
students.

5/03/2023-I internalize
each unit to ensure I know
exactly what standards
and content students will
need to master and learn
and to provide a clear
trajectory on the “story” I
want students to get each
unit. I use my
understanding of content
to provide real world
examples and modern
analysis of topics.
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
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
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.
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.
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.
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.

7/17/2022-Lessons are 12/04/2022-I teach

planned to allow for less
“teacher talk” and more
student dialogue and
conversation about the
content. Vocabulary and
key words are taught prior
to jumping into rigorous
texts to allow students to
understand key ideas in
text and make content
grade level appropriate
and accessible to all
learners yet rigorous.
vocabulary relevant to the
lesson/texts that we are
reading each day. I provide
additional resources like
videos and images to
ensure students are able
to develop understanding
of the content.
5/03/2023-I teach
academic vocabulary that
is necessary for students
to be able to meet lesson
objectives. I provide
images and visuals as
much as possible to
provide students with
contexts. I model reading
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

and annotating skills and

“think out-loud” so that
students are able to see
my thinking steps before
jumping into practice
independently.
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
subject matter
and facilitates student
articulation about what
they do and do not
understand.
7/17/2022-When 12/04/2022-Lessons are
planning lessons and sequenced in a logical and
units, I think of the key well organized way.
understandings I want Lessons build on each
students to learn in each other and allow students
unit and then find ways to to make connections
connect or build these across units. I identify
understandings from scaffolding questions to
previous units. Units are ensure students are able
created to be aligned and to identify the key
sequenced to provide understandings of each
students with a narrative lesson. Students can
of the ancient world that explain the “story” of each
builds off each other and unit and make
is related. Key connections between
understandings might be previous units.
repeated throughout
different units, for 5/03/2023-I adjust
example when examining curriculum to ensure it
Mesopotamia and Greece, supports student learning
we might encounter the and comprehension in a
same essential questions way that is tangible to
like “how does geography students. I use my content
impact the way knowledge to find
civilizations are resources that support
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

organized?” Despite student learning, like

students engaging with games, activities, and
different topics the videos that can bring
essential understanding content alive for students
about the impact of and make it more
geography is still aligned engaging and fun.
throughout both units,
stamping this key
understanding throughout
the academic year.
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 lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of students
subject matter subject matter. students’ diverse learning guide student in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

7/17/2022-Students 12/04/2022-I 5/03/2023-I use my

engage in a variety of
learning strategies such as
guided practices, think
pair shares, class
discussion, reflection
prompts, games,and
engage with reading and
written content everyday.
incorporates assignments knowledge of content to
like Choice Boards that build joy and hype around
allow for student choice topics, find opportunities
and incorporate a variety to share fun facts relevant
of strategies to provide to content and provide
instruction and allow further contexts to
students to demonstrate students. I use knowledge
knowledge of content. I of content to provide
also use turn & talks, students with
games, and class
discussions to check for
understanding.

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,
3.5 Using and technologies for specific technologies to make resources, and instructional materials to and standards-aligned
adapting resources, lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
technologies, and matter accessible to to students. and skill development in needs and make subject extend student
standards-aligned students. subject matter. Resources matter accessible to understanding and critical
instructional Explores how to make reflect the diversity of the students. thinking about subject
materials including Identifies technological technological resources classroom and support matter.
adopted materials, to resource needs. available to all students. differentiated learning of Assists students with
make subject matter subject matter. equitable access to Ensures that student are
accessible to all materials, resources, and able to obtain equitable
students Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources and support.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
7/17/2022-A variety of
primary and secondary
sources are selected to
encourage student
learning and make content
more accessible to all
scholars. Sources
presented in class are
modified to make language
and content more
accessible to students.
Scholars are presented
with material that is
directly aligned to content
standards. Use of different
resources such as texts,
academic videos such as
BrainPOP and Flocabulary,
are used to supplement
learning.
Is aware of students’ Seeks additional information
primary language and describing elements of culture
English language and language proficiencies in
proficiencies based on listening, speaking, reading,
available assessment data. and writing. Uses multiple
measures for assessing
English learners’ performance
3.6 Addressing the to identify gaps in English
needs of English language development.
learners and student
with special needs to Provides adapted materials Attempts to scaffold content
provide equitable to help English learners using visuals, models, and
access to the content access content. graphic organizers.
resources based on
individual needs.
12/04/2022-I incorporate
a variety of instructional
materials and resources to
support student learning
and comprehension, such
as using online platforms
like BrainPop, Edpuzzle,
PBS Learning Media, and
Flocabulary to support
learning.
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.
5/03/2023-I use a variety
of tech tools and
instructional materials to
make content more
accessible to all students. I
provide videos to support
student learning, use
simulations to allow
students to experience a
concept we are
experiencing, such as
assigning a digital
simulation on the Silk
Road, assign virtual field
trips using Google Slides
which allows students to
“set the stage” and gain
context on the different
regions we are studying.
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 learners. proficiencies, knowledge,
and skills in the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
7/17/2022-Scholars are
placed in strategic seats to
support their learning, (
Proximity to teacher or
seating next to bilingual
students )and are given
multiple opportunities to
engage in partner
discussion and
collaboration. Scholars are
provided with scaffolds
such as the use of videos
and media to support
learning and the use of
graphic organizers.
12/04/2022-I teach
academic vocabulary for
each lesson that students
will need to know and
understand for the lesson.
I provide content and
background information
for our lessons to allow
students to build context. I
use chunked text in class
and conduct read-alouds
to build oral fluency. I
incorporate images into
the text and provide
videos that allow different
modalities for students to
learn content.
5/03/2023-I provide
scaffolded instruction to
support students yet
provide them with the
opportunity to practice
critical thinking. I use
chunked documents, teach
academic vocabulary,
provide explicit modeling
and guided practice, allow
students to use oral
responses and provide
word banks and sentence
starters to support
students in their written
expression.
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.
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.
7/17/2022-Accommodati
ons and adaptations for
scholars are implemented
to support all learners
such as brain breaks,
vocabulary lessons,
chunked texts, extended
work time, use of graphic
organizers and sentence
starters. Collaboration
with grade level team,
student support
(EC/SPED/EL), and
intervention team to
discuss best practices and
engagement from all
learners. Communicate
learning and areas of
growth with families
consistently.
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths, learning
adequate support and needs, and achievement in
challenge. accessing content.
Communicates and Communicates and
collaborates with colleagues, collaborates with resource
support staff, and families to personnel, para-educators,
ensure consistent instruction. families, leadership, and
Supports families in positive students in creating a
engagement with school. coordinated program to
optimize success of the full
Initiates and monitors range of students with
referral processes and special needs.
follow-up meeting to ensure
that students receive support Takes leadership at the
and/or extended learning site/district and collaborates
that is integrated into the with resource personnel to
core curriculum. ensure the smooth and
effective implementations of
referral processes.
12/04/202-Teacher
provides graphic
organizers, teaches
content relevant
vocabulary, collaborates
with SPED/EL team to
find best practices and
support for students.
Communicate constantly
with families to keep
updates. I use digital tools
like Flip to support
students in allowing them
to practice building
fluency and provide
alternate ways of
completing tasks!
5/03/2023-I abide by all
accommodations that
must be provided for
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

students per their

learning plans. I provide
students with brain
breaks, offer wiggle seats
and silent fidgets, and
provide opportunities for
a lot of collaboration
among students.